• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Korean Journal of Health Education and Promotion
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• v.14 no.1
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• pp.23-45
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• 1997

This study was conducted from March 1, 1996 through June 30, in order to provide basic data for devising a policy for school health especially students health promotion and for developing of an education program. Middle school students were 1000, high school students were 2000 and a total of 3000 students were selected randomly among the boys/girls/middle/high schools which are in Seoul, Pusan, Taegu, Pohang, Suwon, Kyungsan, Milyang and a town or subcountry. The summary and conclusion are as follows. 1. In general characteristics of respondents, 51.8% were girl students, 33.7% were middle school students, 66.3% were high school students. 37.2% were living in a medium and small city, 89.1% were middle classes, 43.6% were having no religion, 27.3% were buddhists. 2. As a result of analyzing, exercise, nutrition, personal behavior, knowledge of health education and behavior level which are the factors promotion, exercise level were 3.61 of the perfect 9(40.1/100), nutrition level were 3.71(41.1/100), personal hygiene were 6.89(76.6/100), health education level were 5.1(58.9/100), all of the them are low level. 3. Judging from characteristics, in case of exercise behavior level, It was far higher in boy students than in girl students, in middle school students than in high school students. It was respectively higher than other groups in the second graders of middle school, in the first graders of high school, in the residents who live in a big city, in the high classes in the buddhists. 4. The students level against disease was average 9.11 of the perfect score 14(65.1/100). The level of disease consciousness was high in girl students by characteristics, in the second graders of high school by grades, in high school students than middle school students. 5. In health status, 55.4% were healthy, 7.9% were unhealthy. It was respectively higher than the other groups in boy students, in middle school students, in the residents who live in a big city, in high classes of life level, in buddihists, in higher education level of parents. 6. Judging from the factors of health status and health promotion and the degree of significance, there's a significant differences between exercise and dietary life as P〈0.001, in personal hygiene as P〈0.05, in health education an P〈0.01. 7. Knowledge on disease, health promotion behavior level were average 19.42 ± 4.01 of the perfect score 50(38.8/100) this score was too low. As for characteristics, the level between variables was statistically significant in the higher life level, in the higher parents education level, in the happier family. 8. Judging from health status, knowledge on disease, health behavior level, knowledge and health promotion behavior level significantly in the better health status, in the better school record. 9. As a result of the multiplex regression analyzing the factors which were under influence on health status, the variables like exercise, school record level, the degree of family happiness, nutrition, grades, the members of family influenced much and its persuasive power was 10.2%. The factors which are under the influence on the health promotion were exercise, satisfied degree of education, health status, the degree of family happiness, knowledge on disease, the usage of physical training, sex, the number of the family members, mother's education level. It’s explained power was 21.3%. promotion were high We should develop a text book and an education program to study exercise, nutrition(dietary life), personal hygiene, knowledge on disease and health systematically. As far as health education irrespective city and locality without considering the entrance exam for high school and university we should execute it continuously. To do this, it’s important to cultivate and secure qualified men of ability who can teach things related health promotion and the related subject, that is, health or health promotion subject should be established in middle and high school curriculum necessarily.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.409-427
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• 1999

The aim of this study was to illustrate how STS-related ideas in science education have been developed historically in the context of British education, particularly focused on the period of the 19th century and the first half of the 20th century. It has been hardly considered that the basic ideas of the STS education, one of the two paradigms of current science education together with constructivism, can be traced back to the beginning of the school science education itself. far beyond some of the programs which are largely regarded as the first-developed STS programs in Britain, such as Science in Society and SISCON. The movement of Mechanics' Institute during the first half of the 19th century would be the first systematic attempt to bridge the gap between the knowledge of pure science and its practical applications, although the main target was working-class adults rather than school pupils. At the end of the first half of the 19th century, this application-focused approach of science teaching was echoed in the elementary schools by Richard Dawes, one of the early experimenters of school science. The second half of the century was in large the period of the establishment of science as one of the core elements of school curriculum, mainly by emphasizing the aspect of pure science as a means for mental training. During this period, the elements of STS education-related appeared in the subject called 'Object Lesson' in elementary schools which was practically a separate subject from those of science. After the turn of the century, triggered by the experience of World War I, the growing appreciation of the impacts of science upon society and of the necessity of the teaching of science for wider audience gave a great impact towards two new main movements, i.e. for General Science and Citizen Science. The later illustrates a typical example of the STS movement in school science during the first half of the 20th century, particularly driven by the socialistic ideas towards the relation between science and society.

• The Korean Journal of Rehabilitation Nursing
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• v.4 no.2
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• pp.240-247
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• 2001

The history of rehabilitation of disabilities in Korea began with the foreigners and missionaries who were interested in it after Korean War. In 1981, Disabled Persons Welfare Act was enacted and the 88 Paralympics brought the nations attention to the welfare and rehabilitation of persons with disabilities. Since then, the facilities and the services for the disabled persons have expanded rapidly and the rehabilitation treatment and nursing intervention are drawing more attention. Against this background, the survey on the current status of disabilities, welfare service, facilities, and rehabilitation nursing was conducted. The results of this survey are as follows. 1. According to the 2000 census of disabilities, the number of persons with disabilities in Korea is estimated at 1,449,500, or 3.09% of the entire Korean population, 0.74% up from 2.35% in 1995. 2. Disability Types in 2000 The 2000 census showed that the persons with disabilities numbered 1,449,496 out of the total population and 1,024,371 persons are registered for disability, making up 70.7% of the estimated disabled population. Among them, physically disabled persons accounted for the largest 41.7% (605,127) and mentally retarded persons stood at the smallest 9% (13,481). 3. Percentage of Disability Presence The survey showed that more than 90% of disability were acquired. However, 44.8% of mental disability and 61.4% of hearing/speaking disability were not acquired after birth. This means that these disabilities happened by congenital cause or birth accident. 4. Yearly Figure of Registered Disabled Persons In 1989, 218,601 persons registered for disability and, in 2000, the number increased by 4.7 times to 1,024,371. These figures are different from the actual number of disabled persons. According to the 1995 census, 1,053,486 were disabled persons but only 378,323registered for disability. And, in the 2000 census, 1,024,371 out of the 1,449,496 of disabled persons registered for disability. 5. Welfare Service for Persons with Disability 62.6% of the total disabled people are registered and physically disabled persons accounted for the highest percentage of 96.7%. 26.5% of non-registered disabled people said that they didnt know the registration procedure. The rest of them replied that they didnt think they were disabled or that registration didnt seem to give any benefits. 6. Welfare Policies for Disabled Persons The welfare benefits given to the disabled are as follows: Issuance of disabled sign for car drivers, Permission to use LPG fuel, Communication fee reduction, Tax exemption related to cars, Reduction of public facility fees, Household allowance, Tax reduction or exemption, Medical allowance and education subsidy for children, and Housing. 7. Current Condition of Welfare Facilities by Disability Type The welfare institutions for disabilities numbered 188 in total and they can accommodate 16,823 persons. Categories of these institutions are physical disability(37), visual disability(10), hearing/speaking disability(14), mental retardation(59), and sanatoriums(68). 8. Human Resource of Rehabilitation of Disabilities Advanced education programs include rehabilitation nursing in its curriculum and this was selected as the program of Korean Academic Society of Nursing in 1990. In November 1997, Korean Academic Society of Rehabilitation Nursing was launched and many academic meeting and seminars were held. This organization is also making efforts to develop the education program for qualified rehabilitation nursing professionals and to develop the standards of rehabilitation nursing practice. In the professionals of the rehabilitation, there are rehabilitation specialist, physical therapist, speech therapist, occupational therapist. It is needed to come up with the measures to supply stable human resources following the demand of disabled persons and to recognize the private certificates for rehabilitation professionals as official ones after reviewing the education and training programs of private institutions. 9. Rehabilitation Nursing 1) Rehabilitation nursing was taught as an independent subject in 11 undergraduate programs and 9 graduate programs. 2) Research on rehabilitation nursing in Korea were 24 experimental research and 11 non-experimental research. The intervention of experimental research were mostly education and exercise rehabilitation programs. 3) In the three rehabilitation hospitals, nursing is divided into two categories, direct nursing and education & counseling. Direct nursing includes tracheostomy or nasogastric tube care, urination and defication, skin care, pain control, complication prevention and care, prevention of injury from a fall, etc.

• Horticultural Science & Technology
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• v.30 no.5
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• pp.586-595
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• 2012

This study was conducted to determine the effects of horticultural therapy (HT) program using hydroponics on work adjustment skills of students with mental retardation. Based on the critical role transitional model and special education curriculum for agriculture, especially hydroponics, HT program (total 22 sessions) using hydroponics procedure for Lettuce (Lactuca sativa L. 'Asia Heuk Romaine') was developed. Fourteen (10 males, 4 females) graded $1^{st}$ to $2^{nd}$ with intellectual disabilities were recruited from a special education class in a high school located in Inchon, Korea and then a special farm for hydroponics in Inchon, Korea was offered for the HT program. The students with intellectual disabilities participated in the HT program for 4-month (from September to December of 2011, twice a week, approximately 60 minutes per session). Before and after the HT program, the McCarron assessment neuromuscular development, emotional behavioral checklist, interpersonal negotiation strategies, and KEPAD picture vocational interest test were performed by the teachers and horticultural therapists. As the results, the students significantly improved motor performance (p = 0.002), emotional behavioral strategies (p = 0.00), and interpersonal negotiation strategies (p = 0.05). However, no significant difference between before and after the HT program for vocational interest was observed. In conclusion, the HT program using hydroponics, consists of simple and easy tasks so that it would be applicable for the students with intellectual disabilities positively affected to work adjustment skills by improving the motor performance, emotional behavioral strategies, and interpersonal negotiation strategies. Additionally, HT programs using hydroponics with various kinds of vegetables are required to develop and to apply in practical settings for improving work adjustment skills.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• Journal of Science Education
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• v.32 no.1
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• pp.33-46
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• 2008

The purpose of this study was to know whether or not any wrongful description or simple errors were in photosynthesis unit of Biology II textbook under 7th national curriculum and if so, to know whether or not high school teachers recognized and corrected properly the mistakes. The mistakes in photosynthesis unit of text books were determined by the comparison with several reference books and through examination by three plant physiologists in 8 different Biology II textbooks. After the mistakes were analysed, the survey using contents of textbook containing the mistakes was conducted on high school teachers teaching Biology II. As a result, 48 mistakes were determined in 13 subjects. As many as four mistakes were found even in one subject in a certain textbook and a same mistake was found repeatedly in several textbooks. The survey result showed that the teachers who pointed exactly the mistakes out corrected properly, however, the percentage of these ones out of 35 teachers replied to survey was less than 50%. The ratios of correction out of total number of responses were high in question #6 (43%), #4-3 (40%), and #1-2 (32%) which were containing a simple mistake in graph, a wrong word and a wrong picture, respectively. But, no one pointed out and made correction in question #5-1 and #5-2 which were containing Z scheme of light reaction without the legend of vertical axis that should be explained as electron energy or standard reduction potential. The result indicates the possibility that the mistakes in photosynthesis unit of Biology II textbook can be corrected and teached properly by teachers may be low. In order to reduce the possibility that students may have misconceptions about photosynthesis, the list of print's errors should be provided to the teachers and/or the training program and/or workshop for in-service high school biology teachers was recommended.

• Korean Journal of Health Education and Promotion
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• v.1 no.1
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• pp.57-71
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• 1983

Sex education is necessary for the youth that they should have an adequate sexual knowledge, attitudes and behaviors in their adolescent period. Four major objectives of this study are as follows; 1. To know the level of sexual knowledge of commercial girl's high school students in Seoul. 2. To know their actual state for the attitudes and behaviors toward sex. 3. To compare the sexual knowledge, attitudes and behaviors of day time school students with those of night time school students. 4. To compare the factors associated with their sexual knowledge, attitudes and behaviors with the individual level. Data were collected on 986 students in Seoul from April 1 to April 10, 1983. As the result of this survey, the following conclusions were obtained. 1. The level of sexual knowledge. (1) The level of knowledge of day time high school students about the physiology of female and pregnancy is shown higher than those of night time students. 64.2% of the respondents are aware of the organ producing ovum. 56.4% the ovulation period. 95.6% the cause of pregnancy. 74.5% the pregnantable period and 12.7% the place of fetilization. (2) Out of 986 respondents. 71.8% knew about contraceptive method correctly, and day time school students knew litter better than night time school students, by showing 73.9% and 69.7% respectively. They knew about contraceptive method with 'oral pills'. 'menstrual cycles', 'condoms'. and 'loops' in the same order. 3) Kinds of veneral disease was correctly known by 37.9%. Day time students knew much better than night time school students. by showing 67.8% and 7.9%. respectively. Transmission method of veneral disease was correctly known by 28.3%. Day time students knew much better than night time students, by showing 51.2% and 5.3%, respectively. (4) The major information source of sexual knowledge was 'book and magazine' (39.9%) and 'friends' (27.4%). 2. Actual state of attitudes and behaviors toward sex. (1) Out of 986 respondents, 84.0% answered that premarital purity should be kept. (2) Out of 986 respondents, 60.8% had an acquaintance of the opposite sex. 45.2% of students with opposite sex reported introduction of their friends as the main channel of making an acquaintance of the opposite sex. (3) Of those who responded to this study 13.8% reported having masturbation, 21.5% kissing, 6.2% petting and 3.7% sex intercourse. (4) 64.8% had sexual problems, which was mensturance (27.2%), aquaintance of the opposite sex (25.4%). The main method to solve the problems were consultation with 'friends' and 'books and magazine' percentage being 39.1% and 30.8%, respectively, whereas very small students discussed with 'teachers' and 'parents' percentages being 0.3% and 5.9%, respectively. (5) Out of 986 respondents, 62.2% had experience in educating about sex, the percentage of day time school was higher than that of night time school. (6) 88.2% of students wanted sex education in school, which were 'general information about sex' (35.4%), 'sexual morality and solution of sexual desire' (18.5%), 'aquaintance of the opposite sex' (13.3%) and 'marriage and role of man and woman' (12.4%) in the same order. They wanted to be instructed about sexes in the lecture of physical education, home economics, biology, military training (59.9%), regular curriculum (17.5%), special lecture (16.9%) and by the counselor or school nurse (5.7%). 3. Analyse concerning the factors about the knowledge, attitudes and behaviors. (1) The better school record was, the higher the level of sexual knowledge. (2) Those who have the religion considered the permarital purity more important than those who have not, the percentage showing 86.7% and 80.7%, respectively. (3) The result of dyad analysis of making acquaintance of the opposite sex in the friendship network showed that a high index of the acquaintance of the opposite sex tends to be a high adoption of making one at the individual level in the group, while the low index tends to be a low adoption of making one in the group.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.75-92
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• 1992

The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st, 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test items were constructed based on the evaluation framework which was composed of scientific inquiry thinking ability, science concept, and scientific inquiry context dimensions. But, those items were unevenly distributed into a few areas of the evaluation framework. (2) The boys had higher mean scores than the girls in all of the tests, but these differences were not statistically significant. The natural science course students had significantly higher mean than the humanities course students in all of the test:(1st, F=12.643, p=0.0004 ; 2nd, F=45.757, p=0.0001 ; 3rd, F=36.162, p=0.0001). A significant interaction of sex and course was found in only 1st test( F=11.352. p=0.0008). (3) Most students answered the test was difficult and they needed more time to finish it Also, they added they had to study in a different way from the traditional one in order to prepare the new college entrance exam. Science teachers answered that those evaluation objectives of the tests corresponded well with the educational objectives of high school science and that the tests were suitable as measuring instruments of the scientific thinking abilities. But they pointed out it would be very difficult for them to teach students for preparing the exam under the exsting educational conditions. To carry out successfully the competency exam for college education, the following improvements were suggested. (1) Good evaluation methodology should be developed. (2) In-service science teacher training models on evaluation should be put in force. (3) Effective teaching models and strategies should be developed.(4) The high school science curriculum should be revised.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.17-36
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• 2007

The purpose of this study was to develop health belief model based various milk education program as print education media and apply to elementary, middle, and high schools. The subjects were 432 students(124 elementary, 122 middle, 186 high school students). We designed one group pretest-posttest study model. The data were obtained from pre and post-study with self-administered questionnaires. Before applying this education program, we evaluated the degree of awareness on milk. Their awareness on milk was very low, 35.5% lower elementary, 32.7% higher elementary, 52.5% middle, and 54.3% high school students were answered they don't know the milk well. After they had implemented milk education program, their recognition on milk had changed that milk is nutritious as supplementary food. And their reasons for drinking milk were also changed that 'they want to eat it' in elementary school students, 'they want to be healthier' in middle school students, and 'they want to be taller' in high school students. Their nutrition knowledge score showed a significant increase(p<0.05). As a results. milk nutrition education has improved nutrition knowledge and recognition on milk in elementary, middle, and high school students. To improve their milk eating behaviors, nutrition education programs will have to be continued.