• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.190-203
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• 2002

The purpose of this study is to test content validity of a portfolio assessment and to analyse the information which can be obtained from student portfolios. The content validity of the portfolio was tested against the objectives of each lesson and the emphasis of curriculum. The information was identified from the analysis of student portfolios. Students' portfolios from a fourth grade class in Pyeungteak, Kyeungki-do were used for analysis. The portfolios included students' evidence of learning on (I) Strata, Unit 2 'Strata and Fossil,' and (3) Change of Object by Heat, Unit 4 'Heat and Change of Object'. Fourth-grade science textbooks were also analyzed to understand the base level information for portfolio analysis. Two science education specialists and ten elementary teachers majored in science education took part in this analysis. The results of the analysis showed $70{\sim}100%$ of agreement between the objectives of lesson and portfolio forms. Over 90% of agreement is reached between portfolio forms and the emphasis of the curriculum. Student portfolios revealed much information on comprehension, observation, will to study, and process of learning. They also revealed some information on drawing conclusion, communication. self-direction, progress of learning, self-concept, interaction, and process of learning. As a whole, the information in students' portfolios is similar with that dealt in science textbooks. However, students' portfolios have more information on anticipation, will to study, self-direction, and interaction. On the contrary, science textbook deals more with information on observation, planning inquiry, than students' portfolios. The portfolio assessment examined has very sound content validity. The results also show that much more and various information which can not be obtained from pencil and paper test could be obtained from student portfolios. The use of information, obtained from student portfolios will make it possible understand students' learning. their strength and weakness, hence improve student' science learning.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.507-521
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• 2017

The purpose of this study is to investigate a meaningful path model among the components of students' positive experiences about science and science learning to understand the interactive relationships among different variables of affective domains. Positive Experiences about Science (PES) means whole experiences that have positive effects on students' affectional achievement related with science learning, which consists of science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. We conducted an online survey with 1,841 students consisting of 4th, 6th, 8th, and 10th graders from 17 provinces and cities using Test for Indicators of Positive Experiences about Science (TIPES). To explore the structural relationships among variables, we selected and analyzed an optimal structural equation model and then conducted multigroup analyses among groups. According to the analysis of the structural equation model, 'positive as well as negative science academic emotion' has effects on science learning motivation, science-related attitude, and science-related career aspiration via science-related self-concept. According to the independent t-test results for TIPES scores by participants' characteristics, there were statistically significant differences in the average scores of five sub-components of PES depending on gender, school-level, school location, and participation in science-related activities. According to the multi-group analysis results, the difference of path coefficients by gender and school-level were statistically significant, whereas the difference of path coefficients by school location and participation were not significant. Discussed in the conclusion are the implications of this research for science education research and ways to help students' affectional achievement related with science learning.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.31-47
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• 2006

This study developed practical reasoning teaching-learning material for middle school home economics education and tested its effects on middle school students' self-esteem The type of this study was a quasi-experimental research and its independent variable was practical reasoning instruction and its dependent variable was self-esteem. The research design for this study was a pretest-posttest design. Practical reasoning instruction was given for experimental group whereas traditional instruction was given to comparison group. For measuring self-esteem, 'self-esteem scale' developed by Choi & Jun(1993) was used and its Cronbach'a was ranged from .69 to .84. Statistic analysis was done by mean and standard deviation for general characteristics of samples and paired t-test for testing difference of pretest-posttest. The results of this study showed that practical reasoning instruction improved middles school students' self-esteem, the general self-esteem and social self-esteem among sub-areas of self-esteem in particular.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.370-378
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• 2015

The purpose of this study aimed to find the effect of emotional intelligence and self-efficacy on clinical competence of the Korean nursing students. A total of 199 nursing students participated in this study. Data collection was conducted through the use of questionnaires constructed to include Wong & Law Emotional Intelligence Scale (WLEIS), General Self-efficacy Scale, and the Clinical Competence Scale. As a result, emotional intelligence, self-efficacy, and clinical competency of the Korean nursing students were found to be at moderate levels(Emotional intelligence: M=4.7, SD=0.81; Self-efficacy: M=3.2, SD=0.34; Clinical competency: M=3.4, SD=0.56). Also, the nursing students with higher grades and satisfaction on clinical practice were found to have significantly higher emotional intelligence, self-efficacy, and clinical competence. Moreover, there were significant positive correlations between emotional intelligence and clinical competency(r=.566, p<.001), self-efficacy and clinical competency(r=.440, p<.001). The factors affecting clinical competency were emotional intelligence, self-efficacy, and gender. They amounted to 49.3% in clinical competency. These results indicate a need to develop effective teaching methods and learning strategies to promote clinical competency of the nursing students.

• Trans-
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• v.14
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• pp.35-63
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• 2023

Parkinson's disease is a degenerative neurological disease that affects even basic daily life movements due to impairment of body function caused by a lack of dopamine, which is charge of the body movement. Presently, it is hard to cure Parkinson's disease entirely with medical technology, so movement therapy as a solution to delay and prevent disease is getting more attention. Therefore, this study aims at desiging and disseminating a body movement program that concentrates on individual self-care and balacing the state of body and mind by applying the Feldenkrais Method® to patients with Parkinson's disease. The Feldenkrais Method® is a mind-body perceptual learning method using body movements. It is a methodology that re-educates the nervous system by connecting the brain and behavior as a function of neuroplasticity. In this study, the body movement program developed and verified by the researcher was modified and supplemented with a focus on the self-awareness of the Feldenkrais Method®. A 24-session physical exercise program was composed of 5 stages to improve the self-management ability of patients with Parkinson's disease. The stages include self-awareness, self-observation, self-organization, self-control, and self-care. The overall changes recognize one's condition and improve one's ability to detect modifications in the internal sense and external environment. In conclusion, the body movement program improves the body movement program improves mental and physical functions and self-care for Parkinson's disease patients through the Feldenkrais method. The availability of the program's on-site applicability remains a follow-up task. Furthermore, it is necessary to establish a systematic structure to spread it more widely through convergent cooperation with the scientific field applied with metaverse as a reference for the wellness of the elderly.

• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.461-475
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• 2024

In this study, we analyzed the self-assessments presented in the matter units of third grade science textbooks, according to the 2015 Revised National Curriculum. The analytical framework, comprising the 'position,' 'subject and content,' 'response form,' 'scoring criteria,' 'reference,' 'creation of assessment criteria,' and 'feedback,' was developed based on previous studies. We analyzed the science textbooks from seven publishers. The results revealed that self-assessments were primarily conducted in the 'closing' section of textbooks, showing a similar pattern to traditional result-oriented assessments. However, some textbooks presented the self-assessments in the 'body' and 'introduction' sections. The subjects of the self-assessments were mostly students, with a relatively balanced assessment of students' 'knowledge,' 'competency,' and 'attitude.' The most common 'response form' was 'rating,' although there was a tendency for the textbooks to standardize the response forms to either 'rating' or 'checklist.' Furthermore, none of the textbooks provided 'scoring criteria' or 'references' for the self-assessments. Only some textbooks used 'feedback' in a limited manner. Additionally, the 'creation of assessment criteria,' which was emphasized in the curriculum, was not presented at all. Based on the results of this study, we discussed strategies to improve the self-assessments presented in the science textbooks and implications for the effective use of self-assessments.

• Journal of Korean Society of Forest Science
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• v.104 no.1
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• pp.127-132
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• 2015

Aim of this study was to investigate the influence of forest experience program on depression, anxiety, and self concept in adolescents living in urban area. A total of 47 adolescents living in Seoul, South Korea were recruited for the study and participated in a series of forest experience programs that the Korea National Park Service had developed. Before and after applying the program, their depression, anxiety, and self concept were evaluated using Children's Depression Inventory (CDI), Revised Child Manifest Anxiety Scale (RCMAS), and Offer Self Image Questionnaire-Revised (OSIQ). The outcome measures were analyzed using paired-t tests. CDI score was significantly reduced after the program (before:$12.41{\pm}8.34$, after:$8.65{\pm}9.48$). Excluding 16 participants whose scores of Lie Scale in the RCMAS were more than 8 on the analysis, the total RCMAS score showed significant reduction after the program (before:$14.87{\pm}7.30$, after:$10.81{\pm}7.81$). There was no significant difference in the total score of the total self-image scale in the OSIQ. However, the Self-confidence (SC) which was used as subscale of the OSIQ was significantly higher after the program (before:$29.94{\pm}3.71$, after:$38.11{\pm}6.45$), and the Idealism scale (I) in the OSIQ increased significantly after the program (before:$21.03{\pm}3.80$, after:$23.17{\pm}3.89$). On our analysis, the forest experience program showed considerable positive effects on depression and anxiety in adolescents. This result leads the postulation that the program might be helpful for adolescents to adapt to their surrounding experiences and to achieve improvement in interpersonal relationship.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.61-75
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• 2007

The method used in this descriptive study is the survey. The purpose of the study is to investigate performances of middle school home economics(HE) teachers regarding the HE subject. Respondents in this study were 177 HE teachers. Questionnaires from HE teachers were collected through e-mails. With the operation of the SPSS/Win (ver10.1) program, the analyses such as mean, standard deviation, frequencies, percents, t-test and ANOVA are done to see the relations between the related variables. The results of this study were as follows. First, the middle school HE teachers performed well above the standards in terms of planning, execution, and evaluation about self supervision related to HE. Second, the HE teachers collected materials for instruction by using literary (books) survey, Internet and mass media. They mainly focused on improving ways of "teaching and learning" and deepening the studies related to contents of textbooks. Third, the HE teachers used various ways to improve self supervision in the following order: mass media, literary (books) survey, participation in societies for researches, meetings, various training and field trip More than half of the middle school HE teachers proceeded to graduate schools, joined meetings for researches and had experiences of taking classes in private institutes. They also made a field trip once or twice a year and depended much on TV programs and education broadcasting programs as ways of improving their performances related to self supervision. While they were actively sharing information with their peer group, they made little effort at analyzing and evaluating their classes and utilizing expert group for their classes. The main problems as to self supervision were that only the half of the HE teachers responded that they were performing self supervision related to their classes well above the standards and the area where they heavily focused on has been "teaching and learning" and "the studies related to contents of textbooks". Therefore, to motivate incentives of the HE teachers for self supervision, meetings for researches should be activated and various training programs should be developed. In addition, government should give administrative and institutional support through a publication of books introducing detailed ways of self supervision and an establishment of centers and institutions for supporting self supervision.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.737-760
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• 2016

This study analyzed the 2009 revised curriculum 6th grade math geometric domain and developed virtual operation tool contents based RME theory. These materials were examine to find out how to effect on the spatial sense and mathematical attitudes by applying it to teach the 6th grade students. The results were as follows. First, it is more effective for improving spatial sense to study mathematics based RME theory with virtual operation tool contents than normal one. This means that mathematics study based RME theory with virtual operation contents overcomes the limitations of flat learning environment. And it is great educational and effective method for students to improve their spatial sense. Second, it is more effective for improving mathematical attitudes to study mathematics based RME theory with virtual operation tool contents than normal one. This means that Mathematics study based RME theory with virtual operation contents makes student more participate learning actively. It helps the students who have passive learning habits to have self-directed learning habits, ability to cooperation and communicate. The results of this study suggest that mathematics study based RME theory is very helpful for student to improve their spatial sense and have positive effect on self-concept in mathematics, attitudes toward mathematics and improving study habits in mathematical attitudes.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.357-377
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• 2014

The purpose of this study is to identify whether math class with clip-type contents has a significant impacts on the academic achievement and attitude of students. To answer the questions, two classes of 4th graders at Sinlim Elementary School in Gwanak-gu, Seoul were selected as subjects; they were divided into experimental group and comparative group. They were confirmed as a homogeneous group at the significance level of 0.05 during a pre-test. The findings are as follows. First, math class with clip-type contents had positive influence on the academic achievement. Second, math class with clip-type contents had positive influence on the attitude towards learning. Furthermore, proper clip-type contents for class boost their understanding and enhance their mathematical thinking with multiple views. It led to their self-confidence in learning math, developing a positive attitude towards math. The benefits of the present research can be summarized as follows. First, the math class with clip-type contents benefited both teachers and students. For teachers, it helped them boost the quality of their teaching. For students, it helped them understand the class better, improving their academic achievement. Second, the diverse, interesting contents had a positive impact on the following of the students: self-concept of math; attitude towards math; learning habits.