• Hwankyungkyoyuk
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• v.13 no.2
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• pp.24-37
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• 2000

Korean civil and environmental organizations had selected and announced ‘The top ten pieces of news in the environmental field of the year’ on Dec. 2, 1999. This study investigated the possibilities that these could be used as subject matters of environmental curriculum and infused into the environmental textbook of secondary schools, referring to documents and internet materials. The top ten pieces of environmental news could be clarified as controversial topics. The locality was analyzed that 2 pieces occurred mainly in a specific area, 4 pieces in several areas and 4 pieces around all over the country. Most of them had the opposing partners as the federal and local governmental vs. civil organizations and people. Each of them could be used as subject matters for 7 to 13 contents domains of the 6th and 7th Korean environmental curriculum. The knowledge of most of them had related counterpart concepts to be infused into the ‘Environmental Science’textbook for the high school students. The results suggested that more concerns and efforts are needed to deal and use these controversial issues as real world problems of Korea in the environmental education practices

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.115-127
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• 2012

This is a survey research which investigated perceptions of 85 elementary and secondary school science teachers on inter-disciplinary teaching in general. It is expected that the results of this survey will help to find out the necessity, the appropriate time, the proper approach and the obstacles of inter-disciplinary education. Results indicated that 49.5% of the teachers were aware of inter-disciplinary teaching and 61.2% of the teachers agreed with the necessity of implementing inter-disciplinary strategy. However, considering difficulties in objective assessment and burdens of college entrance exam preparation, they responded that inter-disciplinary teaching could be more appropriate and feasible to be implemented for lower graders at elementary schools than secondary school students. Of the answers to the integrated approaches, 57.6% of teachers chose the theme-based approach, and 16.5% chose the problem-based approach. When they chose the theme-based approach, they stated the reason of educational readiness. On the other hand, when they chose the problem-based approach, they stated the reason of educational obligation which assumes that a problem solving needs inter-disciplinary approach. The teachers also selected 'lack of knowledge on other subjects' and 'lack of time to prepare teaching materials' as major predicaments in implementing inter-disciplinary approach. This suggests that there needs a clear and specific teaching strategy along with a guidance to teaching materials for inter-disciplinary teaching.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1039-1048
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• 2015

The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in 'Integrated Science' for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised 'Integrated Science' curriculum and 11 types of pre-service science teachers' learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised 'Integrated Science' curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised 'Integrated Science' curriculum were included in pre-service science teachers' education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of 'Energy and Environment' domain of 'Integrated Science' for high school students. Accordingly, these results suggest that 'integrated science materials' should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for 'Integrated Science' are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.313-325
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• 1998

The purpose of this study was to develop for PLEIS(Psychological Learning Environment Instrument generated by science teachers). The procedure of validations' PLEIS is also examined. Samples of 1.274 for this study were selected from the secondary school students. It was conducted as a procedure development of the instrument with teachers' perception survey, students' perception response survey. second pilot for the measurement instrument. Findings indicate as the follows. (1) PLEIS was formed 3rd construct dimension, 9th subcategory. (2) the instrument consisting of 45-items' scale were used for psychological learning environment. (3) all item-type were applied 5-Likert Scale. (4) internal consistency of Cronbach ${\alpha}$ was 0.93.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.31-47
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• 2017

The purpose of this study was to evaluate the effectiveness of parenting education program for adolescents. Parenting education program for adolescents was developed and implemented at three secondary schools in Seoul, Chungcheong province, and Gwangju metropolitan city with focus on the following topics respectively 'parent-child communication', 'understanding fatherhood', and 'preparation for parenting based on self-understanding'. Data were collected from self-reported inventory and 97 data copies for pre- and post tests were used for analyses. Data were analyzed for frequency, percentage, paired t-test and One way ANOVA using SPSS/PC 21.0 program. The results from mean comparison of pre- and post tests were as follows. First, perception of necessity for parenting education and needs for including parenting program into regular secondary school curriculum increased statistically, which means that parenting program must be implemented regularly to meet the demands of adolescents for parenting program. Second, the main reason for not having children was 'burden for rearing children', which means that enough child-care skill and information need to be included. Third, the mean difference between pre- and post tests regarding perception of performing parents' roles was statistically significant, which means that the participants' perception of performing parents' roles became positive. Fourth, the 32 high school students participating in parenting education of 'understanding fatherhood' did not have significant difference in gender role. The 29 middle school students participating in parenting education of 'parent-child communication' had significant difference in perception of communication. The 36 high school students participating in parenting education of 'preparation for parenting based on self-understanding' had significant difference in self-esteem. This results identified the effectiveness of parenting education for adolescents. Therefore, Home Economics subject must be selected to give the opportunity of parenting education to high school students.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Clinical and Experimental Pediatrics
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• v.62 no.5
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• pp.179-186
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• 2019

Purpose: Information about overweight and obesity among students in rural areas of Thailand is limited. Therefore, we aimed to determine overweight and obesity prevalences and associated factors among school-aged children in a rural community of Thailand. Methods: We selected 9 public schools through cluster sampling in 2 provinces located in central Thailand in 2016. Anthropometric measurements were measured using standard techniques, classified as overweight (>1 standard deviation [SD]) and obese (>2 SD) with respect to their age and sex using 2007 World Health Organization reference charts. Standardized questionnaires on risk factors were sent to parents to be completed together with their child. Results: Among 1,749 students, 8.98% had overweight and 7.26% had obesity. Mean age (range) was 11.5 years (5-18 years). Independent factors associated with overweight and obesity included primary school student (reference as secondary school) (adjusted odds ratio [aOR], 2.25; 95% confidence interval [CI], 1.24-4.08; P=0.07), mother's body mass index (aOR, 1.07; 95% CI, 1.02-1.12; P=0.001), self-employed father (aOR, 1.99; 95% CI, 1.12-3.55; P=0.018), number of siblings (aOR, 0.61; 95% CI, 0.47-0.81; P=0.001), having sibling(s) with obesity (aOR, 1.82; 95% CI, 1.20-2.77; P=0.005), more than one (aOR, 7.16; 95% CI, 2.40-21.32; P<0.001), consuming 2-3 ladles of rice/meal (aOR, 2.14; 95% CI, 1.38-3.32; P=0.001), consuming >3 ladles of rice/meal (aOR, 2.69; 95% CI, 1.11-6.46; P=0.27), watching <2 hours of television/day (aOR, 2.18; 95% CI, 1.19-4.01; P=0.012), and watching >2 hours of television/day (aOR, 2.60; 95% CI, 1.36-4.96; P=0.004). Conclusion: Many sociodemographic, dietary, and behavioral factors were related to overweight and obesity among school-aged children not only in urban but also rural communities of Thailand.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.9-14
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• 2020

This study examined whether the integrated education science and resource e-book developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 sciences", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school science course in the 2015 revised curriculum. The science grades are composed of 40 units, including basic science inquiry, matter, life, kinetic and energy, earth and universe. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). As a result of the study, the strategy network was the largest among the UDL principles. As for the domain of the science curriculum, the kinetic and energy was the most common. As UDL detailed items, informations presentation suitable for learners was most frequent in cognitive network. Various ways of searching for data, was most frequent in strategies network. Diverse materials optimized difficulty of contents was most frequent in affective network.

• Korean Security Journal
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• no.40
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• pp.209-242
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• 2014

This study is to understand sure the primary crime prevention has been incidence as a social problem intended for parents through the analysis of the Crime Prevention Design (CPTED) CPTED element of recognize elements that target crime prevention strategy to effectively help students be and an object of the present invention is to provide a policy suggestion haryeoneunde proposed basic data required for orientation. To achieve the study objectives such as the core framework in this study IPA: Importance-Performance Analysis) also was selected. Subjects of study in 2010 Gyeongju Elementary parents name and were 203 first research group investigating the secondary school population of the region in 2014 to nomadic parents of 297 people sampled selection. Questionnaire that use by this study applies "Important-Performance Analysis : IPA" technique that Martilla & James(1977) presented and analyzed awareness for CPTED elements of strategy for student's crime prevention to elementary school pupil students' parentse. It was the first group, 0.886, 0.920, 0.895 and 2nd group 0.880, 0.906, 0.878 that reliability of (Cronbach' s ${\alpha}$) the importance, and believability of run chart was the first group, 0.880, 0.917, 0.878 and 2nd group, 0.735, 0.840, 0.830. Analysis of the data carried out frequency analysis, reliability analysis, Frequency analysis was performed, paired sample t-Test for the reliability analysis, and the technical statistical analysis of the data is. The analysis of lattice bars execution through the IPA, the importance of the primary parents elements of CPTED strategies are generally very high, but found that the variation depending on the components that Performance. This study, an important element of the strategy to eliminate the school building for students from inside and outside the criminal fears CPTED is a mechanical surveillance in the first group, organizational surveillance, and the second group is the region intensified I'll showed mechanically and organizational factors in the investigation, and request that the investment is urgently important element is also execution low, crime prevention personnel security higher importance than expanding the front door. The analysis result of this study expects that basic data can be used in policy direction presentation that examines closely CPTED elements of strategy for crime prevention of students and applies CPTED's component effectively at elementary school hereafter.