• Title, Summary, Keyword: 고등학생

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Effects of Teaching of Limit Using GeoGebra to High School Students' Mathematics Learning (GeoGebra를 활용한 극한 지도가 고등학생들의 수학 학습에 미치는 영향)

  • Kong, Min Sook;Kang, Yun Soo
    • Journal of the Korean School Mathematics Society
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    • v.17 no.4
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    • pp.697-716
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    • 2014
  • The purpose of this paper is to investigate high school students' learning characteristics which revealed in their learning process of limit using GeoGebra. And we are going to analyze effects of teaching of limit using GeoGebra to high school students' interesting and attitudes for mathematics learning. To do this, we selected three high school students as participants and ask them performing limit learning using GeoGebra. We recorded their problem solving process. Through analyzing their problem solving process relate to their solution, we found the followings: First, students did not logically approach based on mathematical properties or given materials, rather showing tendency decide with self-conscious and intuition. Second, it is possible that former reasoning strategies disturb following reasoning in the process of high school students' mathematics learning. Third, learning process of limit using GeoGebra help high school students to identify and correct their errors relate to limit learning. Forth, learning process of limit using GeoGebra positively effects to high school students' interesting and attitudes for mathematics learning.

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Factors for Reading Motivation and Book Selection of High School Students: An Exploratory Study (고등학생의 독서동기 및 도서선택에 미치는 요인 탐구)

  • Lim, JeongHoon;Lee, Jongwook
    • Journal of Korean Library and Information Science Society
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    • v.48 no.2
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    • pp.323-344
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    • 2017
  • Despite the close relatedness of the factors for reading motivation and book selection, few researchers have examined these factors together in a single study. To deal with this dearth of research, this study was designed to explore factors of motivation for reading and book selection of high school students comprehensively. The authors conducted in-depth interviews with fifteen high school students and analyzed their responses in order to identify the meaningful factors. The findings of this study reveal the five major factors: (1) characteristics of information sources, (2) school and learning environment, (3) individual factors, (4) home environment, and (5) social environment. In particular, the five types of factors seem to have a combined effects on reading motivation and book selection. The findings also suggest that one's reading motivation is a prerequisite for his/her book selection; however, the reading motivation does not always lead to book selection. The results of this study may deepen our understanding of reading behavior of high school students, which can be used in reading instruction and designing new programs.

Characteristics of High School Students 'Conceptual Understanding about Minerals and Rocks (광물과 암석에 대한 고등학생들의 개념 이해의 특징)

  • Wee, Soo-Meen;Cho, Hyun-Jun;Kim, Jun-Suk;Kim, Yun-Ji
    • Journal of the Korean earth science society
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    • v.28 no.4
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    • pp.415-430
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    • 2007
  • The purpose of this study was to investigate the characteristics of high school students' conceptual understanding about minerals and rocks. A questionnaire was developed to examine students' conceptions of minerals and rocks. The data were collected from 93 students in 10th and 119 students in 11th grades in a high school. The result showed that students' understanding of minerals and rock was on the moderate level. The 10th grade students showed a relatively lower level of understanding about igneous rocks while the degree of the 11th graders' understanding about certain concepts related with melting point in the rock domain was a little bit lower than the average. Although the understanding levels between the two grade levels were similar, there were some items for which students understanding seemed to be more sophisticated with the grade. In the questions about the characteristic of basalt surface, however, the frequencies of non-scientific conceptions were not decreased, rather increased along with the grade. It was also found that the conceptions students acquired from other science lessons as well as earth science classrooms did rather interfere with students' construction of the scientific concepts of minerals and rocks even though sometimes they were helpful for learning. It was suggested that the teachers should understand that some specific terms in earth science have different meanings as they were used in other subjects.

The Relationship Among Parental Attitude, Teachers' Autonomy Support, and Self-Directed Learning Ability of High School Students (고등학생이 지각한 부모의 양육태도 및 교사의 자율성지지와 자기주도 학습능력과의 관계)

  • Park, Eun Hee
    • CBNU Journal of Education Research
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    • v.40 no.1
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    • pp.1-16
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    • 2019
  • The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

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Relationship between Health Behavior and Subjective Unhappiness in High School Students (고등학생의 건강행태와 주관적 불행감의 상호관련성)

  • Park, Sunu;Kim, Sang-A;Park, Woong-Sub
    • Journal of agricultural medicine and community health
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    • v.42 no.2
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    • pp.87-96
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    • 2017
  • Objectives: We studied the relationship between health behavior and subjective unhappiness in high school students. Methods: Using 27,097 responses from the 2015 Korea Youth Risk Behavior Web-based Survey for general high school students. we analyzed by multiple logistic regression based on the complex sample design Results: Unhappiness was positively related with the low economic status, smoking, drinking, fast foods intake, and negatively related with fruit intake in results of multiple logistic regression. Conclusion: Health behaviors have a significant impact on the unhappiness of high school students. Therefore, in-depth research and policies to decrease unhappiness of high school students through health promotion are required.

Comparison of High School Students Group' Awareness for the God Math Class (좋은 수학 수업에 대한 고등학생의 집단 간 인식 비교)

  • Kim, Chang Il;Yoo, Ki Jong
    • Journal of the Korean School Mathematics Society
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    • v.18 no.1
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    • pp.83-102
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    • 2015
  • This study would suggest to analyze the perceptions of good mathematics teaching in high school and offer the resolutions for the conflicts caused by differences in perception between teachers and students in math class through previous studies and comparative implications. To this end, Students are classified by their courses, grades, gender awarenesses and they were analyzed and compared by the survey results. Although the preference for the math class that fixs the misconception of students is highest, regardless of the kinds of students groups. Academic students, middle-ranked students, female students have high affinity for the class to evaluate the material covered in class and take into account their level of assessment and instruction, low-ranked student's preference is higher for the class that has focused on understanding communicating their thinking processes than students. From this, it is suggested that academic students, low-ranked students are needed to be taught in a way that increases their confidence, interests, values and also in atmosphere that make math class a positive experience.

A Measurement and Comparative Analysis for Test Items Related to Informatics of High School Students in Korea and Japan (한·일 고등학생 대상으로 '정보' 관련 문항을 통한 수준 측정 및 비교 분석)

  • Noh, HyunA;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
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    • v.19 no.6
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    • pp.1-14
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    • 2016
  • As the importance of informatics education has been accentuated all around the world, Japan is considering adopting 'informatics' as a subject in the university entrance examination from 2020. Under these circumstances, Informatics university entrance research group in Japan has annually conducted an 'informatics' nationwide mock test since 2013 to prepare for the time when 'informatics' is adopted as a subject in the university entrance exam and has accumulated the data which help understand the informatics education level of high school students and its trend. This study thus provided the Korean high school students with the questions which are the same as those from the informatics nationwide mock tests conducted in Japan so far in order to identify the education level of informatics among Korean and Japanese students. Overall mean scores and mean scores in each subject of Korean and Japanese students in the 2015 informatics nationwide mock tests were compared and analyzed and the gender analysis was conducted. These results will be expected to suggest the direction for the future informatics education such as adopting 'informatics' as a subject in the university entrance exam in order to be a compulsory subject in the high school curriculum that can ensure the required skills in society.

The Effect of Intuitive Free Association and Systematic Free Association on the Creativity of High School Students Group in the Conceptual Design Process (직관적 및 체계적 자유연상기법이 개념설계과정에서 고등학생 집단의 창의성 향상에 미치는 효과)

  • Mheen, Se-Kee;Choi, Yu-Hyun
    • 대한공업교육학회지
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    • v.34 no.1
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    • pp.129-154
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    • 2009
  • The purpose of this study was to find the effect of intuitive free association and systematic free association on the creativity of high school students group in the conceptual design process. Based on this study result, the conclusion can be summarized as follows. 1. There was meaningful relation between intuitive free association and creativity factor of high school students. Mean value of experimental group A 's creativity and it's factor originality, practicality, elaboration, and fluency which treated intuitive free association was increased. 2. There was meaningful relation between systematic free association and creativity factor of high school students. Mean value of experimental group B 's creativity and it's sub factors: originality, problem solving, elaboration, and fluency which was treated systematic free association was increased. 3. It was found that two different divergent thinking does not show any meaningful difference in creativities of two groups. However, the meaningful difference was found in post creativity test in each groups sub-factors. There was meaningful difference in practicality factor, though there was no meaningful difference in originality, elaboration, fluency factors. Using the obtained results, it was concluded that intuitive thinking and systematic thinking play different roles in practicality which is one of sub-factors of the creativity of high school students. Consequently, it can be concluded that systematic thinking which leads students to take a step to solve a given problem can elicit more scientific thinking, and helps students create more practical solution in problem solving than intuitive thinking that emphasize the quantitative aspect of ideas.

Influence of Psychological Well-being on Highschool Student's Emotional intelligence and Interior-Exterior Control (고등학생의 심리적 안녕감이 정서지능과 내외통제성에 미치는 영향)

  • Lee, Kyung-Mee;Park, Jung-Hwan;Kim, Young-Tae
    • Proceedings of the KAIS Fall Conference
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    • pp.74-77
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    • 2011
  • 본 연구는 고등학생의 심리적 안녕감이 일상생활을 함에 있어서 대표적인 적응 지표로서 기능하는 정서지능과 어떠한 관련성이 있는지 알아보고, 또한 심리적 안녕감이 고등학생들의 내외통제성에는 어떠한 관련성이 있는지 살펴보는데 목적이 있다. 본 연구는 제주시 고등학교 학생 402명을 대상으로 하였다. 연구 결과는 다음과 같다. 첫째, 심리적 안녕감과 정서지능과는 상관관계를 나타냈다. 둘째, 심리적 안녕감과 내외통제성과는 상관관계를 나타냈다. 셋째, 심리적 안녕감이 정서지능에 긍정적 영향을 미치고 있는 것으로 나타났다. 넷째, 심리적 안녕감이 내외통제성에 긍정적 영향을 미치고 있는 것으로 나타났다. 이러한 연구결과로 볼 때, 심리적 안녕감과 정서지능과는 높은 관련성이 있다. 또한 심리적 안녕감이 높을수록 자신의 선택한 결과를 외부의 환경에 두는 것이 아니라 자신의 능력, 노력 등으로 귀인하는 내외통제성과도 관련이 있다. 따라서 고등학생의 정서지능을 함양시키는 프로그램들이 개발되어져야 한다고 사료된다.

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Study on Perceptions of High School Students and Science Teachers about High School Fusing Science (고등학교 융합형 '과학' 과목 운영에 대한 고등학생과 과학 교사의 인식 조사 연구)

  • Song, Shin-Cheol;Hong, Bora;Kim, Nam-Hui;Han, Hwa-Jung;Shim, Kew-Cheol
    • Journal of Science Education
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    • v.36 no.1
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    • pp.130-138
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    • 2012
  • The purpose of this study was to investigate perceptions of high school students and science teachers about high school fusing science. Science teachers and high school students perceived that high school fusing science was related to various areas and they preferred to be taught separately from each area. Science teachers perceived that high school fusing science improved the understanding in the area of scientific common knowledge, advanced technology, and the history of science, but neither scientific writing nor discussion were actively involved. It also didn't contribute to the enhancement of scientific thinking and communication skill. Especially, high school students believed that they were more interested in science through fusing science. On the other hand, teachers believed that this high school fusing science might not impact student's learning and generate negative perception. Science teachers and students perceived that they were more interested in fusing science because it was combination of many areas in science. They also perceived that contents in fusing science were more related to their daily life.

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