• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1060-1074
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• 2010

In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.1
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• pp.103-109
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• 2013

Background: The objective of this study is to determine knowledge about lung cancer among secondary school male teachers in Kudat, Sabah, Malaysia. Materials and Methods: A cross-sectional study was conducted among three secondary schools located in Kudat district, Sabah, Malaysia during the period from June until September 2012. The protocol of this study was approved by ethics committee of Management and Science University, Malaysia. The aims were explained and a consent form was signed by each participant. Respondents were chosen randomly from each school with the help of the headmasters. Self-administrated questionnaires, covering socio-demographic characteristics and general knowledge of lung cancer, were distributed. Once all 150 respondents completed the questionnaire, they passed it to their head master for collecting and recording. All the data were analyzed using Statistical Package for the Social Sciences (SPSS) version 13. ANOVA and t-test were applied for univariate analysis; and multiple linear regression for multivariate analysis. Results: A total of 150 male secondary school teachers participated in this study. Their mean age was $35.6{\pm}6.5$ (SD); maximum 50 and minimum 23 years old. More than half of the participants were Malay and married (52%, 79%; respectively). Regarding the knowledge about lung cancer, 57.3% of the participants mentioned that only males are affected by lung cancer. Some 70.7% mentioned that lung cancer can be transmitted from one person to another. More than half (56.7%) reported that lung cancer is not the leading cause of death in Malaysian males. As for risk factors, the majority reported that family history of lung cancer is not involved. However, 91.3% were aware that cigarettes are the main risk factor of lung cancer and more than half (52%) believed that second-hand smoking is one of the risk factor of lung cancer. More than half (51.3%) were not aware that asbestos, ionizing radiation and other cancer causing substances are risk factors for lung cancer. Quitting smoking, avoiding second-hand smoking and avoiding unnecessary x-ray image of the chest (53.3%, 96.0%, 87.3%; respectively) are the main preventive measures mentioned by the participants. For the factors that influence the participants knowledge, univariate and multivariate analysis showed that only race was significant. Conclusions: Overall, the knowledge of school male teachers about lung cancer was low. However, few items were scored high: cigarettes are the main risk factor; avoiding second-hand smoking; and avoiding x-rays. Interventions to increase lung cancer awareness are needed to improve early detection behavior. Increase the price of pack of cigarettes to RM 20 and banning smoking in public places such as restaurants are highly recommended as primary preventive measures.

• 대한공업교육학회지
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• v.42 no.2
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• pp.1-19
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• 2017

The purpose of this study is to analyze the job performance hours and reasonable job performance hours of teachers working at secondary level technical vocational education institutes. This study analyzed the differences in the job performance hours and reasonable hours that have been investigated according to special subject teachers and general subject teachers. Based on Job Specifications of Teachers Working at Secondary Level Technical Vocational Education Institutes, the development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follows. First, the total job performance hours and total reasonable job performance hours perceived by teachers working at secondary level technical vocational education institutes were found to be 2,787.8 minutes and 2,934.7 minutes respectively with a difference of 146.9 minutes. In regards to the job category-specific job performance hours, they were found to be high in the order of lesson administration, extracurricular student guidance, school affairs and administrative duties, and lesson preparation and planning, while the reasonable job performance hours were found to be high in the order of lesson administration, lesson preparation and planning, extracurricular student guidance, and school affairs and administrative duties. As for the job categories with shorter reasonable job performance hours compared to job performance hours, they were found to be lesson administration, extracurricular student guidance, and school affairs and administrative duties. In other job categories, it was found that longer job performance hours are needed. Second, the job performance hours perceived by each subject teacher from other schools, they were found to be 2,888.3 minutes for special subject teachers and 2,536.1 minutes for general subject teachers, while showing 3,021.8 minutes for special subject teachers and 2,716.8 minutes for general subject teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 133.5 minutes for special subject teachers and 180.7 minutes for general subject teachers.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.621-635
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• 2010

Problem-based Learning (PBL) has been known as an effective strategy for dealing with various aspects of education such as the enhancement of students' motivation, interest in subjects, academic achievement, and cooperative abilities. However, PBL has not been widely implemented in secondary schools. The purpose of this study is to investigate secondary school teachers' perception of problem-based learning and their way of applying it. Data was collected through semi-structured interviews with nine secondary school teachers. Five of them had experience in implementing PBL, while four of them had interest in using PBL but had not yet had the experience. Different concepts were extracted and categorized. Nvivo 2.0 was used for analysis. The results were as follows: Changes in student attitude toward class, improvement on cooperation with others, self-regulated learning skills, and satisfaction from students' positive comments on PBL enabled teachers to become more enthusiastic and positive toward PBL. The stress of developing proper problems and the enormous amounts of time and efforts required in using PBL were shown as barriers for teachers in implementing PBL. However, some negative perspectives about PBL changed into positive after teachers experience PBL. By examining each teacher's way of implementing PBL, several teaching strategies suitable to their school systems were suggested.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.112-124
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• 2009

Visual images are important elements of the communication of environment in secondary school environment textbooks, which dominate classroom approaches to teaching and learning. This study was to analysed the perspectives of pedagogical and social-pedagogic of visual images in 'global warming' unit of six different Korean environment textbooks. Analysis makes use of the dimensions pedagogical functions, content specialization, social-pedagogic relationships, and abstraction of the visual codes. The results showed that most of the visual images in school environment textbooks tend to establish social-pedagogic relationships with students. The results of our study have implications for textbook authors and secondary environment teachers. We suggest that future studies may focus on students' and teacher's interpretation of visual images new secondary environment textbooks.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.10a
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• pp.215-217
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• 2006

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.41-59
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• 2023

This study aimed at analyzing the educational needs of home economics teachers for food literacy cultivation education in secondary school home economics. A total of 192 home economics teachers were surveyed about their perceptions of importance and performance of food literacy education content categories and elements, and their priorities were identified. Among the 38 content elements presented, home economics teachers recognized that the current performance level was significantly lower than that of the importance over 34 content elements. Based on the Borich educational needs assessment and the Locus for Focus Model, we identified five content elements with 'very high' educational needs ('food security/food sovereignty', 'reducing food-related waste', 'food waste management and recycling', 'food-related waste recycling', and 'country of origin information'), and four content elements with 'high' educational needs ('genetically modified food', 'ethical food consumption', 'food additives', and 'eco-friendly agricultural products'). These results indicate that dietary education in secondary school home economics should emphasize both the production and disposal of food. The findings of this study suggest implications for the needs for a new dietary education in secondary school home economics that allows students to learn all stages of food system. These results can also be used as a basis for dietary education for cultivating food literacy in secondary school home economics education.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.459-478
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• 2016

With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers' experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers' TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.

• East Asian mathematical journal
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• v.32 no.4
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• pp.465-482
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• 2016

This study aims to investigate research trends relevant to mathematics teachers and discuss implications on professional development of mathematics teachers. For the purpose of this study, we review 156 articles written between 2006 and 2015 related to mathematics teachers. The articles are analyzed using the model of professional growth suggested by Goldsmith, Doerr, Lewis(2014). The model discusses personal domain, external domain, domain of practice, and domain of consequence. In the results of this study, articles focusing on the personal domain of mathematics teachers appear a lot in reviewed ones, whereas studies relevant to external domain or domain of practice of mathematics teachers are relatively small.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.231-241
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• 2011

The purpose of this study lies in finding out a betterment of ongoing experimental training program in science for the secondary science teachers to increase their training ability more effectively. For this, from 2010 July to September, a preliminary study on secondary science experiment training, questionnaire on the satisfaction of 128 secondary teachers in U metropolitan city with the training program were carried out which were contributive to the preparation of a better plan for the training program to be helpful for the teachers at schools. Following are the study results. First, the class theme should be selected by the teachers who participate in the experiment for the year to raise their training ability for experiment class. Second, the direct activity of the teachers' joining in experiment training for the development of experiment training module, and the demonstration with the developed module-used experiment class need to be included to the program Third, the assessment for the demonstration of experiment attitude, the development process of experiment training module, would be more advisable compared with that for written examination for the teachers joined in the experiment training to concentrate more on the experimental activities and to get richer experiment experience As this study results show, the theme selection, class method and assessment method involved in ongoing experiment training need for betterment for the science teachers to apply it at schools and this improved experiment training program proposed by this study is suitable for that under a condition it has to be modified and supplemented to the distinct features of every city and province.