• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.25-47
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• 2013

The purpose of this study was to explore the meaning of early entrance experiences of science gifted high school students. The subjects were 13 students who are attending science gifted high school in Seoul. The research data were collected through in-depth interviews. The qualitative study applied the phenomenological method of Giorgi. The early entrance experiences of science gifted high school students were clustered into 13 specific themes and 5 general structures. The results indicated that the early entrance students were surprised by their admissions from the school and they worry about their lack of readiness. However, they follow up their missed 1 year study after all. It took from a few weeks to 1~2 years depending on the student. At any rate, the environment of the school such as differentiated curricular, dormitory life, and studying atmospheres were helpful for the students to adopt easily. Even though they sometimes show a little deficiency, it won't be an issue, they just corporate each other and pursue their studies. As time goes on, they become friends even though they call other students 'big brother'. When the placement of gifted students take place, we do not need to hesitate because of their age, but need to consider the environment of school and characteristics of student.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.33-59
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• 2006

This study is intended to reconsider the meaning of the education for gifted/talented children, the foundation object of science high school by examining the behavior characteristics between gifted students and talented students in open-end mathematical problem solving and to provide the basis for realization of 'meaningful teaming' tailored to the learner's level, the essential of school education. For the study, 8 students (4 gifted students and 4 talented students) were selected out of the 1 st grade students in science high school through the distinction procedure of 3 steps and the behavior characteristics between these two groups were analyzed according to the basis established through the literature survey. As the results of this study, the following were founded. (1) It must be recognized that the constituent members of science high school were not the same excellent group and divided into the two groups, gifted students who showed excellence in overall field of mathematical behavior characteristics and talented students who had excellence in learning ability of mathematics. (2) The behavior characteristics between gifted students and talented students, members of science high school is understood and a curriculum of science high school must include a lesson for improving the creativity as the educational institutions for gifted/talented students, unlike general high school. Based on these results, it is necessary to try to find a support plan that it reduces the case which gifted students are generalized with common talented students by the same curriculum and induces the meaningful loaming to learners, the essential of school education.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.170-183
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• 1994

In this study, in order to find our high school students' misconceptions on genetics and evolution, a free-answer form of questionnaire, specially designed through analysis of high school biology curriculum, was developed and sent to one hundred and eight high school students in Seoul area. Their responses were collected and qualitatively analyzed. Main results of the study can be summarized as follows: 1. Some students misunderstood that aquired chracters are inherited. 2. Several students weren't instructed clearly about gene. For example, they responsed that genes are not material, composed of proteins, exist only in reproductive cells and are not in plant cells at all. 3. Some students confused chromosome with chlorophyll, dorminant (in dorminant character) with excellent. They are caused by similar spells in Korean letter 4. Half students misconceptualized that organisms evolve just when their environment changes for the worse. 5. Many students believed orthogenesis.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.304-311
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• 1994

Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.286-294
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• 2023

We studied learners' perceptions and learning styles of project research activities in the chemical field conducted by 54 science high school students. In a survey of students' perceptions of task research, positive responses were found in "internal motivation," "cooperation," "task solving," and "tenacity and immersion," and statistically significant differences were found in "self-directedness," "cooperation," and "tenacity and immersion" by year. The 'lower' group responded most positively in the 'cooperation' category, and the 'higher' group responded most positively in the 'task solving' category. As a result of investigating the learning styles of the students who conducted the task research, it was found in the order of assimilator, converger, accommodator, and diverger. The assimilators showed the characteristic of systematically and scientifically approaching the problem. Convergers were found to have excellent problem-solving and decision-making ability, are practical, and have experimental-based thinking characteristics. In this study, the characteristics of science high school students showed well in the results of the learning style performed.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1306-1314
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• 2013

The purpose of this study is to find the structural relationships among major satisfaction, career search efficacy, and career exploration behavior with marine science high school students. For investigating this topic, 524 students were surveyed from the marine science high schools. In order to find out the structural relationships among major satisfaction, career search efficacy, and career exploration behavior, structural equation modeling was used. Followings were the results of the research: (a) Major satisfaction effected significantly on the career search efficacy. (b) Career search efficacy effected significantly on the career exploration behavior. (C) There was not significant direct cause and effects from major satisfaction to career exploration behavior, but indirect effect was significant. Some recommendations were suggested for increasing career exploration behavior of marine science high school students.

• Journal of the Korean Society of School Health
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• v.21 no.2
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• pp.75-88
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• 2008

Purpose: The aim of this study was to identify the contraceptive knowledge, self-efficacy according to the career tract of high school female students. Methods: This study used a cross-sectional, correlational design using an exploratory survey methodology through self-reported questionnaires. The questionnaires were administered to 369 high school female students using a convenience sampling. Results: In the experience of sexual behaviors(grasping hand, hugging, petting, deep petting, sexual intercourse), technical female high school students showed more experiences than female high school students. In the contraceptive knowledge, the score of high school students' contraceptive knowledge was higher than technical female high school students. In the contraceptive self-efficacy, there was not a significant difference between the technical female high school students and female high school students. In the female high school students, there were significant differences in the contraceptive knowledge according to grade, academic record, sex education experience and there were significant differences in the contraceptive self-efficacy according to grade, academic record, parents' attitude about acquaintance of the opposite sex. In the technical female high school students, there was not significant difference in the contraceptive knowledge according to demographic, sexual behavior, and contraceptive related characteristics but there were significant differences in the contraceptive self-efficacy according to grade, parents' attitude about acquaintance of the opposite sex, contraceptive education experience at school. There was positive relationship between contraceptive knowledge and contraceptive self-efficacy. Conclusion: Further research is needed to identify the prevalence rate of contraceptive attitude using more reliable variables. A sex education program should be developed for promoting use of contraceptive measure and formation of positive contraceptive attitude among high school female students.

• Korean Journal of Community Nutrition
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• v.24 no.2
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• pp.137-151
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• 2019

Objectives: The rapidly changing dietary environment requires a study that addresses the status of middle and high school students regarding their consumption of convenience food sold at convenience stores. Methods: This study examined adolescents' lifestyle patterns, dietary habits, and status of consuming convenience food at convenience stores. A total of 659 students (329 middle school students and 330 high school students) in Incheon participated in this questionnaire survey. Results: The mean age of the subjects was 13.7 years for the middle school students, and 16.6 years for the high school students. The gender and grade distributions in the middle and high school students were similar. The middle school students reported that they spent more time using electronic devices (p<0.001) or watching TV (p<0.001) than high school students. More than 60% of middle and high school students consumed convenience food at convenience stores without statistical difference between the two groups. The main reason for consuming convenience food from convenience stores was its convenience followed by taste in both groups. Despite the high frequency of consuming convenience food, the students rarely checked the nutrition labels at the time of purchase. On the other hand, they were still most concerned about the nutritional value of the convenience foods when they consumed convenience foods. The most frequently consumed convenience food was ramyon in both groups. Significant positive correlations were observed between the frequency of consuming convenience food at convenience stores and lifestyle factors for the middle school students, including monthly allowance, time for using electronic devices, and number of private lessons. For the high school students, however, the only monthly allowance had a significant positive correlation with the consumption. Conclusions: Adolescents are increasingly exposed to convenience foods and relevant nutritional issues are a concern. Therefore, a dietary environment that is adequately formed for the healthy development of youth as well as systematic nutrient education that is appropriately designed for both middle and high school students is required.

• Nutrition Research and Practice
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• v.7 no.1
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• pp.59-65
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• 2013

Excessive sodium intake leading to hypertension, stroke, and stomach cancer is mainly caused by excess use of salt in cooking. This study was performed to estimate the salt content in school meals and to compare differences in perceptions related to sodium intake between students and staffs working for school meal service. We collected 382 dishes for food from 24 schools (9 elementary, 7 middle, 8 high schools) in Gyeonggi-do and salt content was calculated from salinity and weight of individual food. The average salt content from elementary, middle, and high school meals were 2.44 g, 3.96 g, and 5.87 g, respectively. The amount of salt provided from the school lunch alone was over 80% of the recommended daily salt intake by WHO. Noodles, stews, sauces, and soups were major sources of salt intake at dish group level, while the most salty dishes were sauces, kimchies, and stir-fried foods. Dietary knowledge and attitude related to sodium intake and consumption frequency of the salty dishes were surveyed with questionnaire in 798 students and 256 staffs working for school meal service. Compared with the staffs, the students perceived school meals salty and the proportions of students who thought school meals were salty increased with going up from elementary to high schools (P < 0.001). Among the students, middle and high school students showed significant propensity for the preference to one-dish meal, processed foods, eating much broth and dipping sauce or seasoning compared with the elementary students, although they had higher nutrition knowledge scores. These results proposed that monitoring salt content of school meals and consideration on the contents and education methods in school are needed to lower sodium intake.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.875-881
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• 2011

This study examined factors influencing college science learning from the perspectives of college students and high school science teachers. Using a survey created based on focus group interviews, college science majors and high school science teachers rated various factors of high school learning that positively influenced college science learning. Findings suggested that the perceptions differed by college major: the physics major students considered math proficiency and logical thinking skills as the important factors; chemistry major students and biology major students considered English proficiency and basic scientific knowledge as the most important factors. Both college students and science teachers emphasized basic science knowledge and math proficiency. However, differences between the two groups were also found in that the students perceived more need to learn about experimentation than the teachers whereas the teachers had a priority in increasing advanced science content.