• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.227-238
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• 2021

Ecocentric worldview is considered as worldview that overcomes present environment problems and increases animal right. This study explores the formation of an ecocentric worldview for 4th-6th graders based on Peter Singer's research that divides the development of morality into family-centered, species-centered, and ecocentric worldview. The subjects of this study were 77 4th graders, 84 5th graders, and 91 6th graders in Daegu Metro- politan City. The results of surveying students' worldview based on the questionnaire developed by dividing into 6 questions are as follows. In most of the items in grades 4-6, the rate of formation of a species-centered worldview or a family-centered worldview was higher than that of an ecocentric worldview. However, in the case of 6th grade students was significantly higher than in other grades because they learned lesson on wolf restoration in the 5th grade science class. This may be seen as an effect of education, but since the ecocentric worldview did not appear high in other questions, it is reasonable to assume that 6th graders simply recited what they learned rather than forming a true ecocentric worldview. Therefore, there is a need for education that can help students to think, judge, and act on the basis of the ecocentric worldview consistently in any situation, rather than just memorizing the knowledge of the ecocentric worldview learned.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.359-372
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• 2009

The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.

• Journal of forensic and investigative science
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• v.2 no.2
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• pp.50-66
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• 2007

An Emergency Medical Technician (EMT) is a well-trained emergency responder to provide emergency medical services to the critically ill and injured patient. In various situations, EMT may destroy potential physical evidences associated with the crime scene or determination of real cause of death. This study was aimed to evaluate the educational need of forensic medicine in Korean EMT. Questionnaires were administered to 592 EMTs during March 2007. The response rate was 60.3%(357 EMTs). In questionnaires there were 13 questions regarding the general characteristics, 16 questions about roles of EMTs related with forensic circumstances, 9 questions about the education related to forensic medicine. Questionnaires rated on a 4-point Likert scale or 5-point Likert scale. Most of 119 rescue EMTs had experienced with situations related to crime or unexpected sudden death. EMTs had arrived to the scenes earlier than police and complained of some difficulties related with deficit of forensic knowledge. EMTs wanted to receive continuous educations about forensic medicine. In order to reduce dissatisfaction with EMTs roles and to improve crime scene preservations, Emergency Medical Services policies should provide regular educational curriculum by forensic pathologists and promote legal responsibilities for 119 rescue EMTs.

• Journal of the Korean Chemical Society
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• v.56 no.2
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• pp.290-296
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• 2012

This study analyzed the research papers published in three (2 domestic and 1 foreign) journals, in order to understand the recent trend of chemistry education research. We selected Journal of the Korean Chemical Society (JKCS) and Journal of the Korean Association for Science Education (JKASE) as the domestic journals, and Journal of Chemical Education (JCE) as a foreign journal. The papers published from 2000 to 2009 were analyzed. As the result, the chemistry education research theme focused on 'teaching method and education technology', 'learner's characteristics', and 'chemical concept and experiment' in the order of frequency. The research on 'curriculum and textbooks' was performed often in JKCS reflecting Korean social environment. The most researched chemistry education goal was the 'conceptual understanding/change' followed by 'achievement/grade' in JCE and 'experiment/inquiry skill' in JKCS, and 'attitude/interest/motivation' in JKASE. The research subjects were focused to 'middle or high school students' in JKCS, in contrast to the 'university students' in JCE. More concern to the higher education is required in the domestic research. The most frequently used research method was 'survey/ examination' followed by 'experimental research' in JCE and JKASE and 'data/material analysis' in JKCS. We discussed the implication on future chemistry education research.

• Journal of the Korean Dietetic Association
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• v.13 no.4
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• pp.379-388
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• 2007

This study empirically examined the actual level of elementary school children's knowledge of nutrition and the extent of current nutrition education for the children through the use of textbooks. Two or three classes were sampled from each of six schools, respectively, in Gangneung; of the 562 questionnaires that were distributed, 537 were returned and used for analysis. Respondents were all sixth-graders, on average boys and girls were 153.02$\pm$8.19㎝ and 152.79$\pm$7.15㎝ in height and 45.27$\pm$10.32㎏ and 43.33$\pm$7.46㎏ in weight, respectively, which was consistent with others' research. Most children had two siblings and a working mother, considered that they were well off, and their mother prepared meals. Children regularly had breakfast and dinner, although more children had dinner than breakfast. As a whole, their knowledge of the main nutrients contained in foods was lower than their general knowledge of nutrition. There were significant differences in knowledge of the main nutrients contained in foods, with girls showing more knowledge than boys (p<0.01). Most of them learned about nutrition at school, followed by home. At school, Practical Technology classes taught them the most about nutrition. Although Physical Education classes were expected to teach about nutrition in a quantitative way, they accounted for just 4.7% of the overall knowledge. As for the children's understanding of nutrition education through use of a textbook at school, just 19% of the students gained a very good understanding. As for interest in nutrition education at school, 22.2% of the students had no interest, while girls were more likely to have their interest in nutrition education at school affected by knowledge of nutrition than boys. For both boys and girls, the most desired method of education was cooking practice. More research across subjects is necessary so that nutrition education concentrated on the curriculum for fifth-graders can be provided by stages from the lower grades. Since cooking practice or games were preferred, it is necessary to develop nutrition education methods to incite active interest rather than passive education.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.375-386
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• 2016

Research of information gifted analysis through the adult gifted electrical of information field is not nearly done. Therefore, there is a need for a study to analyze the information gifted property through the life of adult talent. In the present study, the 'Alan Turing' who left the achievements in the field of information was chosen to study. And analyzed the biographies of Alan Turing in the content analysis method was used to derive the factor of information gifted property. As a result, it was found that it contain twelve factors to information gifted of the two regions of Alan Turing. The information special education for extending the gifted of information that is exposed in various forms, there is a need to provide a curriculum that can extend the capabilities of mathematics and science education methods, long-term and multilateral it is necessary to determine the tools and good sense of the information talent teacher that can be to determine the information gifted. Based on this understanding, in future studies, to determine the elementary school information gifted, various information gifted either present were present as may be a substantial aid targeting a map information gifted of the factor analysis, there is a need to be sustained process of information gifted expression of adult information gifted in the direction of a more systematic analysis.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.118-125
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• 2014

This study purposes to historical approach the formation process of Nature-Study, and to re-evaluate its definition and direction at present. The idea of Nature-Study originated from Campanella, Ratke and Comenius, who emphasized real things. The idea developed through Object Lessons of Sheldon, the Natural History of Agassiz, and Progressivism of Parker. They acted as the main contributors who evolved the idea of Nature-Study and its core fields that involve: 'studying with real things' in Object Lessons which brought the methodical aspects to the idea, 'studying with nature' from Natural History that enhanced the content characteristics and 'learner-centered education' from Progressivism, which impacted the philosophical aspects. Straight (a fellow student of Agassiz) was a teacher for Sheldon Oswego normal school and Parker's Cook County normal school, who synthesized the fields together and paved the way for the formation of Nature-Study. Jackman of Cook Country normal school established Nature-Study as a school curriculum and Bailey and Comstock of Cornell University formed the American Nature-Study Society and as a result, Nature-Study started to gain popularity. However, many educators increasingly rejected Nature-Study as a unifying topic, and preferred the use of textbooks rather than firsthand experiences. This hindered the nature-study movement and it declined since the 1920s. But today, the Nature-study idea can play a huge role in developing science education, inclusive education centered nature, self-initiated retrieval, sympathy with nature and character building of students.

• Journal of Science Education
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• v.43 no.3
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• pp.400-416
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• 2019

The purpose of this study is to find ways to improve education about safe medication use by investigating the current status of medication use by middle and high school students, and by evaluating their knowledge, attitudes, practices and education needs toward safe medication use. For this purpose, a survey was administered to 200 middle and high school students in Seoul and Gyeonggi Province. Over the past year, 92.0% and 57.5% of respondents used over-the counter drugs and prescription drugs at least one time, respectively. Regarding the experience of education on safe medication use, 34.0% of respondents have been educated more than once since their admission to middle school. The overall mean score of knowledge·attitude·practice (KAP) toward safe medication use was 3.79, but the mean score of practice scope was relatively lower than the others. Moreover, there were no significant differences in KAP scores for safe medication use by school grade or educational experience. Based on these findings, we suggest further studies regarding 1) expansion and differentiation of education content on safe medication use, 2) transition of education method to outcome-based education approach, and 3) inclusion of education on safe medication use in the regular curriculum of middle and high schools.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.178-192
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• 2018

The purposes of this study were to develop and apply on learning on geological field trip utilizing the social construction of scientific model. We developed field trip places by considering not only Orion (1993)'s novelty space but also the achievement standards of 2015 national curriculum. The subjects of the study were 8 in the 'G' science gifted education center. We conducted a study using the theme of 'How was formed Mt. Gwanak?' on 5 lessons including a series of 2 field trip lessons and 3 lessons utilizing the social construction of scientific model. Students participated in pre- and post-test on the understanding of scientific knowledge about formation of mountain. Semi-structured interview was used to analyze students' learning about geological field trip in terms of affective domain. Results were as follows. First, there were 2 places of upper-stream valley and down-stream valley separately. They contained outcrops gneiss, granite, joint in the valley, xenolith, fault plane, mineral in the valley. Second, pre- and post-test and semi-structure interview were analyzed in terms of what scientific knowledge students learned about and how Mt. Gwanak was formed. Seven students explained that Mt. Gwanak was volcano during pretest. Seven students described how granite was formed to form Mt. Gwanak. They also understood geological time scale, i.e., metamorphic rock. Third, the geological field trip was effective to low achievement geoscience students as they engaged in the activities of field trip. Using positive responses on affective learning was effective on learning on geological field trip when utilizing the social construction of scientific model. This study suggests that teachers use an example 'model' on geoscience education. This study also suggests that teachers apply the social construction of scientific model to geological field trip.

• Archives of design research
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• v.18 no.2 s.60
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• pp.243-254
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• 2005

Great Britain and the United States and Finland are having an interest in long policy subject about child design education through early design education. And they approaches and practices it systematically. The research about the design learning program instance of advanced nation of primary school's design education for various objective is necessary for use with the fundamental reference data for an elementary design education. And so, This research presented the program instance investigation and analysis result of British primary school's design education. U.K is teaching an primary design education from two subjects of Art & Design and Design and Technology which is a legal subject with national curriculum. The analysis result of design relation unit learning program of two subjects is: Design relation unit learning programs of 'Design and Technology' subject's 20 unit which except 4 food relation unit is largely scientific engineering contents that include utility function contents in part. The reason is as behavior styles based on Design process solve problems scientifically & rationally. Design relation 6 units in subject of Art & Design which except the units which relates with the pure fine arts and architecture in 19 units is aesthetic-symbolic and utility-functional contents largely. And so, the result was analyzed about relation of scientific-engineering content of 'Arts & Design' subject is insufficient comparing with 'Design and Technology' subject Specially, I think that the design relation's unit learning program instances of 'Design and Technology' subject of the British primary school which have been presented by this research paper is a possibility becoming one reference model for a program development. And so I expects that this research could be applied in the program development for the primary design education of primary teacher & education agency.