• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1110-1122
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• 2013

The purpose of this study was to study on realities and teachers' perception of Integrated-subject essay education in high school. Based upon teachers' perception, literature research and interview on integrated-subject essay education, measures to promote integrated-subject essay education in high school as follows. First, focused on realities of integrated-subject essay education, it is desirable that integrated-subject essay start from the first grade. Second, focused on objectives of integrated-subject essay education, it is desirable that integrated-subject essay education and assessment be executed to meet students' demand. Third, focused on contents of integrated-subject essay education, if high school teachers participate in essay examination questions and marking exams and essay examination questions is set within range of high school curriculum, it will contribute to normalizing public education. Fourth, focused on methods of integrated-subject essay education, teachers have to reconsider active perceptions to take a specialized essay training and to reduce a heavy workload to teachers, to develop guide book for integrated-subject essay education, to consult integrated-subject essay class, to develop specialized essay training program liking universities, to construct a specialized classroom for team teaching and debate class, to reduce students per class etc. are required. Fifth, focused on effects of integrated-subject essay education, it is desirable that integrated-subject essay education be executed for all students and in all subjects.

• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.11-20
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• 2012

Interest in creativity and fusion in education has led to a lot of research on integrated education. Most of those research were related to integrated education model and educational contents development, so there were insufficient research on planning a course for integrated education. In this study, we developed an integrated education framework as an guidance for teachers on how to plan a course for integrated education. With this, we analyzed successful cases of integrated education. In the result of analysis, we figured out the relations and characteristics between three course types of subjects and four participation types of teachers. On the findings, we suggested an integrated education framework composed of four stages focused on course plan and proposed some considerations for each stage.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.601-614
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• 2011

The purpose of this study was to investigate significant differences between the application group and nonapplication group of integrated science education in the science class about elementary teachers' perceptions and PCK. The results are as follows. First, no significant differences were found about science teachers' fundamental background variables between the two groups. This results showed that the application of integrated science education didn't have relation with the fundamental background variables. It was found that the application group of integrated science education has a lower frequency than the application group, however, it has been analysed that the application group has been applied at the introduction stage for students' motivation, focused on biology as twice every month. Second, to apply a successful integrated education in the elementary science class, it has analysed that not only teachers should need to understand about application method and concept of integrated science education but also science textbook and teaching-learning material should be developed and diffused in the well-integrated science. Third, it was found that professionality of elementary teachers to teach the scientific content knowledge is not comparatively high and non-application group of integrated science education has a lower PCK than the application group. Therefore, it should be provided that not only training programmes to learn interdisciplinary knowledge related to science, can lead to more understanding about instructional design, teaching strategies and concept for integrated science education should be developed but also chances to participate in various training programmes should be provided to enhance elementary teachers' professionality for integrated science education.

• East Asian mathematical journal
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• v.32 no.2
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• pp.291-300
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• 2016

The integration of mathematics education is required Fundamentally discussion about the nature and purpose of mathematics education. After the theoretical discussion of that, Practical approach of that can be correctly realized. However, It is the impression that theoretical discussions and practical action about the current discourse about integration in mathematics education are the wrong order. To understand the practical action for the integrated approach in mathematics education, theoretical discussion of the integrated approach of mathematical education is properly required.

• Journal for History of Mathematics
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• v.29 no.1
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• pp.45-69
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• 2016

In this study, we investigate integrated educations as an alternative educational method. I look around the developments of the integrated educations from MST education through STEAM education, especially in mathematics education. I analyzed integrated educations such as MST, STS, STEM, STEAM educations and compare them to each other, in mathematics education. And I discuss how to apply STEAM education to Korean mathematics education. I suggest a proper integrated education, in particular, STEAM education, as one that is suitable for Korean mathematics education.

• Korean Journal of Social Welfare
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• v.58 no.1
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• pp.5-29
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• 2006

This study analyzed the effect of the teachers' personal variables to the teachers' recognition and attitude about the integrated education. The purpose of this study is to suggest the basic data of the strategic plan for the integrated education of the exceptional children. After survey of the daycare centers' teachers, I analyzed the impact of the individual variables experience, level, education level, experience of integrated education, disabled study - to the teachers' recognitions and behaviors of the integrated education. The results of this study are that personal variables showed different impacts according to the recognition and behaviors. However, integrated education experiences and disabled study experiences showed the important roles. Consequently, I suggest the disabled study and integrated education for the teachers.

• Journal of Science Education
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• v.39 no.2
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• pp.209-220
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• 2015

Science has an essentially integrated character as a discipline that explores the natural phenomena. And the integrated science education is required to achieve the goals of science education to forster scientific literacy of all students. In this respect, we defined the basic concepts and principles that can penetrate the natural phenomena as an integrated concepts in this study, and organized the contents of integrated science curriculum around them. Integrated concept centered curriculum was intended for the 10th grade students and the breadth and depth of learning concepts were represented by presenting the achievement level of the learning concepts. Contents organization of integrated science curriculum presented in this study was meant to provide a new perspectives to the revision of the national integrated science curriculum that is currently in progress.

• Journal of the Korean Home Economics Association
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• v.44 no.7
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• pp.163-175
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• 2006

The purpose of this study was to investigate the actual conditions and needs assessment of parental education for preschoolers with and without disabilities in integrated kindergartens. The subjects were 273 mothers and 121 teachers of preschool children with and without disabilities in integrated kindergartens in Daegu and Seoul. The major findings of this study were as follows. (1) Parental education for preschoolers in integrated kindergartens needs to be conducted with attention for the effect on parents of preschoolers with and without disabilities together. (2) The major contents of parental education for preschoolers in integrated kindergartens are 'understanding integration'. (3) Mothers need 'parental training of child's problem behavior' most. (4) Mothers need parental education for preschoolers in integrated kindergartens once a month, by experts, in a workshop. (5) The participation rate of fathers in parental education for preschoolers in integrated kindergartens needs to be increased.

• East Asian mathematical journal
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• v.34 no.4
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• pp.537-548
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• 2018

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.

• The Mathematical Education
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• v.54 no.2
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• pp.167-194
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• 2015

The purpose of this study is to analyze effects of the mathematics integrated career education on students' affective characteristics. For this purpose, 3 hours of lesson materials of the mathematics integrated career education were developed and applied to 65 students of the 10th ~11th graders selected in two high schools. After 3 hours of lessons, the following research findings are obtained. Fisrt, it is revealed from the pre-post test of 65 subjects that the mathematics integrated career education can help students improve their mathematical attitude and belief. Second, it is shown from the interview with 4 students that they became not only to recognize the usefulness and value of mathematics, but also got changed their self-concept for mathematics.