• 한국교육논총
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• 제43권1호
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• pp.125-152
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• 2022

본 연구의 목적은 교사의 수업전문성에 관한 교사와 학생의 인식에 어떤 차이가 있는지 분석하는 것이다. 교사의 교실수업을 이해하기 위하여 교사의 수업관찰과 학생 설문은 흔히 사용되는 방법이다. 그러나 학생과 교사의 인식이 다른 경우 수업교사는 결과 해석에 혼란스럽다. 본 연구에서는 수업의 대상인 학생들의 수업전문성에 관한 인식은 학생 배경에 따라 어떻게 나타나는지, 교사의 인식과 학생참여에의 예측력은 어떻게 다른지 비교해 보았다. ICALT의 수업관찰도구와 학생 설문지(MTQ)를 사용하였다. 이 두 도구는 교사의 수업전문성에 관한 6영역 및 학생참여 영역 등 총 7개 영역 구조로 구성되어 있기 때문에 결과를 비교할 수 있다. 2016년도 대전 충북 충남 지역 소재 중학교에서 수업관찰 전문교사가 106개의 수업을 관찰하였고, 이 수업에 참여한 2866명의 학생이 설문에 응하였다. 연구 결과 학생들의 수업에 관한 인식은 대체로 높았으나 학생의 배경변인별로 다른 성향을 보였다. 학생들의 인식은 주요교과목을 배울 때, 또 학년이 낮을수록 수업전문성을 더 높게 인지하는 경향을 보였다. 남학생들은 수업기술의 난이도가 높은 영역에서 수업전문성을 더 높게 인식하였다. 학생의 학생참여에의 예측력은 수업기술의 난이도가 높은 영역에서 교사의 예측력보다 높았다. 향후 예비교사와 교사를 위해 학생설문자료를 어떻게 연수에 적용할 수 있는지 추후 연구가 필요하다.

• 한국과학교육학회지
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• 제15권1호
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• pp.73-79
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• 1995

The purpose of this study was to investigate Korean secondary school students' perceptions of science and technology related social problems and STS education to ascertain the extent to which the current science programs incorporate STS themes. Students indicated that STS related problems or STS issues were given little attention in their science classes, even though they believed that studying those problems would be important. Results of the study support the contention of need for more attention to the implementation of STS themes into current Korean science education.

• 동아시아식생활학회지
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• 제24권5호
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• pp.564-571
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• 2014

This study examined elementary school students' perceptions and acceptances related to kimchi in Jecheon area. This study examined with 388 elementary school students. Demographic characteristics of subjects, perceptions and acceptances related to kimchi were surveyed by self-developed questionnaires. Exactly 54.1% of subjects ate kimchi more than once per day, whereas 2.8% of subjects never ate kimchi. With regard to location, the home showed the highest percentage. Exactly 94.3% of respondents answered that eating kimchi was good for health. For acceptance, 86.9% of respondents answered that they liked kimchi. Reasons for liking kimchi were texture and special taste in order, whereas the most common reason for disliking was spicy taste. Baechu-kimchi (Chinese cabbage kimchi) was highly preferred, whereas pa-kimchi (green onion kimchi) was not. Subjects with an extended family preferred oisobagi (cucumber kimchi). There were significant differences between the groups with balanced dietary habits and unbalanced dietary habits in terms of acceptance for chonggak-kimchi (small radish kimchi), yeolmu-kimchi, kkadugi, mulkimchi (watery kimchi) and oisobagi. Elementary school students in Jecheon area recognized the importance and necessity of kimchi in Korean meals. Exactly 23.7% answered spicy taste as the reason for liking reason while 37.3% answered spicy taste as the reason for disliking. These results suggest that various kinds of kimchi need to be developed for elementary students with different levels of spiciness in addition to continuous nutrition education about balanced dietary behaviors at school and home.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.124-133
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• 2010

The study presents preliminary research on how science activities focusing on problem recognition worked and affected students' perception of their learning environment in a sixth science classroom. The science activities were based on the Science Writing Heuristic (SWH) which was suggested by Keys, Hand, Prain & Collins (1999), where problem recognition was an important part of scientific inquiry. For developing the working sheets for the modified SWH in this study, analyses of target units of 6th grade science curriculum in the aspects of problem recognition were conducted. After consecutive 6 classes with the developed working sheets for sixth graders, the student working sheets for each lesson were collected and analyzed. In order to investigate the developed units' affect on student learning, students' perceptions of their learning environment were administered before and after the applied classes. Students working sheets and questionnaires on their perceptions of learning environment indicated that students perceived that the science activities were more student-centered classes where students had active discussion and dialogue with one another giving them more chances to actively take part in the class as well as they used more properly recognized their inquiry problem.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.219-232
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• 2010

In this study, we investigated and compared the types of analogy generation processes and the perceptions of analogy generation on saturated solution of fifth grade scientifically-gifted and general elementary students. After the instruction of self-generating analogies on 'saturated solution' concept for two classes, 12 scientifically-gifted and 8 general elementary students were interviewed to explore their analogy generation processes and the perceptions of the abilities required in the processes, the conditions of good analogies, and the advantages/disadvantages of analogy generation. The results revealed that their analogy generation processes were classified into three types. The scientifically-gifted students generated the analogies in more systematic and efficient ways and had better understanding of the important parts in the processes than the general elementary students. They also suggested more concrete and various ideas about the conditions of good analogies. Many scientifically-gifted and general elementary students thought that analogy generation would have positive influences on the developments of the cognitive aspects such as various higher-level thinking abilities and understanding of science concepts as well as the affective aspects such as science learning motivation and interest. Educational implications of these findings are discussed.

• 한국과학교육학회지
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• 제21권3호
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• pp.487-496
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• 2001

본 연구에서는 중학교 과학 수업에 협동학습을 실시하여 학생들 사이에서 발생하는 언어적 행동 유형을 범주화하고 이들과 학습 전략의 사용, 학습 동기, 태도 증진과의 관계를 조사하였다. 또한 협동학습에 대한 학생들의 인식을 성취 수준별로 조사하였다. 협동학습 과정에서 나타나는 언어적 행동 유형들은 점검 및 조직화 전략의 사용이나 자아효능감, 과학 수업에 대한 태도의 증진과 많은 관련이 있었다. 협동학습에 대한 인식 조사 결과, 중위와 하위 수준 학생들은 전반적으로 협동학습에 대하여 긍정적으로 인식하였으나, 상위 수준 학생들에서는 부정적인 인식도 나타났다. 특히, 학습의 효과성 측면에 있어서 중위 및 하위 수준 학생들의 경우 동료와의 언어적 상호작용을 통해 학습 내용에 대하여 더 잘 알게 되었다는 인식이 많았던 것에 반해 상위 수준 학생들은 배웅의 깊이가 작다고 지적하였다.

• 동서간호학연구지
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• 제11권1호
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• pp.75-87
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• 2005

The purpose of this research was to observe the children's perception for divorce remarriage and resilience according to their gender and school grades so that the relation between children's resilience and the perception for parents' divorce and remarriage could be established theoretically, practically and educationally. The subjects were 537 elementary school students who were in 4, 5, 6 grades, The data was collected by a self-administered socio-demographics and children's perceptions for divorce remarriage and resilience. The data from this research were analyzed by using SAS program. The results were as following: 1. The female students had the positive perceptions about divorce even if there was no statistical significant differences in the perception between male and female students, and the more optimistic ideas towards divorce also apply to the higher grade students rather than the lower grade ones. 2. The female students showed more positive perceptions for remarriage more than the male did. There was no statistical significant difference in the general idea about remarriage according to the school grades, but in terms of the absence of children and the financial status, the statistical significant differences existed. 3. The students' resilience was higher in the females rather than in the males and became lower with the grade. 4. There were no relations between divorce remarriage and children's resilience degrees. As mentioned above, the students' perceptions for divorce remarriage and resilience expressed differently according to genders and school grades. The result of this study can be used for the counseling and developing the programs for the families which experience divorce and remarriage.

• 한국식품조리과학회지
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• 제24권3호
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• pp.294-303
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• 2008

The purpose of this study was to investigate middle school students` perceptions on foodborne illness prevention in relation to their personal hygiene practices. The survey was administered in July, 2007 at one middle school, with a total of 390 students participating. The self-completed questionnaire consisted of several questions regarding the students` awareness of foodborne illness, perceptions of foodborne illness prevention, and personal hygiene practices. T-tests were used to identify the differences in their perceptions of foodborne illness prevention based on gender and Chi square tests were used to identify the relationships between their perceptions of foodborne illness prevention and personal hygiene practices. Eight percent of the respondents experienced foodborne illness at least once a year and 33.8% of them have stopped eating certain foods due to anxiety towards foodborne illness. The students perceived school foods (26.0%) and street foods(17.9%) as the main sources of foodborne illness, and dairy products(20.0%) and fresh fish (19.7%) were considered foods having the greatest potential for causing foodborne illness. Many students were aware of Escherichia coli O157(43.1%) and Hepatitis A(23.3%), but only a few recognized Clostridium botulinum(4.1%) and Salmonella(7.9%), even though these are major foodborne illness-causing pathogens. The students considered foodborne illness prevention very important(mean = 4.33); also, the results showed that many washed their hands 3-4 times (34.1%) and 5-6 times(29.2%) per day. Hand washing frequency was significantly related to the perceived importance of personal hygiene practice as well as to education on safety and sanitation. However, the students` perception on the importance of personal hygiene practices were not significantly different based on having received safety and sanitation education. Ultimately, these results will be used to develop guidelines for effective education on safety and sanitation.

• 영재교육연구
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• 제11권2호
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• pp.39-57
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• 2001

본 연구에서는 영재교육기관에서 영재교육을 받고 있는 91명의 초등학교 3-5학년 학생을 대상으로 하여, DAST 와 과학자의 생활에 대한 지필 검사를 통하여 영재 학생들의 과학자에 대한 인식을 조사하였다. 연구 결과, 학생들은 전반적으로 과학자는 단정한 젊은 사람이라고 인식하였으며, 과학자의 성별은 주로 남학생은 남성으로, 여학생은 여성으로 인식하고 있었다. 또한, 과학자는 다른 사람들에게 보탬이 되고자 하고 새로운 것을 추구하는 의미 있는 활동을 하는 사람으로 인식하고 있었다. 즉, 영재 학생들의 전반적으로 과학자에 대하여 긍정적인 인식을 가지고 있었다. 그러나, 영재 학생들도 과학자의 연구는 대체로 실내에서 이루어지며, 주로 유리 기구나 시약을 가지고 실험을 하는 것으로 인식하고 있었으며, 실험에 수반되는 책이나 기타 자료, 그리고 컴퓨터와 같은 첨단 과학의 상징물들은 상대적으로 적게 나타났다. 또한 많은 영재 학생들이 과학자가 하는 일을 연구 또는 새로운 것을 발명하는 것이라고 생각하고 있으며, 과학자의 직업도 연구나 실험을 하는 사람이나 발명가로 인식하는 경우가 많았다. 그리고 과학자는 동료와의 협동적인 활동을 통해서 보다는 주로 혼자서 연구를 수행한다고 응답하였다. 이러한 과학자의 활동에 대한 학생들의 제한적이고 고정된 인식을 보다 개방적이고 유연하게 발전시키기 위하여 다양한 교육 방법들이 시도될 필요가 있다.

• 복식문화연구
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• 제30권4호
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• pp.594-607
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• 2022

This study is a follow-up paper on "Development of flipped learning class model for nail beauty education" published by Seol (2022). This model was conducted from March to June 2022 for 70 students taking the "Nail color design 1" course. After 15 weeks of class, a survey of the students' perceptions of flipped learning and their self-evaluation of goal achievement was conducted, which was composed of questionnaires using a 5-step Likert scale. 15 questions were designed to evaluate the students' satisfaction with their experience and class operations; 4 questions to evaluate whether the class goal had been reached through flipped learning; and 9 questions to evaluate the students' perceptions of flipped learning. As a result of applying this model to theoretical and practical nail beauty classes, it was confirmed that flipped learning helped students better understand the content and had a positive effect on learning, while the subject's educational goals were also achieved. By evaluating the students' perceptions of flipped learning, we may conclude that they experienced learning satisfaction and perceived the approach positively. Moreover, they have expressed a desire for additional flipped learning. This study is thus meaningful in confirming the procedure's effectiveness by applying the flipped classroom model to theoretical and practical subjects with a focus on the nail beauty field, and showing how it achieved students' positive perceptions and educational goals.