• Journal of Korean language education
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• v.28 no.2
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• pp.155-184
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• 2017

As the media changes, communication patterns in modern society have been changed as well. This change in the media environment has also transformed the required literacy and it is time to accept this new literacy in Korean language education. At this point, this paper inspected the perception of media literacy classes of 73 teachers currently in the field of Korean language education. The results show that most teachers are aware of the media literacy which has changed socially, and show strong agreement that this changed literacy should be applied in the field of Korean language education. However, today's media literacy education is passive. Although teachers generally understand the dynamic features of newly emerging digital media, it remains as a tool in class. The teachers pointed out that device problems such as device environment and the spread of media are one of the many reasons for such passive usage. However, the more fundamental problem is that the new communication environment has not been reflected in the curriculum actively. Teachers thought that media literacy has a close relationship with Korean proficiency. Also, they saw that this kind of media literacy will be required for Korean learners in the future with more importance. Based on the results of the study, this paper argues that Korean language education needs to accept and reflect the changes of media in the curriculum.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1035-1046
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• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

• The Journal of Information Systems
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• v.12 no.2
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• pp.189-208
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• 2003

The purpose of this study was to survey current status of information technology literacy in Korean teachers and to give some suggestions for the preparation of prospective teachers in Korea. To achieve the purpose, data were collected using on- and off-line surveys containing questionnaires developed by the researchers. The survey items were categorized into 11 groups such as operation capability, computer use and communication, word processing, ethics, computer fundamentals, understanding of educational IT, information instruments use, application s/w use, work processing with computer, and internet use capability. Major findings were as follows: (1) Female teachers rated their IT literacy level higher than male teachers. (2) Teachers with longer teaching experience rated their IT literacy level lower than those of shorter experience. (3) There were no signigicant differences among sex, school, job grade of teachers at the present level of literacy, but there were significant differences among sex, age, carreer, job grade, and subject matter at the expectation level except for school grade.

• East Asian mathematical journal
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• v.35 no.4
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• pp.429-449
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• 2019

This study aims to investigate the statistical literacy of pre-service mathematics teachers and to discuss the impact of statistical literacy in lesson plan. For the purpose of this study, we analyzed 13 pre-service mathematics teachers' statistical literacy tests and lesson plans. The results of this analysis are as follows: First, pre-service mathematics teachers did not have a high level of statistical literacy, and it was also observed that there was a big level difference between them. Second, pre-service mathematics teachers' lesson plans showed significant difference in the level of the target grade, the characteristics of the target student, and the contents. Based on this study, we seek to find implications for how it is appropriate to educate teachers in charge of statistical education.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.55-72
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• 2015

This study investigated the relationship between the ecological literacy and the sense of happiness of child day care teachers. One hundred twenty -five child care teachers in the Incheon and Kyunggi areas were participated in this study. Data responses from day care teachers were analyzed sing SPSS 17. The results were as follows. First, generally, there was a significant difference in ecological literacy depending on child day care teachers' carre, experiences in early childhood, and in-service teacher program. However, there was no difference in ecological literacy except in ecological literacy attitude depending on child day care teachers' academic area. Second, there was a correlations between the ecological literacy and the sense of happiness of child day care teachers. This study will provide basic information to better understand the relationship between the ecological literacy and the sense of happiness of child day care teachers.

• Journal of Preventive Medicine and Public Health
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• v.56 no.6
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• pp.573-582
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• 2023

Objectives: For students with epilepsy, schools are a critical environment for managing the disease properly. This study examined awareness of epilepsy, attitudes toward epilepsy, and health literacy among school teachers in Turkey. Methods: This study was conducted in a city in Turkey with 1408 public school teachers from June 2021 to September 2021. Results: The median scores of the scales were 5, 29, and 32 for epilepsy awareness, epilepsy attitudes, and health literacy, respectively. Epilepsy awareness was higher in women, and epilepsy attitudes were more positive in women than men (p<0.05). While epilepsy awareness was higher in primary school teachers, epilepsy attitudes were more positive in secondary school teachers (p<0.05). Epilepsy awareness was lower in secondary school teachers (odds ratio [OR], 1.27; p<0.05), those who did not have an individual with epilepsy in their family/social environment (OR, 1.57; p<0.001), those who did not have a student with epilepsy in their class (OR, 1.45; p<0.05), and in those who had not witnessed an epilepsy seizure (OR,1.19; p<0.05). Compared to those with positive attitudes regarding epilepsy, epilepsy awareness was 1.36 times lower in those with negative attitudes (p<0.001). Epilepsy awareness was 1.92 times lower in those with limited health literacy than those with adequate health literacy (p<0.001). Conclusions: In this study, low epilepsy awareness, negative epilepsy attitudes, and limited health literacy were common among teachers. The findings from this study suggest that panels, workshops, and health training on epilepsy should be organized for school teachers and included at regular intervals in certified first-aid practices.

• Journal of the Korean Society of School Health
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• v.28 no.3
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• pp.229-238
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• 2015

Purpose: This study was aimed to examine the effects of sexual education programs focusing on media literacy on teachers as a pilot study. Methods: This study is a quasi-experimental study and a total of 81 teachers (intervention n=42, control n=39) participated. Results: A sexual education program focusing on media literacy was conducted in the form of an 18-hour structured education module. The results were mainly assessed by measuring the teachers' pre- and post-study awareness and self-efficacy related to sexual media literacy. Awareness related to sexual media literacy of the intervention group (86.3) showed greater improvement than that of the control group (76.8). Also, self-efficacy related to sexual media literacy among the intervention group (20.1) showed greater improvement than that of the control group (17.4). Conclusion: The results highlight the effects of sexual education programs focusing on media literacy, which can improve teachers' competence in sexual education.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.1-12
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• 2013

20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students' scientific literacy; scientific knowledge, inquiry skills for experimentation as well as for argumentation, affective domain such as the attitude toward science and the understandings about nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers' understandings about scientific literacy were not much scored (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which included the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.479-493
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• 2019

The purpose of this study was to present a method of literacy education that would generate interest and enhance the effectiveness of literacy education from elderly literacy learners. For that end, the researcher interviewed and did participation observation with a total of 11 middle and old aged literacy teachers, operators, lifelong education teachers, and literacy students in North Chungcheong Province. According to the research, elderly literacy learners have a tendency to forget easily what they have learned and to learn properly through dictation, and have high level of competitive spirit, to make studying the top priority in their daily lives. Many playful activities for knowing meaning of writing, learning connected to real life, and dictating are effective in improving their memory and cognition. In addition, using familiar materials in everyday life, conducting role plays with comedies and poems in textbooks, utilizing large-picture fairytales, team-based games and activities, learning songs and instruments to play easily, performances and presentations on the stage, and field experiences in educational and cultural facilities can increase their interest and effectiveness in literacy. Several programmes such as presentations and joint events for sharing results, materials and materials costs, education and sharing of literacy skills for teachers at the school, annual operation of literacy education need to be supported to succeed literacy education in elderly learners. In conclusion, the research shows the need to increase literacy teachers' education, to use assistant teachers, to activate accreditation of literacy curriculum.

• The Mathematical Education
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• v.56 no.1
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• pp.19-39
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• 2017

Taking samples of data and using samples to make inferences about unknown populations are at the core of statistical investigations. So, an understanding of the nature of sample as statistical thinking is involved in the area of statistical literacy, since the process of a statistical investigation can turn out to be totally useless if we don't appreciate the part sampling plays. However, the conception of sampling is a scheme of interrelated ideas entailing many statistical notions such as repeatability, representativeness, randomness, variability, and distribution. This complexity makes many people, teachers as well as students, reason about statistical inference relying on their incorrect intuitions without understanding sample comprehensively. Some research investigated how the concept of a sample is understood by not only students but also teachers or preservice teachers, but we want to identify preservice secondary mathematics teachers' understanding of sample as the statistical literacy by a qualitative analysis. We designed four items which asked preservice teachers to write their understanding for sampling tasks including representativeness and variability. Then, we categorized the similar responses and compared these categories with Watson's statistical literacy hierarchy. As a result, many preservice teachers turned out to be lie in the low level of statistical literacy as they ignore contexts and critical thinking, expecially about sampling variability rather than sample representativeness. Moreover, the experience of taking statistics courses in university did not seem to make a contribution to development of their statistical literacy. These findings should be considered when design preservice teacher education program to promote statistics education.