• Title/Summary/Keyword: The Secondary School Physical Education Teacher

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Analysis of Secondary Pre-service Science Teachers' Conceptions about Motion of Objects Based on the Viewpoints of Science History (예비 중등과학 교사들의 물체의 운동 개념의 과학사적 관점 분석)

  • Joo, Jee-Young;Kim, So-Yean;Paik, Seoung-Hey
    • Journal of The Korean Association For Science Education
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    • v.24 no.6
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    • pp.1049-1062
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    • 2004
  • In this study, various scientific viewpoints of 'motion of objects' were analyzed from the Aristoteles age to the Newton age. From the analysis, a questionnaire was developed which was including causes of motion, forms of motion, and preservation quantity of movement. The conceptions of pre-service science teachers were researched by the questionnaire developed in this study based on the science historical viewpoints. The subjects were twenty sophomore students of physic education major and thirty four of other science education major who majored common science education also in a college. Most of the pre-service teachers of physical education major had inertia and Newton's force conception related to the question situations of 'causes of motion' and 'forms of motion'. But a lot of the pre-service teachers of physic education major and other science education major had viewpoints of Descartes or Huygens related to the question situation of 'preservation quantity of movement'. Only few pre-service teachers regardless of major had Newton's viewpoint which represented in current Korean science curriculum for secondary school.

The Sources of Students' Misconception about Newton's Third Law (Newton의 제3법칙에 대한 오인(誤認)의 원인분석)

  • Oh, Kang-Soo;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.8 no.1
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    • pp.57-72
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    • 1988
  • It is very important for a teacher to know what his students know and what they do not; however, it seems not true for the most Korean secondary school science techers. This study tried to find students' misconception Newton's third law and the sources of the misconceptions. The researcher examined 609 students from middle schools, high schools, and college. In this study, students' understanding on Newton's third law were examined by school level, sex, stream (science and liberal arts), and departments. The following results were obtained by this study. 1. Students' understanding seemed to be improved continuously from middle school to university; however, their misconception (the most frequent incorrect selection of options of the test items) did not changed very much. 2. Students' answers were significantly affected by size of objects, existence of physical contact and the existence of life in the objects. 3. The answer were significantly affected by the source of attraction. 4. The answer to Newton's third law were affected by the magnitude of potential force which the target bodies have, state of motion, velocity, weight, friction and acceleration. This study could show the sources of the misconception on Newton's third law. The identified sources could be very useful for designing an instruction to teach Newton's third law in schools and universities.

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Manifest Weeds and Self-Actualization of Patients with Essential Hypertension (본태성 고혈압 환자의 자기실현 및 욕구구조에 관한 연구)

  • 강익화
    • Journal of Korean Academy of Nursing
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    • v.8 no.1
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    • pp.163-180
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    • 1978
  • Much of a person's energy is spent in the effort of becoming a productive member of to-day's complex society. This activity may cause tension, and chronic unrelieved tension is an influential factor in blood pressure elevation. The problem of this study was to identify manifest needs and self-actualization of patients with essential hypertension, and to analyse and compare their manifest needs and selt-actualization with the selected general characteristics of We, sex, religion, occupation and level of education with a control group of patients with normal blood pressure readings. The purpose was to contribute to the planning of nursing interventions toward reducing the impact of complex psycho-somatic factors on the anxiety of patients with essential hypertension. The instruments used included selected items from the Edwards (1959) Personal Preference Schedule (EPPS) as adapted by Hwang (1965) and from the Personal Orientation Inventory (POI) (Shostrom 1964, 1974) adapted by Kim and Lee (1977) to measure manifest needs and self-actualization. The convenience sample was chosen from 149 persons who presented themselves for general physical examinations at Ewha University Medical Centre and 41 patients diagnosed with essential hypertension at three general hospitals in Seoul during June 1 and August 31, 1977. Forty-nine persons from the Ewha group with blood-pressure readings exceeding 150/90 were added to the experimental group. Data were analysed by the S.P.S.S. computer programme using t-test and tests for statistical significance. Statistically significant findings were as follows: A. Blood Pressure and Manifest Needs. 1. with the exception of Autonomy, patients with hypertension had significantly high scores on all variables Abasement, Achievement, Affiliation, Aggression, Dominance, Emotionality, Exhibitionism and Sex. 2. When mean scores of normal persons were compared by age groups, normal persons had higher scores in the following order on Abasement (50's, 40's, 20's, 30's), Achievement (50's, 30's, 40's, 20's), Affiliation (50's, 40's, 30's, 20's), Dominance (50's, 40's, 40's, 20's) and Exhibitionism (30's, 50's, 40's, 20's). In each case, there was a significant difference between the first and last age group scores. 3. When the mean scores of normal persons were compared by sex, normal men had higher scores than women on Achievement, Affiliation, Aggression, Dominance, Exhibitionism and Sex. Male patients had higher scores than female patients on Achievement, Dominance, Exhibitionism and Sex, but female patients scored higher in Emotionality. 4. Normal persons had higher scores related to religion in the following order on Achievement (Buddhism, no religion, Christianity). Hyper tensive patients had higher scores on. Exhibitionism (no religion, Christianity, Buddhism). 5. Normal persons had higher scores related to occupation in the following order on Achievement and Exhibitionism (unemployed, office workers, teachless, businessmen), Emotionality (office workers, unemployed, businessmen, teacher) and Sex (office workers, unemployed, teachers, businessmen). Hypertensive patients had higher scores on Achievement and Aggression (teachers, businessmen, office worker, unemployed), Dominance and Exhibitionism (businessmen, teacher, of ace workers, unemployed) and Sex (teachers, office worker, businessmen, unemployed). 6. Normal persons had higher scores related to level of edification in the following order on Abasement, Emotionality and Autonomy (secondary school graduation, university). Hypertensive patients had higher scores on Abasement (no education, primary, university, secondary), Achievement (no education, secondary, university, primary) , Dominance (university, no education, secondary, primary), Exhibitionism (university, secondary, no education, primary), and Sex (university, secondary, primary, no education). B. Blood Pressure and Self_Actualization 1, Patients with hypertension had significantly lower scores on all variables. 2. Normal persons had higher scores related to age groups in the following order on Existentiality (20's, 30's, 40's, 50's). Hypertensive patients showed no significantly different scores. 3. Normal women had higher scores than men on Time Competence. Normal men had higher scores on Feeling Reactivity. Male patients had higher scores than women on Self-Actualizing Value and Self-Regard. 4. Normal persons ha 1 higher scores related to religion on spontaneity (Buddhism, no religion, Christianity). Hypertensive patients had higher scores on Time Competence and Nature of Man (Buddhism, Christianity, no religion). 5. Normal persons had higher scores related to occupation in the following order on Existentiality (teachers, office workers, businessmen, unemployed) and Self-Regard (unemployed, office workers, teachers, businessmen). Hypertensive patients showed no significantly different scores. 6. Normal persons had higher scores related to level of education in the following order on Existentiality and Self-Acceptance (university, secondary). Hypertensive patients had higher scores on inner-Director (university, secondary, no education, primary) and Existentiality (university, secondary, primary, no education). Recommendations for nursing interventions with hypertensive patients with emotional problems or low self-actualization were made. 1. The nurse should encourage the patient through her interactions with other members of the medical team to accept counselling and health education. 2. Through her therapeutic interpersonal relationships with the patient, the nurse should help him discover the causes of his emotional tension. 3. Through her health teaching with the family, the nurse should encourage them to participate with the medical team in the patient's therapeutic plan and in providing him with the minimum possible emotional support. 4. Through frequent counselling with the obsessive-thinking and inflexible patient, the nurse should reevaluate the patient's behaviour and her interventions. 5. Seriously ill patients should be given needed reeducation by members of the professional medical team.

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The Study on Change in Sex-Related Knowledge and Attitude through Sex Education : focusing on the 1st grade students in girls' junior high schools (성교육 실시에 따른 성지식, 성태도 변화 연구 -1학년 여중생을 대상으로-)

  • 계수연;문인옥
    • Korean Journal of Health Education and Promotion
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    • v.16 no.2
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    • pp.137-155
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    • 1999
  • The purpose of this study was to assess the effect of sex education on knowledge and attitude related to sex. The subjects were taken from by 199 students in 3 classes from 1st grade in H girl's junior high school as the study group, and 2 classes from 1st grade in S girl's junior high school as control group. During the survey period(September 21, 1998 to September 30, 1998), 6 times in terms of one-hour class for sex education were taught to the study group. A pre-test was executed on September 19, 1998 and the post-test on September 30. The findings were as follows. 1. According to the research, 20.1% of the subjects have experienced sex education from parents and 89.9% from teacher. They have mostly obtained the sex-related information from teachers(59.8%), following movie, radio, TV, or video tape(40.7%), friends(35.2%), reading materials such as books, cartoons, news papers and magazines(31.7%), parents(15.6%), siblings(7.0%), PC(1.5%) and telephone service(1.5%). 2. 27.1% of the subjects reported that they had sex-related worry concerning from friendship with the opposite sex, following physiological phenomenon(31.5%), sex violence(11.1%), physical characteristics(7.4%), VD and contraception(5.6%), sexual impulse(5.6%), pregnancy and delivery(5.5%), and sexual behaviour(3.7%). The research showed that the adolescents usually solved their problems through the consultation with theifriends(44.4%). However, 16.7% of the subjects were turned out not to request any solution. The other minor routes to settle their problems were written materials such as books, magazines(13.0%), parents(13.0%), movie, radio, TV, or video tape(5.5%), acquainted female elders(3.7%) and teachers(3.7%). 3. The most interesting part regarding sex was the friendship with the opposite sex(61.8%), following adolescent's emotion(55.8%), physiological differences between two genders(52.8%), AIDS(48.7%), VD(46.7%), pregnancy(45.2%), contraception(45.2%), abortion(41.7%), intercourse(41.7%), masturbation(41.2%), sex violence(41.2%) and genital structure and secondary sexual characteristics(28.6%). 4. In regard to characteristics of the subjects influencing sex-related knowledge, the higher educational career of mother, living with at least either parent and the experience of sex education by teachers were statistically significant factors(p〈0.05). 5. In regard to characteristics of the subjects influencing attitudes toward sex, the experience of sex education by parents or teachers was a statistically significant factor(p〈0.05). 6. The analysis of knowledge score comparing results before and after sex education showed that control group's score decreased from 12.5 to 12.44 while the study group's score increased from 12.33 to 21.31, which was statistically significant(p〈0.001). 7. The analysis of the attitude scores before and after sex education showed that the control group's score slightly increased from 55.57 to 56.36, while the study group's score increased from 54.79 to 61.95, which was statistically significant(p〈0.001). 8. The level of sex-related concerns of the study group after sex education marked both the increase in some items and the decrease in others. 9. Most instructive session among the sex education was the third “to be a good friend to the opposite sex”(27.0%).

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