• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.90-96
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• 2002

The STS contents, emphasized in the 6th curriculum, in the chemistry textbooks(II) were analyzed. The STS contents in textbooks showed average value of 2.7%. The chapter of ‘chemical bond and compound' were included 3.8% of STS contents. And the chapter of ‘atomic structure and periodic table', ‘state of material and solution', ‘science of material', and ‘chemical reaction' contained 3.2%, 2.2%, 1.9%, and 1.9% of STS contents, respectively. When the STS contents were analyzed by STS topics of Piel, the results are as follows; 33.7% on effect of technological developments, 27.5% on environmental quality and utilization of natural source, 19.6% on human engineering, 13.8% on energy, and 5.4% on sociality of science. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of practical investigation, problem solving and decision making, research design and stimulation. There were no activities of role play.

• Journal of Science Education
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• v.32 no.2
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• pp.1-16
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• 2008

The purpose of this study was to analyze about STS contents in the next generation science textbook for 10th grade according to curriculum revision 2007 and high school science textbooks focused on the Earth Science which were published according to the 7th curriculum. The contents of STS were analyzed by the STS topics of Yager(1989), Piel's standard(1981), and student activities by SATIS. The results of this study are the same as follows: 'The next generation science textbook' was shown that 20.9% is STS material amount in average by Yager's standard. 'High school science textbooks' were shown that 11.3% is STS material amount in average. Based on the STS topics by Yager's standard, most of STS content is focused on 'Relativity with local community', 'Application of science' and 'Cooperative work on real problems'. However, there is rare contents such as 'Multiple dimensions of science', 'Practice with decision-making strategies' and 'Evaluation concerned for getting and using information' in the next generation science textbook. In high school science textbooks were shown that 'Applicability of science' is the highest and 'Relativity with local community' is the next high contents. Based on the STS topics by Piel's standard, most of STS contents are focused on 'Environmental quality', 'Space research' and 'National defence' in the next generation science textbook. But high school science textbooks are focused on 'Natural resources' and 'Technology development'. The activities were analyzed by SATIS student activities. The major categories of activities included in the next generation science textbook were 'Investigation', 'Simulation' and 'Data analysis'. But, there were rare activities like 'Roleplaying', 'Research design' and 'Simulation' in high school science textbooks.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.419-429
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• 2003

The developments of science education until the middle of the 20th century were often driven by personal ideas and achievements of some influential individual scientists (e.g. T. H. Huxley, H. E. Armstrong. L. Hogben, J. Conant). while that of the 2nd half of the 20th century can be characterized as collective efforts through various research grou ps of science educators (e.g. PSSC, HPP, Nuffield, SATIS). In this respect, John Tyndall(1820-1894), a physicist of the Victorian England best known as Tyndall's Effect, can be considered as one of the great scientists who made a big influence on science teaching and the popularization of science before science secured its place in school curricula. Tyndall worked as a research scientist at the Royal Institution of London, where various lectures and demonstrations of physical sciences were regularly performed for general public, and he was particularly famous for his fascinating physics demonstrations. In this study, we summarize his activities and achievements as a teacher as well as a popularizer of physics, illustrate some of his famous demonstrations and his ideas concerning physics teaching and discuss their implications to today's physics education.

• Journal of the Korean Society of Costume
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• v.26
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• pp.49-67
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• 1995

The purpose of this study was to investigate the relationships between demographic and psychological variables and clothing behavior with reference to sex difference in adult and elderly groups. The clothing behavior was measured by Clothing importance, Interest, Conformity, Modesty, Psychological dependence, Aesthetics, Management, Fashion, and Clothing satis-faction. Psychological variables in this study were self-esteem and life-satisfaction, and demographic variables were sex, education, family type, health, and clothing expenditure. The hypotheses set up in this study were as follows : First, a causal relationship will exist between demographic and psychological variables and clothing behavior in both adult and elderly groups. Second, in clothing behavior a main effect will exist between male and female groups and between adult and elderly groups. Third, in clothing behavior and interaction effect will exist between sex and age. The subjects of this study were 496 adult males, 459 elderly males, and 446 elderly females residing in Pusan area. The material used in this study to measure the clothing behavior was a 5-point rating scale with 31 items in 9 sub-areas developed by the author. The data were collected by five investigatiors well trained in interview before-hand. The following conclusions were obtained from the relults and discussions of this study : First, sex, education, and clothing expendi-ture has a causal relationship with clothing behavior in adult group. Females, higher-educated group, and the group with more clothing expenditure reveal higher concern for clothing. In adult group life-satisfaction does not have any causal relationship with clothing behavior in general execpt for clothing satis-to Psychological dependence, Aesthetics, Management, and Clothing satisfaction in the group. Second, in elderly group sex, education, and health significantly contribute to clothing behavior. A cencern for clothing is higher in female, higher-educated group, and the group with higher perception in health. Self-esteem has a causal relationship with Clothing importance, Conformity, Management, and Clothing satisfaction, whereas life-satisfaction has a strong causal relationship with clothing behavior in general. Third, in both adult and elderly groups a sig-nificant sex diference exists in clothing behavior. Females show higher concern for Clothing importance, Interest, Psychological dependence, Aesthetics, Management, and Fashion than males. On the other hand, males reveal higher concern for Conformity and Clothing satisfaction than females. Fourth, a significant interaction effect exists between age and sex, while elderly females show lower concern for Clothing importance, Interest, and Psychological dependence than adult females, elderly males show higher concern for the same sub-areas of clothing behavior than adult males. This signifies the increase of the concern for clothing in elderly males with the decrease of social activities. Fifth, adult female group reveals lower Con-formity in clothing compared with the other groups, which signifies the higher individuality in clothing behavior. On the other hand, the elderly groups show significantly higher Conformity than the adult groups. this signifies the importance of the consideration for the variables other than individuality in clothing behavior for the group.

• Journal of Applied Tourism Food and Beverage Management and Research
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• v.8
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• pp.123-144
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• 1997

This study, by setting the systems of room sale promotion, analyzing the actual status and the present working state with its center on the 'RHotel' that is a special grade-two hotel and the sales promotion activities of each type, intends to understand the presentstatus of the hotel and present its problems and the method for improvement. The strategy of salespromotion and the ineffectivenessof the system organization were found to be imminent in the sales promotion activities as its problems, and the importanceis being not attached to the actual substance rather than to the actualresults, such as the advertisement and publicity strategies, the irrationality of sales personnel controland its evaluation method, and therefore, the goal-oriented control is not being takenad its problems are emerging. Therefore, as an improvement plan, we ought to put the plan of the hotel merchandising into action for customers to buy what they want, the establishment of the customer-oriented sales promotionservice and the communication channel using the brand-new managerial skills, systemaizesales promotion method sand strategies, develop the organizational and systematic strategies develop the organizatinal and systemactic strategies and goods for the sake of the image-making and room sales promotion of hotels, develop the activation ways of flexible operation, and also need to develop the skills of sales promotion. Accordingly, by doing irrationalsales activities in the system and the promotion with its center on the sales promotion department, and it sis urgently required that we streng then the comodity developments fitting the hotel's traits, such as uniformpolicy of cost, mass-communicationactivities for sales promotion, the improvement of non-effectiveness, and advertisement of hotel items, and the publishing of public relation books. Therefore, the best weapon for hotels before other purchaseis to be discriminatized from other competitive hotel with theunderstanding of the psychology and activities of customers, and the communicatin with customers, and to set up organicprograms of sales promotionstrategies. Also we must promote our sales in accordance with the desire of new customers, gater the market information of customers, all the time, and systematize the facility improvement, managerial policy, business strategiescorresponding with the desire of customers. By doing so, we are able to seek, at the same time, both the satis faction of customers and the sales maximization of the hotels that will perfrom the activities of sales promotion and management.

• Journal of the Korean Chemical Society
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• v.45 no.3
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• pp.256-263
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• 2001

The STS contents, emphasized in the 6th curriculum, in the chemistry parts of general science textbooks were analyzed. The STS contents of textbooks showed average of 24.4%. The chapter in "modern science and technology" were included 45.5% in STS contents, 38.7% in "environment", 29.1% in energy, and 14.0% in "materials". When the STS contents were analyzed by STS topics of Piel, the results are as follows; 38.3% on environmental quality and utilization of natural source, 29.6% on effect of technological developments, 7.9% on energy, and 0.6% on human engineering. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of role play, problem solving and decision making, and research design.

• Journal of the Korean Chemical Society
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• v.43 no.3
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• pp.321-327
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• 1999

The STS materials, emphasized in the 6th curriculum, in the chemistry part of middle school science textbooks were analyzed. The average value of the STS content of textbook was 13.2%. In the study of chapter of textbook, 15.9% of STS materials was included in the chapter of ？reaction of materials?, 12% in "character and separation of materials", and 10.8% in "composition of materials". When the STS topics classified by Piel were analyzed, the results were as follows; 40.2% on sociology of science, 28.8% on environmental quality and utilization of natural source, 20.4% on effects of technological developments, and 12.9% on energy. However, the topic on human engineering was only included in a textbook, and the topics on space research and national defence were not included in any textbooks. When the STS materials were analyzed by student activities of SATIS, the number of activities was 71. Most activities were consisted of solving problems and decision, simulation and data analysis, and there was no research design and role playing.

• Journal of Korean Academy of Nursing
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• v.23 no.3
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• pp.467-486
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• 1993

Today, more chronically ill and handicapped people are being cared for at home by a family member caregiver. The task of caring for a family momber may mean that the caregiver has less time and money and more work which may result in increased fatigue and symptoms of illness. This study was done to examine the well-being of family caregivers. Fifty three family caregivers were interviewed. Concepts were measured using existing tools and included : Burden(25 item 5 point scale), Social sup-port (21 item 7 point scale), Health status defined by a symptom checklist(48 item S point scale), and Well -being defined by a quality of life scale (14 item 7 point scale) and caregiving activities. Data collection was done by interview and Q-sort. Social support and well - being were positively correlated as were symptoms and burden. Symptoms and burden were negatively correlated with social support and well-being. Items on the quality of life scale had a mean score range from 3.09 to 4.96. Quality of life related to income was lowest (3.09) but the desire to use more money for the patient was rated 2.90 on the burden scale where the item means ranged from 0.73 to 3.55. The high mean of 3.55 was for obligation to give care and the low 0.73 was (or not feeling that this was helping the patient. Mean scores for symptoms ranged from 0.26 to 2.15 with the 2.15 being for “worry about all the things that have to be done.” Over half of the patients were dependent for help with some activities of daily living. The caregivers reported doing an average of 3.40 out of five patient care activities including bathing (77.4%), shampooing (67.9%), and washing face and hands (49.1％), and 3.74 out of seven home maintenance activities including laundry (98.1％), cooking (83.0%), and arranging bed-ding(75.5%). The caregivers reported their spouse as one of the main sources of social support, including in times of loneliness and anger The mean score for loneliness as burden was 2.15 and ranked fourth and 31 (58.5％) of the sample reported being lonely recently and not being satisfied with the support received. Similarly anger caused by the patient was given a mean score of 2.13, and anger was reported to have been present recently by 38 (71.7%) of the sample and satis-faction with the support given was low. Having someone to help deal with anger ranked twelfth out of 21 items on the social support scale and had a mean score of 3.98 (range 3.49 to 5.98). Spouses were reported as a major source of social support but the fact that 50% of the caregivers were caring for a spouse, may account for the quality of this source of social support having been affected. These caregivers faced the same problems as others at the same stage of life. but because of the situation, there was a strain on their resources, particularly financial and social. In conclusion it was found that burden is correlated negatively to quality of life and positively to symptoms, but in this sample, symptoms and bur-den were scored relatively low. Does this indicate that the caregivers accept caregiving as part of their destiny and accept the quality of their lives with burden and symptoms just being a part of caregiving\ulcorner Does the correlation between the bur-den and symptoms indicate they are a measure of the same phenomenon or that the sample was of a more mobile, less burdened group of caregivers\ulcorner Quality of life was the one variable that was significant in explaining the varience on burden. Further study is needed to validate the conclusions found in this study but they indicate a need for nurses to ap-proach these caregivers with a plan tailored to each individual situation and to give consideration to interventions directed at improving quality of life and expanding social support networks for those caring for spouses.

• Hwankyungkyoyuk
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• v.6 no.1
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• pp.63-99
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• 1994

The international environmental activities and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. 'The Environmental Education Curriculum' will be separated as one of the most important parts in the Sixth National Education Curriculum in Korea. The purpose of this study was development. of 'Environmental Science' of high school appropriate to Sixth National Education Curriculum. First step was to state goals of environmental education in detail based on analysis of goals about environmental education in our country and other countries. Second was to analyse seven environments-related texts of Korea, America and England. Third, to measure how much environmental education has achieved in Fifth National Curriculum of Korea. Fourth, to develop a new environmental text of high school level. Fifth, to verify the effect of developed environmental text. The environmental part of 'Science I'(unit V. Life and Environments) and high school environments-related reference text(Survival and Environments) in Korea, American knowledges. American 'Environments' was stressed in many skills but they didn't include various teaching strategies. On the other hand, American 'Science-Technology-Society(S-T-S)' and British 'Science and Technology in Society(SATIS)' were stressed in knowledges and skills, and they included many teaching strategies and student actions. American 'S-T-S' was the only one stressed in values and attitudes. And all seven texts were not interested in behaviors and participations. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, about environmental problems, but many of them did not take actions to solve environmental problems and to protect environments. The higher the score students got in 'knowledges and informations', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environments. On the other hand, much knowledges and information about environments has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem. In view that ultimate aim of environmental education is forming responsible environmental behaviors and the goals of values and behaviors are as important as knowledges and skills. A new environmental text of high school level was developed and it was based on analysis of seven texts and environmental education in Fifth Korean Curriculum. This text have seven units, 1. Habitates : What're the meanings?, 2. Nuclear Energy : Can't be Avoid?, 3. Acid Rain : What're the Messages?, 4. Ethanol : Is this Future Fuel?, 5. Wastes : A New War!, 6. What're the National and Gloval Environmental education and avoided from the array of knowledges. Therefore included various teaching strategies and independent actions of students. 'Open-ended value learning' and 'free behavior learning' in text were special learning parts for aquisition of values and formation of behaviors. To verify the effects. of new developed environmental text, the direct learning was carried out by 286 students in total. Post test scores of experimental groups per each units were significantly higher than those of control groups from five different schools were as follows. For validity of selecting contents for units, 74% of respondent replied positively. For classification and presentation of four goal-groups, 90% replied positively in validity and 82%, in utility. For validity of various teaching strategies, 88% and for the degree of including student-centered independent actions, 86% replied positively, For importances and expected effects of 'open=ended value learning' and 'free behavior learning', showed positive responses respectively, 88%, 92% Therefore this text is effective to achieve four goals of environmental education equally.