• Journal of the East Asian Society of Dietary Life
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• v.15 no.5
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• pp.623-631
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• 2005

The purpose of this study was to investigate the nutrition knowledge of day-care center teachers and their guidance activities during meal time. Self-administered questionnaires were completed by 302 day care center teachers from September to November, 2004. The average score of nutrition knowledge was $12.9\pm2.3$ out of possible 20 points. As the teachers older(p<0.01) and the teaching careers longer(p<0.05), the scores of the nutrition knowledge was significantly higher. Those who had dietitian license showed significantly higher scores than others(p<0.01). Guidance activities during meal time were evaluated by the 5-point Likert scale on 24 items and the average score turned out to be $4.3\pm0.4$. The score showed significant difference only according to the length of the teaching career(p<0.05). These findings suggested that nutritional guidance and nutrition education program for day care center teachers should be developed so that they can effectively manage meal service and provide good nutrition for young children.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.97-109
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• 2005

This study was motivated to understand ways in which actors (students) perceived internal and external conditions of actions in determining responsibility of so-called environment friendly actions. To understand hidden reasons by which students conduct specific environmental actions more or less frequently may be more important and meaningful for environment teachers than to measure and know the frequency that their students do such actions. This study has been implemented by applying questionnaire survey to 752 ruddle school and high school students and 211 environment teachers. To test the hypothesis of this study that there would be significant differences in awareness of environment friendly actions and barriers to implementing those actions between students and environment teachers, frequency analysis and f-test have been conducted. Primary results of this study can be summarized as follows; It has been found that there were a number of evidences showing significant differences in awareness of environment friendly behavior between students and teachers. In term of action frequency, significant differences have been observed in 11 of the listed 20 actions. Similar resulted have been found in terms of perceived difficult, perceived effectiveness, and perceived guilty. These results seem to support an argument that the current list-making and checklist style of connecting students to so-called environment friendly actions need to be reviewed in a critical manner.

• Journal of the East Asian Society of Dietary Life
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• v.20 no.6
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• pp.1018-1028
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• 2010

The purpose of this study was to assess the practical nutrition counseling system by investigating job perception and satisfaction among school nutrition teachers in Kyungbuk area. One hundred and fifty school nutrition teachers were surveyed and 128 answered(85.3%). Data were analyzed by frequency(%), $x^2$-test, and pearson's correlation analyses. Nutrition teachers in elementary schools conducted nutrition counseling more than those in middle schools. In descending order, the reasons for not conducting nutrition education were lack of time, inadequate system for the nutrition counseling, lack of curriculum and lack of facilities. Respondents thought that reduced workload was important to conduct nutrition counseling. However, nutrition counseling should be actively utilized as teachers showed high satisfaction. Therefore, systematic support from related departments combined with effective nutrition counselling methods for nutrition teachers should be continuously provided.

• Journal of Preventive Medicine and Public Health
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• v.28 no.4 s.51
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• pp.773-782
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• 1995

The purpose of this study is to reveal how the road traffic noise influences on the response of teachers and students, which composed of conversation, studying, relaxation, and physical disturbances. The research method used in this study was self-administrated questionnaire. Samples of the survey were composed of 420 persons(114 teachers and 306 students) who are exposed to traffic noise less than 65 dB(A) from two junior high schools and 410 persons(140 teachers and 270 students) from two noisy junior high schools which the road traffic noise above 65 dB(A). In the response of both of the teachers and students in noisy(above 65 dB) schools complaints of disturbances of conversation, studying, relaxation, and physical disturbances are much higher than that of less noisy schools' teachers and students(p<0.01). On the occasion of time and season, the subjects answered the traffic noise cause high troublesome and stresses in the afternoon(12:00 - 17:00) and summer respectively. It is necessary to provide governmental comprehensive and fundamental measures to improve the noisy school environments.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.127-135
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• 2022

The purpose of this study was to explore pre-physical education teachers' subjective perception on the athletics practical skill test of examination system for appointment secondary physical education teachers using Q-methodology. This study found three types of pre-teachers' subjective perception on the system. Type I is named 'the type of specialized facility support demand', Type II is named 'the type of professional technical guidance demand'. Type III is named 'the type of evaluation method improvement demand' In conclusion, the pre-physical education teachers hoped for the support of specialized facilities, the opportunity to receive professional skills, and the detailed preliminary guidance on evaluation methods and procedures.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.715-729
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• 2013

The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1187-1203
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• 2012

This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed the taped videos, the materials, the transcripts for in-depth interviews with mentees, and discussions between mentor and mentee, researcher's field notes by using the constant comparative method. This study revealed that the mentoring, although there were many limitations, positively changed the mentees' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science content. These results suggest that the mentoring will be useful in improving the teaching professionalism of beginning science-gifted education teachers and provide meaningful implications in finding the ways to use it effectively in science-gifted education.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.127-144
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• 2021

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.258-265
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• 2000

This study was designed to evaluate the effectiveness of an in-service training programusing computer interface and probes for science odified by 9 science teachers Then,27 science teachers participated in the 5 days of in-service training, which ran for three hours a day. The questionnaire for investigating the effectiveness of the program after the training showed that many teachers (1 ) voluntarily participated in this program with internal motivation,(2) were satished with the level of program difficulty, professionalism of lecturer, and classroom environment,(3) gave positive responses about the achievement of the purposes of this program,(4) showed strong intention for applying this program to their school teaching.