• 대한공업교육학회지
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• v.42 no.2
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• pp.89-107
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• 2017

The purpose of this study was to analyze the perception of academic difficulties of middle school students and their influences variables in technology subject. The subjects of this study were middle school students in the whole country. A total of 420 students were selected considering the grade and area for the survey. The data were collected by mail and analyzed using SPSS 22.0K. The results of this study were as follows : First, The academic difficulties perceived by middle school students in the technology subject were recognized as normal. Second, Middle school students perceived it as a lack of experience (opportunity) in the technology domain as a cause of academic difficulties. Third, In the learning process, the female students were more difficult to understand the related terms and theories than the male students. In the problem solving activities, the female students were more difficult than the male students in identifying problems, designing solutions, selecting solutions, modeling, testing solutions, and correcting improvements. Fourth, the academic difficulty in learning technology lesson was difficult in terms of terminology, theory, and practice activities in the order of Second, Third, and 1st grade. Fifth, lack of understanding knowledge, confusion of contents knowledge, lack of technical interest, shortage of class hours, lack of understanding of evaluation criteria were all influenced by the difficulty of technical subject learning. Sixth, the academic difficulty influencing the problem solving process was explained by understanding comprehension, content knowledge confusion, technical interest, class time, understanding of evaluation criteria.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.104-116
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• 2017

This study was conducted in order to test a model in relation to active coping strategy, academic resilience, and subjective happiness in college students. Also, sought to test the mediating effects of academic resilience in the relationship between active coping strategy and subjective happiness. Data was collected through a self-report questionnaire which was administered to 400 college students. Correlational analysis and structure equation modeling analysis were conducted to test the research models. The results were as follows: First, as the level of active coping strategy increased, the level of academic resilience and subjective happiness increased. Second, as the level of academic resilience increased, the level of subjective happiness increased. Third, the model with active coping strategy as a prophetic variable, academic resilience as a mediating variable, and subjective happiness as a result variable showed a full mediating effect. Thus, although active coping strategy has no direct influence on subjective happiness, it has an indirect effect on subjective happiness by enhancing academic resilience. The results of this study are expected to provide basic data on research and education for the improvement of happiness in college students and to help them develop educational counseling and training programs for improving their happiness and adapting to college life.

• Journal of the Korean Geotechnical Society
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• v.29 no.8
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• pp.75-84
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• 2013

Soil freezing is a phenomenon arising due to temperature difference between atmosphere and ground, and physical properties of soils vary upon the phase change of soil void from liquid to solid (ice). A heat-transfer mechanism for this case can be explained by the conduction in soil layers and the convection on ground surface. Accordingly, the evaluation of proper thermal properties of soils and the convective condition of ground surface is an important task for understanding freezing phenomenon. To describe convection on ground surface, simplified coefficient methods can be applied to deal with various conditions, such as atmospheric temperature, surface vegetation conditions, and soil constituents. In this study, two methods such as n-factor and convection coefficient for the convective ground surface boundary were applied within a commercial numerical program (TEMP/W) for modeling soil freezing phenomenon. Furthermore, the numerical results were compared to laboratory testing results. In the series of the comparison results, the convection coefficient is more appropriate than n-factor method to model the convective boundary condition.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.365-382
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• 2019

This study aimed to analyze the moderated effects of mathematics test-preparation strategies in the relation between elementary school students' epistemological beliefs about mathematics and test anxiety. The moderated effects were tested by using structural equation modeling with the Ping's two-step approach. The subjects were 810 6th graders (411 male, 399 female) from 13 elementary schools situated in G Metropolitan City. Tests for epistemological beliefs about mathematics, test anxiety, and mathematics test-preparation strategies were used as measurement scales. The results of this study were as follows. The moderated effects of mathematics test-preparation strategies in the relation between epistemological beliefs about mathematics and test anxiety were statistically significant. Higher level of epistemological belief about mathematics were linked to lower level of test anxiety, while lower level of epistemological belief about mathematics led to an increased influence of test-preparation strategies levels on test anxiety. Students who had higher levels of epistemological belief about mathematics displayed lower level of test anxiety when using high levels of test-preparation strategies. Students who scored lower in the epistemological belief about mathematics had lower level of test anxiety when employing low levels of test-preparation strategies. Therefore, to lower the level of test anxiety among elementary students, the intervention program need to consider the appropriate levels of test-preparation strategies in accordance with each student's level of epistemological belief about mathematics.

• Journal of the Korean Data and Information Science Society
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• v.25 no.6
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• pp.1407-1418
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• 2014

Korean youth spend tremendous time in school for preparing for college admissions. Their academic achievement and overall satisfaction with their lives are affected by how well they adapt to life in school. Successful adaptation to school is important enough to affect a student's future social life. One of the factors that affect adaptation to school is the psychological condition of adolescent anxiety. Anxiety is one of the common mental disorders that appear in people who are not familiar with new environments. Anxiety is known to be related to behavioral problems, and problems with psychological and emotional adaptation. This condition is dramatically increased in adolescents.Parental conflict in particular is known to be a major factor in affecting youth anxiety. As parental conflict became more severe, children felt more negative emotions such as anger, sadness and worry. Moreover, when a child's issue caused the parental conflict, there were more side effects in the emotional condition of the child. This study shows how parental conflict affects a child's anxiety and a child's school life.This problem is analyzed through structural equation modeling.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.501-517
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• 2021

In the present age, when the development of science and technology is leading the changes, this study supports the view that students should possess the literacy to participate democratically and critically in socio-scientific issues, and should be positioned as agentic and participatory citizens. Accordingly, we implemented a club activity that emphasize climate social action for elementary students, and explored how students were positioned in relation to climate change. In this study, position is defined as a complex cluster of rights and duties that students have in relation to climate change. The club activity was implemented throughout 46 sessions from March to July, 2019 for 11 sixth graders of 'H elementary School' in Seoul, and transcripts of video and interviews were analyzed by means of a constant comparison method. In the course of the activity consisting of three steps, the students exhibited different positioning and they are as follows: In the global warming modeling activity for Step 1, students were positioned as 'active learners', but at the same time, they showed a contradiction in being positioned as 'apprentice'. In the student-led research activities inherent to Step 2, they were positioned as 'scientists who design and conduct research' and 'bystanders' due to the controversial nature of SSI knowledge. As students participate in the social actions involved in Step 3, the position changed from 'elementary school students facing difficulty in making a change' to 'participatory citizens creating changes.' This study is significant because it shows students' potential to promote participatory and democratic citizenship through action-oriented SSI activities. In addition, pedagogical approaches were discussed dealing with the contradictions and limitations of positioning.

• Journal of vocational education research
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• v.30 no.4
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• pp.259-279
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• 2011

The purpose of this study was to analyze a structural relations which occur when college students' inner and outer career barrier impacts on career decision status through the mediating variables of career decision making self-efficacy and career aspiration. The data of 787 college students subjects were collected for the study. The measuring tools were Career Decision Status, Outer Career Barriers, Inner Career Barriers, Career Aspiration, and Career Decision Making Self-Efficacy. The collected data were analyzed with structural equation modeling(SEM). The findings of the study were as follows. Results showed that only inner career barriers affect career decision status through the mediating variables of career decision making self-efficacy and career aspiration among outer and inner career barriers anticipated to give negative impact on level of career decision making. Inner career barriers affect career decision making self-efficacy negatively, and career decision making self-efficacy gives positive impact on career aspiration, and career aspiration affects career decision status negatively. In other words, the more aware of inner career barriers, the lower career decision making self-efficacy.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.279-295
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• 2022

This study was conducted to present implications for mathematics education by identifying the structural relationship among personality, negative emotion, motivation, and career maturity that affects elementary school student's mathematical academic achievement. The participants conveniently sampled 179 students, from 4th to 6th graders enrolled in the same elementary school, and data on their psychological variables were collected in the form of secondary data. The hypothetical structural equation model established based on prior studies was verified with a two-stage approach based on the collected data. It was confirmed that construct validity and construct reliability were secured through assessing the measurement model. In addition, as a result of analyzing the path coefficient of the final structural equation model, five paths were found to be significant: 'personality→motivation', 'personality→career maturity', 'negative emotion→motivation', and 'negative motivation→mathematical academic achievement'. In particular, the path of 'negative emotion→negative motivation→mathematics academic achievement' that can be confirmed through the results needs to moderate negative emotions to improve mathematical academic achievement, and at this time, negative motivation should be considered together.

• Journal of Science Education
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• v.46 no.1
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• pp.1-16
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• 2022

The purpose of this study is to explore learning progressions for global warming at middle school level. For this purpose, we conducted a construct modeling approach that specifies constructs, item designs, outcome spaces, and measurement model steps from April to October, 2021. In order to develop student assessment items, we analyzed the 2015 revised curriculum and textbooks of middle school and categorized a concept hierarchy for each construct to create a construct map. The assessment items were developed into multiple-choice, short answer, and essay questions according to the selected constructs to strengthen the linkage between the constructs and the items. Based on the three-step grading criteria for each item, an online assessment of 21 minor items developed for middle school students show that many students met 'high' level, but none met 'low' level. In this manner, the initial set lower anchor was reset to level 0, the original set upper anchor was lowered from level 4 to level 3, and the hypothetical learning progression for global warming was presented in the following order: phenomenal, conceptual, and mechanical understandings. The results of the research have raised implications for reorganizing the next science curriculum and improving the assessment system.