• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.648-657
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• 2012

This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer's feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First, there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher's feedback, showed more positive perception of the class than the experimental group 2 that was given peer's feedback (p<.01).

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.355-364
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• 2017

Purpose: The purpose of this study was to identify health promotion behaviors of elementary school teachers and investigate the factors influencing the health promotion behaviors. Methods: Data were collected from 234 elementary school teachers in the B Metropolitan City Office of Education from 5th to 30th October, 2016. The collected data were analyzed by descriptive statistics, t-test, ANOVA, $Scheff{\acute{e}}$ test, Mann-Whitney test, Kruskal-Wallis test, Spearman correlation coefficient and multiple regression analysis, using SPSS/WIN 23.0. Results: The elementary school teachers' health perception scored 2.94 out of 4, health status 1.59 out of 3, and health promotion behaviors 2.66 out of 4. The level of mental health status (1.67) was higher than that of physical health status (1.54) and the most practiced health promotion behavior was spiritual growth (3.15) and the least was health responsibility (2.00). Significant negative correlations were found between health perception and health status (r=-.59, p<.001) and between health status and health promotion behaviors (r=-.41, p<.001). A significant positive correlation was found between health perception and health promotion behaviors (r=.32, p<.001). The significant factors influencing health promotion behaviors were job stress and health status. These factors explained 19.6% of the health promotion behaviors. Conclusion: It is necessary to establish measures to increase the health perception and health promotion behaviors of elementary school teachers and improve their health status. In addition, since job stress and health status are factors influencing health promotion behaviors, it is necessary to actively manage job stress and health status in order to increase health promotion behaviors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.71-81
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.181-194
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• 2001

This study examined relationships among maternal self-perception, parenting behavior, kindergartener's temperament, and social competence. The subjects were 112 kindergartners and their mothers. Instruments were the modified Self-Perception Profile for Adults, the Iowa Parent Behavior Inventory, the Parent and Teacher Temperament Questionnaire for children 3-7 years of age, and the Iowa Social Competency Scales. The data were analyzed by Pearson's correlation, connonical correlation and regression. Results showed significant correlations among maternal self-perception, parenting behaviors, kindergartener's temperament and social competence. Findings from analyses by cannonical correlation and regression revealed that maternal self-perception, parenting behaviors, and children's temperament are important variables for predicting social competence in children.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.54-68
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• 2020

The purpose of this study is to investigate how elementary teachers perceive and practice using Visual Thinking (VT) in science classes. For this, we collected 161 VT teaching materials for science that uploaded on the elementary teacher's online communities, and analyzed the characteristics. Also we interviewed four elementary teachers who have used VT in science class. The results are as follows. First, VT teaching materials shared in teacher's online communities were most often used to review the science concepts that students learned. Most of the materials required 'remember' among the Cognitive Process, and most of them provided layouts for VT activities. Second, the participants were using VT materials to review the science concepts they learned, so that students remember them. Third, the participants were satisfied because of the beliefs of effects as follows: facilitating learning and reviewing what students had learned; increasing students' positive reactions and confidence; learning through the interation among learners; the formation of habits thinking visually; indirect experiences of science class; possibility of class corresponding to learner characteristics. Fourth, the participants had difficulties in preparing for the VT science class, such as the burden of making VT materials, the long preparation time, concerns over overlapping contents, consideration of learners' VT skills, and the themselves' drawing ability. Furthermore, they also had difficulties in proceeding for the class, like different preference among learners about Visualization and loss of objectives in science class using VT. Fifth, the participants needed support as follows: platform to share students' VT results; VT case books and teachers' guidebooks; physical environment.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.121-148
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• 2011

This Study aimed to ascertain early childhood teachers' awareness of gender differences in young children and interaction style with young children. 50 teachers answered Q sort questionnaires, 7 teachers were interviewed, 2 classrooms were observed. Results showed 3 types of teacher perception of boys and 4 types of teacher perception of girls. Early childhood teachers more interact with boys than girls. Especially negative interaction showed much more frequently with boys than girls. These finding are discussed in terms of equity and equality in both gender.

• Journal of Korea Game Society
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• v.10 no.4
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• pp.91-101
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• 2010

The purpose of this study is to analyze the teacher's perception about educational use of a game as a supportive method for teaching and learning process in the educational context. The result will be used as a good index to spread the game-based learning in the future. We have derived the following results through the investigation. Firstly, teachers have some limitation to get the topics and contents for game-based learning curriculum. Secondly, they were frequently required to design and arrange their teaching process by the level of learner's ability in the game-based learning. Thirdly, public institution has to supply various information and guideline for teachers to use the game-based learning. Finally, they demand systematic approach and executive and financial support to encourage the game-based learning.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• Journal of the Korean Dietetic Association
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• v.16 no.2
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• pp.146-159
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• 2010

This study was conducted to determine the appropriateness of the indicators and items on teacher evaluations for professional development and to provide insight for their improvement. To accomplish this, the perception of the importance and performance frequency of 318 nutrition teachers regarding their roles inherent in the indicators and items were evaluated through a survey questionnaire based on a five-point Likert scale. The quantitative data were analyzed using descriptive statistics and a paired t-test. In addition, the reflective analysis and constant comparison method were employed to analyze the responses to the open-ended questions asking problems in the indicators and items. The results revealed that the mean scores for the importance and performance frequency of most indicators and items were over four points, which implies that most indicators and items are appropriate for evaluating the job tasks of nutrition teachers. However, it was suggested that a few items be revised or removed for their improvement and appropriateness. This study concluded that nutrition teachers should have more chances to provide nutrition education for students to enable them to perform as teachers and not simply dietitians.

• Educational Technology International
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• v.12 no.1
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• pp.95-124
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• 2011

Teachers' perception on educational attributes of new technologies can be dealt with a critical factor for enhancing educational effectiveness through using new technologies in education. The present study attempts to identify teachers' perceptions on educational attributes of cutting edge technologies established through a government-driven educational agenda, "The rural public school model", To achieve this purpose, e-survey was conducted for analyzing the differences of teachers' perceptions on educational attributes of TPCs, e-Whiteboards, and Fastel according to teachers' working areas, school levels, teaching experiences, and training experiences. Participants were 123 elementary school teachers (male:62, female:61) and 66 middle school teachers (male:37, female:29) who are working in the rural public model schools (Gyeonggi: 29, Chungcheong: 12, Jeolla: 30, Gyeongsang: 88, Gangwon: 22, Jeju: 8). The results are as follows: firstly, there were statistically significant differences according to regions, but no significant difference according to school levels; secondly, significant differences in teacher's perceptions on educational attributes of TPCs and Fastel according to teacher's teaching experiences were not shown; thirdly, differences in teachers' perceptions according to their training experiences were meaningfully significant in terms of three new technologies, Based on research results, the implications and further studies are suggested in order to increase educational effectiveness and efficiency for using the technologies.