• Hwankyungkyoyuk
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• v.20 no.3
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• pp.63-75
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• 2007

This paper focused on examining the middle school students' perceptions of characteristics(personal knowledge, human responsibility, impact on personal life, and predicted trend, behavior will) of 10 global and 8 local environmental issues. Subjects(N=516) demonstrated by completing a survey that they perceived the characteristics of issues differently on global and local scales, and to a degree those characteristics are related. First, middle school students' perceptions of global and local environmental issues were above mid-point mainly, and perceptions of local environmental issues were higher than those of global environmental issues. At perceptions of characteristics, They perceived that the personal knowledge of global environmental issues were higher than those of local issues, that the human responsibility effects on global environmental issues more than local environmental issues, that global environmental issues in the future, will be more serious. For each environmental issues, the perception of global warming among the global issues was highest, the perception of yellow dust and air pollution among the local issues was highest. For perceptions of characteristics, behavior will to solve the environmental issues was lower than that of 4 characteristics(personal knowledge, human responsibility, impact on personal life, and predicted trend). Second, there was significant difference of the perceptions of two scale environmental issues for area and sex. It showed that Seoul students' perceptions were higher than Kong-ju students' perceptions according to area, and that girl students' perceptions were higher than boy students' perceptions according to sex. Third, correlations among issues were significant. Especially, it was positive relationship between knowledge and human responsibility, human responsibility and impact on personal human responsibility and predicted trend. Educators and communicators should take into account the perceived characteristics of environmental issues and choose effective information sources and teaching methods to improve students' understanding of human-induced environmental changes.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.109-120
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• 2004

The purpose of this study was to examine a) each of the selected science museums for its role in educating on ethical issues in science and technology, b) what are the most frequently dealt ethical themes in science and technology; c) how were those themes presented (via exhibition, play, panel, movies, etc); and d) identify common characteristics in the selected science museums' presentations of ethical issues. The results indicated that selected museums present ethical issues related to technology development, mainly on biotechnology and environmental issues. The type of presentations dealing with ethical issues most frequently were exhibitions, panels and simulations, followed by demonstrations and lectures. All of the selected museums had common characteristics for actively taking an educational role in ethical issues in science. The study suggests that efforts to communicate the ethical issues in various areas should be reinforced to educate students and the public, and that it may be the museum's role to expose ethical aspects of technology related to human rights, dignity, health and development issues from the early stage of its development.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.646-659
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• 2006

This study explored, through informal, conversation-type interviews, how college students relate to science in general as well as to two specific socioscientific issues: human cloning and animal dissection/experimentation. How students "relate" includes what kinds of attitudes they have toward science and socioscientific issues, how seriously they consider and want to engage with these issues, and how they express their opinions or make a decision. The sample (16 college students) was heterogeneous in terms of academic background, ethnicity, and school year. Each interview lasted for about one hour with audiotaping. Results indicated that most participants immediately brought in their own values and feelings in implicit or explicit ways. However, the depth of their personal engagements varied. Most of the participants either did not take socioscientific issues seriously or merely quoted their own values in resignation, seemingly not able to deal with the issues and overwhelmed by many other aspects of the issues. By reflecting on the participants' reactions, the discussion addresses some of the larger issues for current secondary science teaching that involve raising responsible democratic citizens.

• Perspectives in Nursing Science
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• v.8 no.2
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• pp.121-128
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• 2011

Sensitive issues are both common and problematic for health care providers because sensitive issues may interfere with the future provider-client relationship and effective care. Most current training for providers focuses on a particular issue, but this is inadequate because many issues may be sensitive, and which issues will be sensitive is unpredictable. We argue that issues become sensitive when they activate one or more of three common triggers, fear, stigma, and taboo. A cycle of negative internal and interpersonal responses to the sensitive issue often leads to unresolved health issues for clients and stress and feelings of inadequacy for providers. We recommend integrated pre-service and in-service skill building to help individual health care providers respond appropriately to a wide variety of sensitive issues. We also identify specific policies and procedures to strengthen organizational support for caregivers so that providers can address these sensitive issues effectively with their clients.

• Nuclear Engineering and Technology
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• v.41 no.6
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• pp.849-858
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• 2009

Risk caused by safety-critical instrumentation and control (I&C) systems considerably affects overall plant risk. As digitalization of safety-critical systems in nuclear power plants progresses, a risk model of a digitalized safety system is required and must be included in a plant safety model in order to assess this risk effect on the plant. Unique features of a digital system cause some challenges in risk modeling. This article aims at providing an overview of the issues related to the development of a static fault-tree-based risk model. We categorize the complicated issues of digital system probabilistic risk assessment (PRA) into four groups based on their characteristics: hardware module issues, software issues, system issues, and safety function issues. Quantification of the effect of these issues dominates the quality of a developed risk model. Recent research activities for addressing various issues, such as the modeling framework of a software-based system, the software failure probability and the fault coverage of a self monitoring mechanism, are discussed. Although these issues are interrelated and affect each other, the categorized and systematic approach suggested here will provide a proper insight for analyzing risk from a digital system.

• Journal of the Korean earth science society
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• v.27 no.7
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• pp.705-714
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• 2006

The purpose of this study was to explore the elementary students' perceptions of Earth systems and environmental issues. A survey was conducted to determine the students' perceptions on the following aveas: (1) the concepts of certainty and tangibility, (2) self-reported knowledge level, (3) perceived danger level of selected eight Earth systems and environmental issues, and (4) their primary information source on these issues. Results indicated that ozone hole, acid rain, El $Ni\widetilde{n}o$, and global warming were identified by the students as uncertain and intangible issues. Perceived certainty and perceived tangibility were highly positively correlated with self-reported knowledge compared to other relationships. The results also showed that learning from school was the most frequent information source for environmental issues. The second most frequently used source of information was television among several mass media sources. It is hoped that this study contributes to understanding the elementary school students' perceptions toward the selected Earth systems and environmental issues.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.343-352
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• 2015

This study is to discover the diverse issues related to Self-Directed Learning Screening (SDLS) and draw implications by analyzing its critical points. Using content analysis and interviews with admission officers, tentative issues were finalized and reviewed by researchers and educators. A Survey was developed based on the 96 issues after having evidence of content validity using the Delphi method. To conduct survey, e-mails were sent to admissions officers in twenty science specialized high schools. They were asked to response to questions about perceptions of critical issues and if there are any issues in their schools. Using mean scores of two factors based on its critical issues and frequencies, a two-dimensional classification table for each type was presented. Four critical issues for each type were discovered. The first type indicates minor issues that include 28 items that were less than the overall mean scores in terms of critical issues and its frequencies. The second type indicates tentative issues that include 29 items that were greater than the mean score in critical issues but less in its frequencies. The third type indicates general issues that include 17 items that were less than the mean score in critical issues but greater in its frequencies. The last type indicates critical issues that include 22 items that were greater than the mean scores in two factors. The discovered results of critical issues and its types in this study can be considered a core part of the screening process in schools, especially, critical issues should play an important role in the process of admission screening planning.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.142-153
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• 2009

The purpose of this study was to survey primary students' perception of the global and local environmental issues. The subjects were 853 fifth primary students in Seoul, Busan, Daejeon, Anyang, Gimpo and Cheongju. The results were as follows: First, the perception level of the global environmental issues were global warming (M=3.99), drinking-water pollution (M=3.92), acid rain (M=3.77), yellow dust (M=3.66), ozone depletion (M=3.57), deforestation in tropical areas (M=3.52), desertification (M=3.36), biodiversity (M=3.40) and their perception level of local environmental issues were waste disposal (M=3.87), air pollution (M=3.74), bad smell (M=3.70), noise (M=3.61), river pollution (M=3.57), soil pollution (M=3.44). Second, it was shown that the metropolitan students' perception levels of environmental issues were higher than the non-metropolitan students'. There wasn't a significant difference in the perception levels of two scale environmental issues and characteristics for sex (p>.05). Third, the result of analyzing on the effects between characteristics was that the factors like 'environmental interest' and 'impact on personal life' had a strong influence on the 'behavior will' to solve the global environmental issues, and 'environmental interest' and 'personal knowledge' had a strong influence on the 'behavior will' to solve the local environmental issues. Fourth, the result of analyzing on the characteristics according to the types of the environmental issues showed that 'personal knowledge', 'environmental interest' and 'behavior will' were high in the global environmental issues (p<.01) and 'virtual contamination', 'human responsibility' and 'impact on personal life' were high in the local environmental issues (p<.05).

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.416-425
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• 2016

As curriculum statements require addressing ethical and social issues which are raised by modern science and technology, the ability to perceive ethical and social issues regarding science is necessary for teachers to introduce socio-scientific issues (SSI) in their science class. The purpose of this study is to explore elementary school teachers' ethical sensitivity on SSI and attempts to give implications for teacher education. To explore the ethical sensitivity in the context of SSI, the revised version of the Test for Ethical Sensitivity on Science (TESS) was used. Two socio-scientific issues (genetic engineering and radioactive waste) were provided to read and write down five possible questions they believed should be considered before reaching a decision. Data was collected from eighty-two elementary school teachers in Korea. To analyze the ethical sensitivity, the responses including ethical considerations were analyzed by situation and ethical issues. The result showed that 81 out of 82 teacher participants provided at least more than one ethical consideration on each scenario of this study. However, not many teacher could raise various ethical issues and situation that ethical issue might occur. There were only a few teaches who could consider all the situations, 'process of scientific research', 'application of science and technology', and 'science influenced by society', that ethical issues might occur. Especially, teachers failed to consider that the ethical issue can occur in the situation when science is influenced by society. Based on the results, we suggest that during teacher education teachers need to experience finding various ethical issues that can occur in the context of SSI and especially considering the ethical issues when science is influenced by society.

• Journal of Families and Better Life
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• v.21 no.3
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• pp.171-180
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• 2003

In this study, the characteristics and patterns of family problems were explored. What constituted family problems, and how those evolved over the period of drastic changes in the Korean society were examined, by analyzing articles published from the 1940s to the 1980s in the four major national newspapers in Korea. A total of 6542 articles related to family problems in the four newspapers, Chosun, Dong-A, Kyunghyang, and Seoul, were used for the content analysis of this study. The main categories of family problems were classified as poverty, marital issues, issues related to children and adolescents, elderly issues, problems in the family as an institution, and the so-called family-lag problem. Each of these categories consisted of several subcategories: The poverty-related problems included the problems caused by difficulty in making a living and instability of living, for example. The marital issues category consisted of conflicts between the couple, unfaithful spouses, domestic violence, divorce, and so on. Issues related to children and adolescents included juvenile delinquency, difficulty in bringing up children, child abuse, single motherhood, and underage household heads, for example. The elderly issues included the anxiety over the aging society, support for the elderly, conflicts between mother-in-law and daughter-in-law, alienation of the elderly, etc. Problems in the family as an institution consisted of the legal issues in such areas as marriage, succession of the family head, and adoption. Lastly, the family-lag problem included confusion over family values, and conflict caused by the inconsistency between consciousness and actual behavior related to the family or family crisis. From the 1940s to the 1980s, family-lag was the most common problem (26.2% of the total articles), followed by issues related to children and adolescents (23.1%), poverty (16.2%), marital issues (15.9%), elderly issues (12.4%), and problems in the family as an institution (6.0%). During the 1940s and the 1950s, poverty was a prominent problem, and in the 1960s, issues related to children and adolescents were most commonly addressed in the articles. In the 1970s and the 1980s, the family-lag problem was the most frequently addressed.