• Journal of Internet Computing and Services
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• v.7 no.4
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• pp.115-122
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• 2006

The purpose of this paper is to suggest the improving plans about the system as searching an effective managing devices for NEIS with analysis of managing condition. For the plans, questionnaire was performed in the five sections to primary and secondary school teachers. Those were recognition about C/S, Introduction and conductive processing of NEIS, Satisfaction of specific task on school affairs and educational matters, its function, efficiency and security as well as technical problem. Those were recognition about C/S, Introduction and conductive processing of NEIS, Satisfaction of specific task on school affairs and educational matters, its function, efficiency and security as well as technical problem. The results are following: First. in spite of satisfaction with function of C/S, it have been some problems such as frequent patch and down of server. Secondly, although the introduction of NEIS was done in hurry without gathering teachers' opinions and sufficient research of system, it has been expected to settle down normally with correction and security. Thirdly, positive reaction was generally showed in research on satisfaction of specific task for school affairs and educational matters. Fourthly, most of teachers have known the functions of NEIS and recognized its convenience. Although they has not thought it reduced their work, they have realized it's convenient for dealing with statistics. Lastly, they think of NEIS as the essential system for the age of information, in spite of problems such as reveal of personal data and security. Therefore, we should keep eyes to problem of an invasion of human right. In addition, study deep into NEIS should be conducted with consistent security for the system. In order to it. technical and legal system should be carried out side by side.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.373-395
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• 2022

This study aimed to examine how prospective mathematics teachers (PMTs) perceive collaborative problem-posing (CPP) as a method to cultivate students' creativity and character in mathematics education. This is to propose the introduction of CPP at the stage of preparatory math teacher education as one of the ways to reinforce the creativity and character education capacity of PMT), and to attempt to be an opportunity to actively utilize CPP in math teaching-learning in the school field for the education of students' creativity and character. To achieve this objective, I designed PMTs taking the 'Educational Theories for Teaching Mathematics' course, required in the second year of university, to experience CPP tasks. Data were collected through questionnaires or interviews over three years on how PMTs recognized the CPP tasks as a tool to cultivate students' creativity and character in secondary schools. The results of the study are as follows. First, PMTs recognized regardless of their CPP experience that CPP might have a positive impact on improving students' ability to devise various ideas and that it positively influences students' attitudes toward building interpersonal relationships, including teamwork, respect, and consideration. Second, the experience of PMTs participating in the CPP made them more positively aware that CPP is effective in improving students' ability to elaborate on ideas. Third, the PMTs' experience of participating in CPP led to a more positive perception of the impact of CPP on the students' abilities and attitudes, namely, the students' ability to elaborate on ideas and their inner attitudes toward individuals, including honesty, fairness, and responsibility, and the attitude of students regarding logically presenting their opinions and making rational decisions. Finally, if there are downsides to the offline environment, an online environment may be more beneficial.

• Journal of Science Education
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• v.47 no.1
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• pp.1-10
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• 2023

In this study, we investigated the perception of STEAM (science, technology, engineering, arts, and mathematics) education consultants (SEC) about the requirements to achieve actual results and the improvements for STEAM education consulting. Data were collected from teachers who have had previous SEC experience or have extensive experience in STEAM education. First, an open-ended questionnaire was used to conduct a survey on the requirements and improvements for the STEAM education consulting, and items were composed by analyzing the contents of these free responses, and then statistical analysis was performed by asking them to respond on the Likert scale to how much they agreed to each item. As a result of the analysis, the SEC recognized that "formation of consensus between consultants and teachers", "consultant feedback on reflection of previous consulting results" and "encouragement and support for teachers" are appeared to be the most required for STEAM education consulting to achieve actual results. As the improvements of STEAM education consulting, "sharing cases and opinions among consultants", "selection and sharing of consulting best practices", and "development of various consulting types such as open classes" received the highest agreement. Based on these results, a support plan to increase the effectiveness of STEAM consulting was proposed.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.269-283
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• 2024

This study compared the characteristics of an experiment f or determining whether gas occupies space presented in elementary school science textbooks to examine the validity of the experiment, identify and improve problems in its presentation, and verify its effectiveness. This study interviewed third-year elementary school teachers who had experience teaching this experiment to students. Based on teachers' opinions and observations, this study identified issues with the current experiment, developed an improved experiment, and determined its effectiveness. Through this analysis, three key findings emerged. First, the study found that the original experiment on gases was presented in the same or highly similar manner in 5 of 7 textbooks (71.4%). Thus, while various textbooks have been developed with the aim of promoting diversity and creativity in scientific literature, most experiments presented in these books are identical. Second, the existing experiment was not suitable for its target audience (third-year elementary school students) and was difficult to observe directly. The interviewed teachers also deemed the validity of the experiment to be considerably low. Finally, the original experiment was improved; this improved version was determined to be highly valid, showing a statistically significant difference compared with the original experiment. The improved experiment was effective for students as it involved activities suitable for their intellectual level and was directly observable through the senses. Thus, the study analyzed and improved an existing science experiment f or elementary students, providing insights into the 2022 revised science authorized textbooks and implications for future textbook development.

• Korean Journal of Health Education and Promotion
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• v.7 no.2
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• pp.59-70
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• 1990

This study was performed during the period between March 22 and July 23, 1989 in other to examine status of aniti - smoking eduation in middle and high school in Seoul. The results were as follows; 1. The respondents of this study were 403 nurse teachers of whom 43.7% had implemented anti - smoking education and 56.3% had not implemented anti - smoking education. Classified by school, those schools implementing anti - smoking education were in order of frequency; boys' high schools (32.4%), coeducational high schools (18.3%) and boys' middle schools (13/6%) and those schools not implementing anti-smoking education were in order of frequency: girls' high schools (23.8%), girls' middle schools (22.5%) and coeducation middle schools(7.6%). 2. The number of times that anti - smoking education was done was once a year (60.8%) or twice a year (38.2%). For teaching materials, 49.4% of the schools reported possessing teaching materials and 50.6% reported not possessing teaching matenials. The content of the anti - smoking education material was classified by grade for 27.8% of the schools and not classified by grade for 72.2%. 3. In schools where anti - smoking education directed at giving up smoking was being used, several problems were presented; lack of reference data and education of data(38.1%) lack of equipment(29.0%), smoking by teachers(13.6%). On the other hand, in schools where anti - smoking education was not being used, the ploblems identified were, in the following order, lack of reference data and education of data(38.1%), lack of equipment(29.0%) lack of time (15.0%) and lack of information (15.4%). There was statistically significant difference the two types of schools. 4. In discussing the proper time for education on giving up smoking, the teachers in school with indicated anti - smoking education the following, in order of frequency, the first year of middle school(30.5%), the second year(27.6%), the last year of middle school (18.4%), primary school (11.9%). For those who did not have anti - smoking education, the result were similar, the first year of middle school (31.9%), the second year (23.5%), primary school (17.6%), and the last year of middle school (15.5%). There results were not statisically significant but they supports the idea of eaely education directed at giving up smoking. 5. The actual frequency of students smoking was as follows. In schools with anti - smoking education 33.5% of the students smoked a lot and seriously 33.0% smoked a little and not seriously. In schools without anti - smoking education, the majority of the teachers (50.4%) indicated that the students were 'few and not serious' followed by 'I don't know well'(19.8%), 'many but not serious'(15.6%), 'many and serious'(15.2%). This implies that the teachers in schools which have anti - smoking education think smoking is more seriously than those who are in schools which do not have anti - smoking education though it is influenced by the members of the school. The opinions on penalities for smoking were as follows; in schools with anti - smoking education, 'punish'(52.8%) and 'give advice'(27.8%). In schools with no anti-smoking education 'punish'(41.9%), 'give advice'(24.5%) and 'I don't know what the rules for punishment should be'(18.5%), and 'do not punish'(16.4). 6. For knowledge about smoking by nurse - teachers, in schools having anti - smoking education the average score was 30.40. There was not statistically significant differences in these scores. But, there is an indication of a need for a deeper and a moer systematic knowledge of smoking as shown by the problem points; lack of reference data and educational data. The reason for this is that education to give up smoking is not considered a part of routine life. But the majority(95.2%) of the respondents indicated that a systematic program in the schools would meet that need.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.877-893
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• 2016

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.145-154
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• 2021

This study aims to investigate teachers' perceptions of the composition of high school science elective courses ahead of the 2022 curriculum revision, and to derive implications for the organization of the 2022 revised science curriculum in preparation for the full implementation of the high school credit system. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 192 science teachers responded to the questionnaire. In addition, 12 high school science teachers were selected as a focus group, and in-depth interviews were conducted to investigate opinions on the restructuring of elective courses in science. Main research results include 129 (67.2%) science teachers in the survey answered that the current 2015 curriculum's science and elective courses system should be maintained. In the next curriculum, when reconstructing science elective subjects, it is necessary to provide an opportunity to experience the entire contents of each science field through Science I·II system as before, and to ensure student choice in preparation for the credit system. In addition, the opinion that general elective subjects should be organized to include all the contents of science I and II subjects was the highest. Through in-depth interviews, science teachers emphasized that the current science I subject system allows access to the content areas of science as much as possible as the number of subjects is small, and that subjects, such as physics, where the hierarchy of concepts is important, should deal with important content within one subject rather than divided by area. On the other hand, in the current I subject system, there is no subject for liberal arts students to choose from, so teachers suggested that science electives should be organized by subdividing each content area. Based on the research results, the necessity of organizing high school science elective courses in consideration of the purpose of the high school credit system, ways to organize science-convergence elective courses as subjects for all students regardless of career aptitude, ways to organize science-career elective courses, and ways to organize science elective courses in connection with the college admission system were proposed.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.415-432
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• 2024

This study developed and applied the teacher education model and its principles for science classes using Virtual and Augmented Reality (VR/AR) content and analyzed preservice elementary teachers' feedback on the teacher education model and the changes in their perceptions as to the use of VR/AR content. First, existing Technological Pedagogical Content Knowledge (TPACK) teacher education models and prior studies on the use of the VR/AR contents were reviewed to derive the teacher education model to cultivate the VR/AR-TPACK and set the key principles for each of its stages. The developed teacher education model has five stages: exploration, mapping, collaborative design, practice, and reflection. Second, to examine the appropriateness of the model's five stages and principles, we applied it within the regular course of instruction at the university of education, which was attended by 25 preservice elementary teachers. This study collected data from surveys on the perception of the usage of VR/AR contents before and after the course, as well as the group lesson plans prepared by the preservice teachers, and their feedback on the teacher education model. The feedback on the teacher education model and the survey conducted by the preservice teachers before and after the course were analyzed through open coding and categorization. As a result, most preservice teachers expressed positive opinions about the activities and experiences at each stage of the implementation of the teacher education model. Perceptions related to the usage of the VR/AR content changed in three aspects: first, the vague positive perception of the VR/AR content has changed to a positive perception based on specific educational affordance. Second, they recognized the need for preparedness by anticipating potential problems associated with the use of the VR/AR content. Third, they came to view the VR/AR contents as a useful instructional resource that the teachers could use. Based on these results, we discussed the implications for the VR/AR-TPACK teacher education model and assessed the limitations of the research.

• Journal of the Korean Society of School Health
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• v.7 no.1
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• pp.57-71
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• 1994

I investigated actual conditions of smoking of teenagers who were randomly chosen middle and high school students. 1. Juvenile smoking 1) Parents' opinions of juvenile smoking Most parents do not want their children to smoke after growth : 88.6% of fathers (middle school students: 88.9%, high school students: 88.4%) and 95.1% of mothers (middle school students: 93.4%, high school students :95.5%). 2) Teenagers' opinions of smoking after growth The rate of students who will smoke after growth is 10.8% (middle school students: 12.0%, high school students: 9.9%): students in agricultural areas show the higher rate than those in cities. 3) Parents' opinions of their children's smoking now 1.5% of fathers want their children to smoke now (middle school students: 1.3%, high school students: 1.6%) and 1.1% of mothers do (middle school students: 0.6%, high school students: 1.5%). This shows that most parents do not want their children to smoke now. 4) Students' opinions of their friends' smoking now Students who want their friends smoke now cover 7.8% (middle school students: 7.1%, high school students: 8.4%). This rates are higher than those of parents shown in (3). And more high school students and more girl students gave the positive reponse than middle school boy and girl students, respectively. 5) Students' views of smoking "Look like an adult" covers the rate of 4.0% (boy: 7.8%, girl:3.6%) 6.7% of middle school students have this view, while 3.7% of high school students have. 16.1% of students had an experience of smoking during the last one year (boy: 29.9%, girl: 8.6%): this shows that the rate of the boy students is more than 3 times greater than that of the girl students and high students who experienced smoking last year covers 20.2%, while middle school students shows 10.9%. 6) Actual conditions of students' smoking The present rate of students' smoking is 22.4% (boy:38.3%, girl:13.8%): the rate of boy students is greater than that of girl students. Students who smoke more than pack of cigarettes a day cover 8.2% (boy: 17.5%, girl: 3.2%): 5.2% of middle school students (boy:11.4%, girl: 2.1%) smoke more than one pack while 10.7% of high school students do (boy:21.5%, girl: 4.2%). This shows that the rate of boy students' smoking is greater than that of girl students' smoking. 7) The rate of smoking of students' parents 75.4% of fathers (city: 74.5%, agricultural area:75.9%) smoke: and more than a half (62.4%) smoke more than a pack cigarettes a day. On the other hand, the rate of smoking mothers is 5.2%(city: 4.3%, agricultural area: 7.3%): the rate is higher in agricultural areas. 8) Opinions of smoking population in the future 61.4% of students answered that smoking population will increase, while 27.0% have the opinion that smoking population will decrease. 2. Opinions of the effects of smoking on health 1) Have you heard that smokers are likely to suffer from tuberclosis? 78.3% of students said yes (boy: 80.8%, girl: 76.4%): it is shown that the rate of boys is greater than that of girls. 2) Have you heard that smokers are likely to get out of endurance? 76.6% of students (boy: 69.3%, girl: 49.7%) answered yes: it is shown that the rate of boys is greater than that of girls. 3) Have you heard that heart-beats get fast when one smokes? 32.5% of students (boy: 35.5%, girl: 30.9%) answered yes: 32.2% in cities(boy: 33.0%, girl: 31.8%) and 33.5% in agricultural areas(boy: 41.8%, girl: 28.8%): and 28.7% middle students and 35.5% of high school students answered yes. 4) Have you heard that smokers are likely to have heart-diseases? 35.1% of students (boy: 34.0%, girl: 34.1%) answered yes: 35.3% in cities (boy: 37.2%, girl: 34.2%) and 36.7% in agricultural areas (boy: 39.0%, girl: 33.9%): 34.8% of middle school students and 35.4% of high school students. 5) Have you heard that smokers are likely to have a lung cancer? 91.4% of students (boy: 93.2%, girl: 89.9%) answered yes: 90.35% in cities and 94.2% in agricultural areas. 6) Have you heard that the life of smokers gets shorter? 94.3% of students (boy:94.6%, girl: 92.2%) answered yes. 7) Have you heard that pregnant smokers will deliver a baby with low birth weight? 29.6% of students (boy: 29.8%, girl: 29.4%) answered yes: the rates of boys and girls almost the same. 8) Have you heard that one feels calm when one smokes? 80.1% of students (boy: 81.8%, girl: 79.2%) answered yes: boys and girls showed almost the same rate. 3. Preventive measures Smoking people continued to increase all over the world because smoking not only mitigated emotional uneasiness such as loneliness, nervousness and so on, but also could be very helpful from the social perspective. This was so because they did not consider harmful effects of smoking on health, and victims. However, because any -one can have physical disorders caused by smoking, people should always keep in mind the following preventive measures. 1) Doctors or teachers should set an example of giving up smoking. Informing patients or students of harmful effects of smoking to persuade their family and relatives not to smoke. 2) Through mass media like newspapers, periodicals or broadcasting, to make people know harmful effects of smoking and not smoke. 3) To prohibit selling teenagers cigarette by law. 4) To prohibit smoking in public places like work places, offices, lecture rooms, recreation rooms, buses, trains and so on. 5) To decrease the rate of life insurance for non-smokers as in foreign countries and to give a warming of the harmful effects on cigarette packets or ads.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.515-529
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• 2020

'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.