• Korean Journal of Applied Biomechanics
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• v.29 no.1
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• pp.9-13
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• 2019

Objective: The aim of this study was to compare gait patterns of elementary school male students in higher grades according to their character styles. Method: 4 extroverted character male subjects (height: $141.35{\pm}7.75cm$, weight: $43.65{\pm}5.80kg$) and 4 introverted character male subjects (height: $145.38{\pm}8.94cm$, weight: $42.15{\pm}10.71kg$) participated in this study. Results: As for walk styles of elementary school male students in higher grades according to their character patterns, there was not significant differences in gait cycle, stride width, stride length and walking speed. According to examination of average ratio of maximum vertical ground reaction force according to their characters divided by weight, elementary school male students in higher grades with extroverted character showed 114.69% of weight and students with introverted character showed 122.82% of weight, which exhibited that students with introverted character had larger ratio as much as 8.13% than students with extroverted character. The statistical significance level was 0.000 showing significant difference. Conclusion: Our results indicated that male students in higher grades with introverted character press ground hard and walk with strong steps. On the other hand, male students with extroverted character walk with light steps.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.825-838
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• 2018

The purpose of this study is to develop a survey tool of scientific character for elementary student which connects science education and character education effectively by figuring out traits of elementary students' character being presented in teaching and learning context of elementary school science. For this, we adapted the theocratical model from the previous research which defined scientific character as the competencies being able to practice in concrete teaching and learning context of science. Based on this model, we developed the survey tool as 'Scientific Character Inventory for Elementary Student' to assess elementary students' scientific character as the competences to practice the virtues being pursued in the context of elementary school science and verified its reliability and validity. As a result of an exploratory and confirmatory factor analysis, we confirmed all the items could be summarized into 28 items and eight constructs such as scientific problem-solving, self-management, self-reflection, communication, interpersonal skill, community participation, global citizenship, and environmental ethics awareness. We found that minimum reliability coefficient of constructs was over than 0.5 and reliability coefficient of the total items was 0.878. And also, there was modest relationship between each construct and the total score of scientific character. These results show that the developed survey tool can be useful in evaluating the effectiveness of science character education. This study is meaningful in that it systematically reveals constructs of scientific character which can be raised in concrete context of science teaching and learning so as to suggest the survey tool to assess this.

• International Journal of Human Ecology
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• v.9 no.1
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• pp.63-69
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• 2008

Character education is an opportunity for students to develop character through teaching values in schools. In the past, students have been taught values at home but contemporary society has strongly encouraged the public schools to provide time for children to learn values because society is facing a crisis of human values that affects the behavior of individuals. According to research findings, the primary benefit of character education is to develop the intellectual, personal, and social aspects of students. However, there are some problems concerning how to teach values and how to evaluate student outcomes in public schools. This article explores the current character education in the U. S. through a review of the literature in order to reach a better understanding of how character education might be included in the Family and Consumer Sciences Education curriculum.

• East Asian mathematical journal
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• v.34 no.2
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• pp.191-201
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• 2018

The character education has been regarded as important in nature and purpose of mathematics education. A discussion about models for the teaching of character to a student has been. However, The character education of teachers has not gathered as much attention as that of students in mathematics education. How to educate morally and ethically sound mathematics teachers is an important research topic to be sincerely inquired in current. Little attention has been given to the way how we prepare a morally humane pre-mathematics teacher. This paper inquires into the issues of character education in pre-mathematics teacher education.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.419-430
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• 2018

The purpose of this study is to develop an assessment tool to evaluate student character competence in applying a Collaborative Problem-Solving Instruction Model in science education. Through the literature analysis, nine elements of character are extracted. They are: openness, empathy, tolerance, caring, integrity, self-regulation, honesty, responsibility, and cooperation. Based on these existing measures of character competence, experts discussed and developed items for evaluation of a student's character competence based on the Collaborative Problem-Solving Instruction Model. The first 88 preliminary items were investigated, corrected, and supplemented based on the results of the first survey. A second validity survey was conducted on 71 middle- and high school science teachers to determine the content validity of the items. Inter-rater reliability was calculated for the assessors to verify the reliability of the items. Overall, the inter-rater reliability and content validity of the assessment items are good with 53 items ultimately being selected based on the analysis results. The assessment tool developed in this study could be used to explore changes in student character competence through a Collaborative Problem-Solving Instruction Model, as well as to evaluate student character competence in science education.

• Fashion & Textile Research Journal
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• v.13 no.4
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• pp.499-510
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• 2011

The response of the adolescents toward school uniform regulations according to personal character and clothing needs was studied. To carry out this experiment, questionnaires were administered to 514 students in middle and high schools in Seoul and Gyeonggi-do. The collected data were analyzed with Factor analysis(Varimax rotation), Cronbach's ${\alpha}$, Frequencies Statistics, t-test, ANOVA, and multiple regression analysis using the SPSS WIN 15.0. By surveying on actual condition of uniform regulation in school, it was found that the existing uniform regulation was unnecessarily strict and caused stress leading a negative educational effect. Based on the relationship among the degree of regulation, stress, and student attitude toward school uniform regulation, stress and negative attitude to uniform regulation increased as the degree of regulation increased, resulting in an decrease in observance behavior of students. Since the stress from the school uniform regulation can be reduced by establishing rational law, which induced voluntary conduct of student to obey, it is important for student to participate in establishment of adoptable and reasonable school uniform regulation law.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.309-314
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• 2015

The purpose of this study is to use films character education lessons to be enabled. For this study an experiment was conducted with students to character education lessons in the University of Baekseok. It was to observe whether the student's satisfaction with the questionnaire in the last lesson of character education. Observations of character education with film are very effective for University students. Therefore, this paper is to share the following results. First, this study is a model of teaching character education through film that would be proposed. Second, using film character education lessons will be conducted in a real university. Thus, the satisfaction of students will be examined. Third, using film to demonstrate the effectiveness of character education classes would be. Finally, the use of film in teaching character education curriculum according to the character would be proposed.

• Journal of the Korean Chemical Society
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• v.65 no.2
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• pp.133-144
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• 2021

Science teachers in elementary schools and secondary schools recognize the necessity of character education, feeling difficulties such as evaluation methods, mood of competition, extra work and lack of time according to previous research, which were based on answers from science teachers not experiencing character education. As a rare study of teacher experiencing, previous researches didn't fully address the problems and suggestions about adopting character education in science classrooms. This study is about teacher practice of character education on site with the CoProC (Collaborative Problem-Solving for Character Competence) program in science classes with which other previous studies shed new light. Five teachers, adapting the CoProC program in their science classes, participated in two interviews, sharing their student achievement in character education. Results showed that student achievement was high when their teacher had experienced the training program, development, and classes of CoProC rather than their normal teaching career. Teacher recognition on the aims of CoProC influenced difficulties, evaluation, and feedback.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.294-304
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• 2022

The purpose of this study is to examine the effects of a character education program based on self-reflection using a liberal arts course at university. To this end, a single treatment group pre- and post-design was conducted in which data were collected at the beginning and end of the semester for 18 students. For statistical estimation suitable for a small sample size, a non-parametric test was performed to examine the significant mean changes of the data. This program was found to significantly improve the level of self-compassion, life satisfaction, and mental well-being of university students. Based on the above results, it was discussed that the liberal arts course for character education based on self-reflection could be useful as a character education for university students, and the implications and suggestions of the results of this study were presented.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.289-299
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• 2016

The purpose of the study was to develop evaluation methods which would measure student achievement and progress without traditional paper-pencil tests such as mid-term and final examinations. More specifically, the main research focus were to establish general directions of student assessment during free semester, to build evaluation models supporting student's participation and learning, and to report and record various student evaluation results. As research results, we found that student evaluation of free semester should be organized to improve a) experience learning activity, self-regulatory and collaboratory study, b) high-order thinking ability and character-building, and c) teacher-student-parent cooperation. Since traditional paper-pencil tests were restricted in free semester, student achievement should be provided by a way of performance descriptions on transcripts rather than quantitative grade points. Student performance descriptions had to show not only subject knowledge but also students efforts, motivation, and participation. These multiple and educationally meaningful information would be collected by teacher-student-parent communication and collaboration.