• Journal of the Korean earth science society
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• v.37 no.7
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• pp.476-488
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• 2016

The purposes of this study were to develop a scientific inquiry-based STEAM education program and to investigate its effect on changing middle school students' self-efficacy in science, job awareness, and attitudes toward STEM. A scientific inquiry-based STEAM program was developed with the theme of 'earthquakes', using the ADBA model, which was taking up the total of six class periods. The final program, which had been revised and completed after being pre-tested with middle school students, was implemented to 105 third-graders of middle school in a metropolitan city. One sample pre-post paired t-test before and after applying the program to the same group was conducted, and its effectiveness was analyzed in terms of self-efficacy in science, job awareness, attitudes toward science, technology, engineering and mathematics. Results showed that the STEAM program on the theme of 'earthquakes' demonstrated its effect on improving the students' of self-efficacy in science subject and their awareness of science-related jobs. Furthermore, this program indicated a statistical significance in improving middle school students' attitudes, awareness, and abilities, values, and continuing interest towards science, technology, engineering, and mathematics. Therefore, we suggest that this scientific inquiry based STEAM program be used to help students to improve their scientific investigation skills as well as their creative and integrated thinking abilities in schools.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.559-577
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• 2011

The purpose of this study was to investigate the effects of discourse-based math instructions on the students' mathematical attitudes and learning achievements by providing fifth graders with an opportunity to take active part in learning during math classes and applying discourse-based math instructions, which are to expand the speaking experiences as the most fundamental way to express ideas in communication. Those research efforts led to the following results: First, the discourse-based math instructions turned out to have positive influences on flexibility, will power, curiosity, reflection, and value of mathematical attitudes. When the results were reviewed before and after the instructions without considering the subvariables of attitude, there were statistically significant differences(p<0.01), which indicates that the discourse-based math instructions exerted very positive effects on the students mathematical attitudes. Second, there were no statistically significant effects in learning achievements between the experimental and comparative group, but the experimental group, which recorded low mean scores in the pre-test, increased their mean scores by 3.81 points in the post-test, which suggests that the discourse-based math instructions had positive influences on them. Third, the subjects' responses on the questionnaire on discourse-based instructions reveal that the discourse-based math instructional provided them with an opportunity to explore solutions in various ways. In short, discourse-based math instructions have positive influences on mathematical attitudes and are effective in increasing communication ability.

• Korean Journal of Community Nutrition
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• v.12 no.3
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• pp.284-298
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• 2007

This study was performed by a comparative analysis of nutritional knowledge, dietary attitudes and nutrient intakes of dietitians and non-dietitians. The subjects of this study were 103 dietitians and 166 non-dietitians working in the Chonnam area. The general characteristics, nutrition knowledge and dietary attitudes of the subjects were surveyed using a self-administered questionnaire, and nutrient intakes were examined using 24-hour recall method. The results were as follows: Dietitian group ($15.17{\pm}3.88$) scored significantly (p<0.0001) higher than non-dietitian group ($13.34{\pm}3.31$) in nutrition knowledge. Dietitian group ($69.58{\pm}10.67$) scored significantly higher on dietary attitudes than the non-dietitian group ($63.97{\pm}11.18$). The correlation between nutritional knowledge scores and dietary attitudes scores were statistically significance on job, age ($20{\sim}39$), education level (below university), marital status and work experience ($2{\sim}5$, above 10). The dietitian group was significantly higher than the non-dietitians in body weight and BMI of anthropometric data. The prevalence of obesity was 5.8% from the dietitian group and 6.6% from the non-dietitian group when judged by BMI and therefore obesity rate was significaltly (p<0.001) different between the two groups. In case of the dietitian group, the average intake of vitamin A, vitamin $B_1$, vitamin $B_6$, niacin, vitamin E, phosphorous, zinc were above the Korean RDA whereas the average intake of vitamin C, calcium, iron, folic acid were below the Korean RDA. The average intake of most nutrients, except vitamin $B_1$, vitamin $B_6$, phosphorus, were below the Korean RDA in the non-dietitian group. Therefore the non-dietitian group needs nutrition education in order to improve their nutritional status.

• Journal of Preventive Medicine and Public Health
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• v.55 no.5
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• pp.428-435
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• 2022

Objectives: The Indonesian Ministry of Health launched isoniazid preventive therapy (IPT) in 2016, with general practitioners (GPs) at the frontline of this program. However, the extent to which GPs have internalized this program remains uncertain. The aim of this study was to identify the knowledge and attitudes of GPs towards the IPT program in Indonesia. Methods: This study used an online, self-administered questionnaire distributed via e-mail and social messaging services. A logistic regression model was employed to identify the explanatory variables influencing the level of knowledge and attitudes toward IPT among GPs in Indonesia. An empirical analysis was conducted separately for each response variable (knowledge and attitudes). Results: Of the 418 respondents, 128 (30.6%) had a good knowledge of IPT. Working at a public hospital was the only variable associated with good knowledge, with an adjusted odds ratio (aOR) of 1.69 (95% confidence interval [CI], 1.02 to 2.81). Furthermore, 279 respondents (66.7%) had favorable attitudes toward IPT. In the adjusted logistic regression analysis, good knowledge (aOR, 0.55; 95% CI, 0.34 to 0.89), 1-5 years of work experience (aOR, 2.09; 95% CI, 1.21 to 3.60), and having experienced IPT training (aOR, 0.48; 95% CI, 0.25 to 0.93), were significantly associated with favorable attitudes. Conclusions: In general, GPs in Indonesia had favorable attitudes toward IPT. However, their knowledge of IPT was limited. GPs are an essential element of the IPT program in the country, and therefore, adequate information dissemination to improve their understanding is critical for the long-term viability and quality of the IPT program in Indonesia.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.39-64
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• 2005

The purpose of this study is to transform questions in the 7th curriculum to open-ended problems and exam students' attitude towards open-ended problems. Research questions in this thesis are as follows: First, to transform questions in the 7th curriculum to open-ended problems and apply to a class in the fourth grade D elementary school. Second, to find how students respond to learning mathematics with open-ended problems. As a result of this study, the following are identified. First, the students showed positive reactions towards learning mathematics with open-ended problems. Those experience with open-ended problems make student solve mathematics problems with interest and confidence. Second, both good and bad students in the math class show interest and concentration toward open-ended problem. But a few students show less interest towards those problems. Third, through discussion about problem-solving with open-ended problems, students take part in math class actively and show respect one another. Fourth, especially students show more interest and confidence towards the open-ended problems transformed from mathematics textbook and like the constructive open-ended problems.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.407-428
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• 2013

The purpose of this research is to develop an effective teaching-learning model and suggest efficient methods for improving the learning abilities in mathematics of the students of engineering college. For this purpose, we examined their learning styles and learning attitudes toward Mathematics, which are important factors in teaching-learning process, and analyzed the relation between them. As a result, we found that participants had a disposition of being dependent and highly participating, so we made an effort to develop a teaching-learning model which can make the students active and highly involved in. After applying the developed teaching-learning model to Engineering Mathematics class for one semester, we conducted survey of the participants' responses. In conclusion, we found that this model is very helpful for Engineering students to utilize a self-directed learning by diagnosing and adjusting their learning process in Meta-cognitive way. Also, it is confirmed that this model has a considerable influence in which students can actively participate in class and have positive attitude to Mathematics learning.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.459-476
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• 2011

In this study, as a teaching way of classes by achievement level, low level students have taken five-minute tests that could be efficient in remedial feedback, and we have investigated the students' improvements of their assessment in mathematics through each of the unit tests. The results show that the five-minute tests with low level classes helped them develop mathematics problem-solving skills and also form positive attitudes about mathematics. More studies of the various methods must be done so that low level students can develop their abilities to solve mathematical problems skillfully.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.115-132
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• 2019

This study investigated results of bilingual learning of mathematics in teaching quadratic functions at an international high school in South Korea. Unlike a Korean traditional public school, this international school has provided bilingual learning. 10th grade students enrolled two math classes, Algebra II that was taught in English through CCSS and High School Mathematics I that was taught in Korean through the Korean National Math Curriculum. In order to collect information on students' behaviors and math achievement, we analyzed students' academic back grounds, mathematical abilities, results of interviews, observations, questionnaires and assessments. The results of this study include specific benefits. Bilingual learning of mathematics is effective as a method to improve Korean students' mathematical abilities and attitudes as well as positive influence on Korean mathematics education.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.109-124
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• 2002

This study investigated various effects of WBD(web-based discussion) on mathematical communication, interaction and problem solving in the classroom. We developed a web site including BBS and chat room in order to encourage students' mathematical curiosities and self-studies. The web site had been operated for 6 months. Five classes of 1st grade students were selected from an middle school in Daejon. Moreover, we analyzed several cases for interactional behavior and effect. WBD promote dialogue between a teacher and students. Analysis of feed-back from BBS revealed that student's negative attitudes could be changed to positive ones by step-by-step discussions. Moreover, collaborative learning is enhanced by on-line discussion. But the effects of WBD are affected by the character and ability of a student.

• Korean Journal of Mathematics
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• v.19 no.4
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• pp.453-464
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• 2011

We used SAS program in statistics class as a plan to increase effect of class. Because lease cost of SAS program is high and low-level students felt difficulty of the syntax of SAS program, I planned to introduce other instruction-software. We observe whether it's O.K. to use Excel instead of SAS program and Excel is helpful in having positive attitudes. We try to compare and analyze the merits of two programs. The purpose of this study is to apply Excel to statistics class, cut down the cost of instruction-software, and make students understand statistics more conveniently and easily.