• The Journal of Korean Association of Computer Education
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• v.22 no.4
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• pp.35-45
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• 2019

How future generations perceive coexistence with intelligent robots is an important element of how SW and artificial intelligence education should be designed and conducted. This study conducted a survey of 214 first graders in middle school and looked at differences in understanding and perception of coexistence through empathy and expected problem situations depending on the type of intelligent robot. As a result of the analysis, Firstly, if the form was not explicit, it was recognized as a top-down relationship, and Second, in the case of human form, it was ready to recognize intelligent robots and communicate with them. Third, Many people were feeling Emotion in the Robot shape AI. Fourth, there was a vague sense of uneasiness about simple mechanical robots. The study is meaningful as a case study to confirm awareness of intelligent robots and needs to consider and establish awareness of whether they can coexist and live together with robots by age group as well as middle school students.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.157-172
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• 2006

This study was designed to make an analysis of the content related with Korean traditional food culture covered in the section of Food and Nutrition of Home Economics textbooks based on the current 7th curriculum and to investigate the recognition and needs for education on Korean traditional food culture among high school students. Through this, we tried to present basic data contributing to the construction of practical educational content and educational method in relation to Korean traditional food culture. The results of this study are as follows. The content of Korean traditional food culture in the section of Food and Nutrition covered by Home Economics textbooks consisted of 'Setting the Table and Table Manners' for the third graders of middle school, 'Planning and Preparing Invitation and Events' for the freshman of high school, and 'Food Culture and Preparation of Food' for the second and third graders of high school. High school students were proud of themselves on Korean traditional food culture, but fail to apply their knowledge to real household life. In particular, it was proved they didn't understand' Korean Festival Holidays and Annual Customs: The need on the content of Korean traditional food culture showed significant difference in accordance with pride on traditional food culture, its succession in the families and one's recognition. And it was highly correlated with the subordinate variables such as demands, interest, utilization. These results showed that the education of Korean traditional food culture is an area that is demanded and how to cook Korean traditional food should be included in the content for education and practice of cooking and experience of food culture should be dealt with as the educational methods.

• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.195-215
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• 2010

The purpose of this study is to have a preliminary study in order to develop a test which can comprehensively measure anxiety of elementary schoolchildren in middle grade. Following things are conducted to meet this task; first, to look into compositions of the anxiety of elementary schoolchildren in middle grade, to prepare proper questions to measure it and to develop a test; second, to look into whether such questions are fully understood by schoolchildren; third, to look into whether reliability and adequacy thereof are proper or not. Conclusion of the study is as follows; anxiety test of elementary schoolchildren in middle grade showed all the things related to general anxiety, social anxiety, study anxiety, examination anxiety, announcement anxiety. However, there were differences as per subordinate factor and detailed area. And reliability and adequacy of anxiety test for elementary schoolchildren in middle grade were appropriate. and such data could be valuably used for preparing anxiety test. To summarize the study result above, the test developed in this study supplements weak point of existing test instrument and reveals anxiety experienced by elementary schoolchildren in middle grade, and harmoniously composes all the kinds. It is meaningful that the test lowered applicable object to schoolchildren in middle grade who are in anxiety formation stage and also feel anxiety most strongly. In addition, it may be used usefully for living guidance and consultation to efficiently cope with anxiety by measuring base line regarding anxiety of individual schoolchildren in middle grade.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.92-100
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• 2019

The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

• 대한공업교육학회지
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• v.44 no.1
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• pp.72-93
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• 2019

The purpose of this study was to provide basic data needed to establish a system of career education which can offer necessary information for middle school students to select vocational high schools suiting to their talent and aptitude. For this, the study formulated research questions: how middle school students in Gyeonggi-do could acquire information related with entering high school; their level of understanding about general high school and vocational high school and their level of information requirement; real state and effect (level of helping them choose future school) of assistance activity for career education as provided by vocational high schools. For the analysis, the study developed a questionnaire and conducted survey for 4,459 3rd graders from 627 middle schools at Gyeonggi-do. Findings were as follows. First, methods of middle school students getting information related with entering high school turned out in the order of internet search (42.0%), consultation with family and friends (25.5%), consultation with teachers (24.0%). While, their methods of getting information related with entering vocational high school turned out in the order of briefing session by vocational high schools (39.4%), field trip to vocational high schools (24.9%), consultation with teachers from vocational high schools (15.7%). Second, the level of understanding (five points full marks) of Gyeonggi-do middle school students about high school by the type they wished to enter, and the level of information requirement (five points full marks) turned out 3.65 and 3.67 respectively for students who wished to enter general high schools, with the difference being 0.02. On the other hand, the level of understanding and that of information requirement turned out 2.92 and 3.25 respectively with the difference being 0.33, for students who wished to enter vocational high schools. Third, looking at the real state of participation of Gyeonggi-do middle school students in assistance activities for career education provided by vocational high schools, 79.4% of all students were participating. Activity with high participation ratio out of these turned out to be in the order of PR and guide book (booklet, brochure, etc.) for vocational high schools at 90.3%, briefing session prepared by vocational high schools on visit at 87.8% and video of vocational high school PR and introduction at 85.9%. The level of how these activities helped middle school students choose their high school was 3.45, showing more effect by 0.13 on students wishing to enter vocational high schools compared to those wishing to enter general high schools.

• 대한공업교육학회지
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• v.39 no.1
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• pp.1-22
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• 2014

The purpose of this research are to investigate and analyze requests of middle school students, parents and people in charge of human resources of industrial institutions and to suggest implications which are necessary to establish vocational high schools in Asan area. To achieve them, demands, for the establishment of vocational high schools, requests of desirable department, area, etc. which are recognized by middle school students, parents and people in charge of human resources of industrial institutions in Asan-si were surveyed and analyzed. The subjects of the survey were students and parents who were selected from one third grade class out of each of all the middle schools of Ansan-si. Also, for the people in charge of human resources of industrial institutions, industrial institutions including more than 10 employees were firstly sampled and selected. The number of students analyzed is 484, parents 458, industrial institutions 81, the results are as follows. First, among the third graders, there were 18.5% students who wanted to enter vocational high schools and 72.6% students that replied saying they may enter if vocational schools are established in Asan-si. Among them, 8.8% students replied that they will definitely enter. Second, among the parents, 30.8% wanted their children to enter vocational high schools and 76.9% replied that they may enter if vocational high schools are established in Asan-si. Among them, 8.4% replied that their children will enter certainly. Third, people in charge of human resources of industrial institutions replied that they may recruit 98.8 percent of graduates of vocational high schools in Asan area. Among them, they replied that 17.3% will be recruited certainly. For the replies of recruitment time, there were 49.4% of 'within 1 year', 30.9% of 'within 1~5 years' and for working, there were 60.8% of 'mechanical operators and assembly workers' and 31.6% of 'technicians and functional workers'. Fourth, for the most preferred departments when establishing vocational high schools in Asan-si, middle school students wanted hospitality management, parents were for electricity and electronics, industrial institutions replied with vehicle mechanics. By affiliation, more than the half of respondents wanted industrial affiliation. Fifth, for the most preferred departments when establishing vocational high schools in Asan-si, middle school students and parents preferred Onyang-dong, industrial institutions preferred Dunpo-myeon. Results showed that the most desirable areas were in the vicinity of one's own residential area.

• Journal of the Korean Society of School Health
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• v.16 no.1
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• pp.9-21
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• 2003

The present study was designed to evaluate the factors influential on stress and subjective fatigue symptoms based on school life environments and daily life styles among high school students. The self-administered questionnaires were delivered to 2,381 high school students of both sexes in Taejon Metropolitan city during the period from Mar. 1st to Jun. 30th, 2000. The analysis of study results revealed the following findings: 1. According to the magnitude of stress, the normal subjects were 3.1%, the groups with potential stress were 64.7%, and the groups at high risk for stress were 32.2%. Higher level of stress existed in the female than the male students, and in the third grader than the 1st and 2nd graders. According to the classification of typical constitutional symptoms of fatigue, category III (group with bodily projection of fatigue) was the most frequent and it was followed by category II (group with difficulty in concentration) and category I (group with dullness and sleepiness) in a decreasing order of frequency, which showed that the predominant pattern of fatigue arose from the body parts. 2. With regard to the school life characteristics and stress scores, the higher scores of stress were shown in the groups with the lower grades, with worse friend's relation and with the lower satisfaction with the school life. The scores for the subjective fatigue symptoms were higher in the male, in the low graders, in the better friend's relation, and in the satisfactory group than the respective counterparts. 3. Concerning home life characteristics, the higher scores of stress were associated with the students characterized by the recognized poor economic conditions, lower interests of parents, lack of satisfaction with the home life, the poor subjective health status. On the other hand, the scores for the subjective fatigue symptoms were higher in the student groups with good economic conditions, higher interests of parents, presence of satisfaction with the home life, and good subjective health status. 4. Concerning daily life styles, the higher scores of stress were in the students who had inappropriate sleep hours, skipped breakfasts, daily consumption of intermeal snacks, lack of exercise, daily smoking, normal indices of obesity, and lower indices of health habit. Conversely, the scores of subjective fatigue symptoms were higher in the groups who had daily breakfasts, no intermeal snacks, daily exercise, no smoking than their counterparts. 5. The factors exerting influence upon the stress included the satisfaction with school life, friend's relation, satisfaction with the home life, exercise, school grades, interests of parents, school year, sex, scores of health habit, degree of obesity, economic conditions of home. Those influencing on the degree os stress included stress, intermeal snacks, smoking, friend's relation and satisfaction with the home life.

• Korean Journal of Environmental Biology
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• v.26 no.4
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• pp.343-348
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• 2008

The study is to investigate the effects of the constructivist instructional model using ARCS strategies (attention, relevance, confidence, and satisfaction) on the environmental conservation of environment textbooks of middle school. The subjects of this study were applied to 135 students sampled 2nd graders of a middle school in Busan. All students were divided three groups according to teaching strategies. The first experimental group is consisted of students who participated in the traditional teaching program, the second is students who participated in the constructivist teaching program, and the third is students who participated in the constructivist teaching program with ARCS strategies. The pre-conceptions test was administered to examine students' pre-conceptions before the instructions. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were also tested. On average, the degrees of academic achievement for the group with ARCS strategies were higher than those of other groups and shown a significant difference among three programs. Thus the constructivist teaching program with ARCS strategies was more effective programs in acquisition of environmental conservation conception and learning motivation than the two other teaching programs.

• The Journal of the Korea Contents Association
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• v.11 no.4
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• pp.477-484
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• 2011

The purpose of this study is to research middle school student's reading problem and to suggest how to improve their reading competence through the use of the NIE. For this research, we proposed three research questions of study as below. First, what difference is there in English reading competence between experimental and control group? Second, what difference is there in the English reading competence according to English proficiency? Third, what are the effects of interest and satisfaction through NIE? The subject of a sample was 34 experimental group and 36 control group, total 70 eighth graders in Kwangju. The experimental group had been taught through NIE for 10 weeks. Grammar Translation Method was applied while teaching English to the control group. The data analyzing method was t-test through the statistics program SPSS12.0. Based on the result of this study, NIE approach was effective in improving the students' reading competence. Most of the students who were taught reading by NIE responded that they had more interest and satisfaction in the reading lesson.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.121-144
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• 2024

This study analyzes how the academic achievement of students in Korea changes as they transition from 4th grade of elementary school to 2nd grade of middle school, considering that the 4th graders in the previous TIMSS cycle become 2nd graders in the next cycle. In particular, this study selects and compares the eight main countries in the TIMSS math evaluation (Korea, Singapore, Taiwan, Japan, USA, UK, Australia, and Russia) to analyze the trend of change in academic achievement of Korean students according to school grade transition. The trend of change in academic achievement of students was analyzed not only overall but also by content area (number, geometry and measurement, data representation (data and probability/data and probability), gender, and regional scale. The analysis focused on the average score and the proportion of students by achievement level. The results of the study are as follows. First, there was no significant change in the average score of Korean students' academic achievement as the school grade transitioned, but the achievement gap widened in terms of the proportion by achievement level. Second, there were differences in students' academic achievement by content area according to school grade transition, and the pattern differed depending on the evaluation cycle. Third, there was a significant gap in students' math academic achievement depending on gender and regional scale of school location. This study reveals that the achievement gap among students in our country widens as they transition between school levels. The gap is found to vary in terms of achievement level, math content area, student gender, and school location. To alleviate these disparities, more substantial research and support are proposed in addition to policy implementation by the government or provincial offices of education.