• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1148-1164
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• 2013

The purpose of this study was to inquiry of perception on outcomes and challenges of vocational education division CSAT by industry department teachers of specialized vocational high school. Therefore, it is highly desirable that researchers to survey what are the biggest outcomes of vocational education division CSAT and positive ripple effects of outcomes, what are the biggest challenges of vocational education division CSAT and importance of challenges undertaken 10 years. The survey included 100 industry department teachers of specialized vocational high school on 9 region from Korea. The analysis of survey results was by regions, industry department teacher's career of specialized vocational high school. The results are as follows. The biggest outcomes of vocational education division CSAT was extension of opportunity on continuing education and supply a demand for entrance university on specialized vocational high school students. The biggest positive ripple effects of the outcomes was also extension of opportunity on continuing education and supply a demand for entrance university on specialized vocational high school students. The biggest challenges of vocational education division CSAT and importance of challenges was not to use vocational education division CSAT score for the entrance on the most universities.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.794-800
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• 2005

The purpose of this study was to examine the state of management and science teachers perception of science classes and clubs in secondary schools. There ware 125 participants (75 middle school teachers and 50 high school teachers) from eight metropolitan cities and local areas, and more than 80% of the participants had managed science classes or clubs. Results found that a significant number of science teachers felt it necessary to manage science classes and/or clubs in secondary schools. They believed the classes and/or clubs to be beneficial in the activation of students' interest in science, even though they might not be effective ways of improving scientific achievement. In addition, it was found that secondary science teachers desire financial support, in-service programs, and efficacious programs supporting science class and club management.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.129-144
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• 2010

The purpose of this study was to examine the pre-service elementary teachers' perceptions and attitudes toward sustainable development. Subjects were 152 university students, who were surveyed by questionnaire. The instrument consisted of totally 41 items which were constructed by 3 components; 'the perception of concept of sustainable development', 'the attitude toward the relationship between economy and environment' and 'the practical intention of personal change for sustainable lifestyle'. The key findings suggest that most students associate strongly the concepts of sustainable development with their environmental as against economic and social aspect. Most of them incline toward eco-centrism but they had complex attitudes concerning the relationship between economy and environment. They have intention to act for sustainable lifestyle such as purchasing habits, recycling, energy water saving, forms of transportation, nature conservation and education. However, they prefer to act passively than actively in a certain aspect of sustainable lifestyle. Understanding of pre-service elementary teachers' perceptions of and attitudes toward sustainable development will be helpful to work out teaching and learning strategies in environmental education.

• Journal of the East Asian Society of Dietary Life
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• v.21 no.1
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• pp.146-153
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• 2011

For the purpose of carrying out nutrition counseling effectively and efficiently, this study assessed the nutrition counseling practice, perception and nutrition knowledge of elementary school children in Gyeongbuk province. Survey questionnaires were distributed between November 2009 and December 2009 to 100 nutrition counseling experienced children (participants) and 110 nutrition counseling non-experienced children (non-participants) and were completed with nutrition teachers' assistance. According to the survey results, girls and overweight/obese children showed higher tendency of participation in nutrition counseling (p<0.001). Participants who took nutrition counseling according to their own intentions showed satisfaction after counseling on diverse subjects such as obesity, unbalanced diet, and weight control. Particularly, 'lack of counseling session time', 'unfavorable counseling condition' or 'difficult explanation' caused participants unsatisfaction after counseling. Participants usually perceived the meaning of nutrition counseling more correctly than non-participants and showed positive intentions for taking further counseling in the future(p<0.001). Diet good for weight control, good food to fix unbalanced diet and diet good for growing stature were the top three subjects of nutrition counseling chosen by subjects (p<0.001). Participants also showed higher nutrition knowledge scores than non-participants. Therefore, it is critically important to apply nutrition counseling in the proper environment (counseling room, time, teaching materials, etc) to elementary school students to fix healthy food habits. Therefore, nutrition teachers need to be provide professional nutrition counseling skills and knowledge.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.73-85
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• 2005

The purpose of this study was to present the activating schemes of nutrition education in elementary school curriculum. We examined the nutrition education status and perception of teachers on nutrition education in elementary school. This study was carried out using a self-administered questionnaire and subjects were 263 elementary school teachers in Gyeonggi province. All data in this research was analyzed through SAS program, and the frequency and percentage on each question were calculated. Data for each group was analyzed according to sex and teaching career and the groups were treated for significance by using chi-square test. Most of teachers taught the nutrition education as a part of practical In curriculum and thought that student's interest and participation on nutrition education was high. And the teachers understood that nutrition education at school curriculum is very necessary and effective. But most teachers had no experience or teacher training Program for nutrition education. They thought it was difficult to carry out nutrition education in school because of their poor nutritive knowledge, and lack in educational materials. Moreover, it is revealed that the teachers supposed that the activation of nutrition education in school requires schools to provide nutritive guidance to students in cooperation with the homes.

• Educational Technology International
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• v.22 no.2
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.101-128
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• 2015

The purpose of this study was to investigate early childhood pre service teachers' perception on the meanings of free play and the roles of teachers in charge of free play hours. For this purpose, this study analyzed reflective journals, metaphorizing, image drawings, and interview records made by 69 junior students majoring in Early Childhood Education and participating in the practice of child care. According to the results, the meanings of free play perceived by the early childhood pre service teachers were summarized into 'an exciting festival,' 'a fenced playground,' and 'a journey for learning.' In addition, their perceptions on the roles of teachers in charge of free play hours were summarized into 'accompanying teacher,' 'leading teacher,' 'correcting teacher,' and 'encouraging teacher.' These results suggest the need of systematic education through pre service curriculums that help early childhood pre service teachers form a balanced view and perception on the meaning of free play and the teachers' role performance.

• International Journal of Contents
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• v.15 no.1
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• pp.52-57
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• 2019

The purpose of this research is to evaluate teachers' perception of Korean's achievement standard-based testing system (ASTS) and its process of implementation, and to propose a method of evaluating students' academic aptitude based on university entrance examinations. The core of the 2015 Revised National Curriculum is asserted by changes in classroom instruction, specifically encouraging students' participation in class based on a new method to evaluate student achievement. A total of 124 teachers in charge of student career counseling in middle and high schools in the Jeonbuk province participated in the study. The schools implementing the new method of ASTS were using 61.6% for unit school cut-off point, as opposed to the existing fixed cut-off point of 38.4%. The teachers understanding of the achievement evaluation method was rated 3.54 on the 5-point Likert scale, implying that they had a relatively good understanding of the method. Some of the challenges associated with reflecting the scores from the new student ASTS include difficulty of comparing scores across schools; grade inflation; advantages and disadvantages associated with the type of high school; and the increased importance of university entrance examination. In the ASTS, the fairness during the evaluation of the high school grades and the consequently the reliability of the evaluation prove worrying. As an ultimate result, selecting students based on university admissions data became untrustworthy. There should be further discussions on how students' achievement obtained from the new ASTS should be applied during the university admission process and how students' academic aptitude can be assessed in order to set a direction for secondary school education.

• Journal of the Korean Society for information Management
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• v.40 no.4
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• pp.375-401
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• 2023

A school library is where students develop their skills to cope with future uncertainty and can utilize various information materials to build their capability and response abilities to changes. Teachers' perception is crucial as their guidance is essential for the student to use the school library. Most studies, however, focused on quantitative measurement of the importance of the teachers' perception as an external environment, and there is a lack of specific categorization of different types of perceptions on the role of the school library. This study aims to examine types of perceptions about the school library among elementary school teachers. To do so, this study used Latent Profile Analysis (LPA), a person-centered approach, to identify teachers' complex perceptions about the role and importance of the school library, which were difficult to review in previous studies, and the teachers' most representative types of perceptions. Based on the findings from the above, this study is meaningful in proposing customized measures to operate and promote the school library depending on teachers' perceptions.

• Korean journal of food and cookery science
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• v.32 no.1
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• pp.114-122
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• 2016

This study was conducted in order to evaluate the current status of management of students affected by food allergy and provide basic data necessary to school foodservice. A survey was conducted on 300 nutrition teachers (dietitians). For food allergy management, 79.3% of participants regularly checked on students with food allergy. The rate of providing allergy-free or alternative food for students with food allergy was 35.7%; and the reasons for not providing such food was 'lack of cooking time and employees' (69.4%). Furthermore, 79.7% of participants provided nutrition education and counseling for students with food allergy and the reasons for not providing education and counseling was 'lack of time' (59.0%). Nutrition teachers (dietitians) with experience of job training related to food allergy comprised 53.7%. The mean score of importance of food allergy management was 4.02/5.00. The items with high scores of importance of ${\geq}4.20/5.00points$ were periodical check on students with food allergy, sending newsletters or homepage posting of foods causing allergy; however, provision of allergy-free or alternative food scored 3.64/5.00 points. The score of importance was significantly higher in those who checked on students with food allergy (p<0.05), offered allergy-free or alternative food (p<0.01), and in those with experience of job training (p<0.05) than those who did not. Therefore, in order to manage students with food allergy, nutrition teachers (dietitians) require on-going training on food allergy in order to practice provision of alternative foods and administrative support to the cooking personnel and facilities.