• Cartoon and Animation Studies
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• s.17
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• pp.21-35
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• 2009

Continuous provocation of Japanese government to a Dokdo issue and Agreement on Fisheries between the Republic of Korea and Japan evokes a rage and resistance to whole nation in South Korea. In view of mass culture, Japanese Rightists cartoonists, Kobayashi Yoshinori and Yamano Syarin show distorted history in their works. Therefore the consideration of the birth of the Japanese right-wing cartoon is needed in historical, social and cultural viewpoints. First, the actual condition and historical background of Japanese Rightist will be showed. Second, a new Japanese history textbook which was written by right-wing organizations and Yasukuni-jinja will be discussed objectively. Finally, the representative of Japanese right-wing cartoons, and by Kobayashi Yoshinori and Yamano Syarin about historical distortion will be analyzed carefully. In this dissertation, through the factual analysis of cartoons, in opposition to a prejudice and distortion about Korean history of Japanese Rightist, cartoonists' precise and academic posture is proposed.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.157-170
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• 2017

Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.1-13
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• 1998

The purpose of this study is to investigate thel present situation and to analyze the needs and problems of the $\ulcorner$Environment$\lrcorner$ subject in secondary school of the current 6th curriculum in Korea and to indicate the directions of improvement environmental education. The first step of this research was to review the related literature and the result indicated that the number of secondary schools that selected $\ulcorner$environment$\lrcorner$ subject and the teachers who have $\ulcorner$environment$\lrcorner$ certification of a second-major has increased yearly but it shows much difference by regions. The second step was questionnaire surveys on 60 $\ulcorner$Environment$\lrcorner$ teachers in secondary school. According to the survey, 65% of teachers are not certificated and 50% of teachers have no self-confidence of teaching. And most of teachers thought it was difficult to select the modules out of textbook and teachers had difficulties such as the lack of appropriate reference materials and instructive experience of their own instructive experience of active researches. The third step was the questionnaire survey on a students group(606) learning the $\ulcorner$environment$\lrcorner$ subject and a students group(621) without the $\ulcorner$environment$\lrcorner$ subject in secondary school. The group learning $\ulcorner$environment$\lrcorner$ subject showed significantly higher scores than those of the group without $\ulcorner$environment$\lrcorner$ subject in most items. And among the students having $\ulcorner$environment$\lrcorner$ subject, the first year students achieved the highest score, and it revealed that the teaching was most effective to them. The suggestions based on the results of this study are as follows. First, the uncertifiable teachers currently teaching $\ulcorner$environment$\lrcorner$ subject should be given priority to the second-major certificate training program ; which are diverse in contents according to differences of majors and levels. Second, specific and practical re-training programs for the certificated teachers teaching the subject are needed. Third, considerable and continual adjustment of the textbook yearly is required in addition to regular curriculum amendment. Fourth, the more efficient and actual teaching.learning methods of $\ulcorner$environment$\lrcorner$ subject education that can attract students' interest must be developed. Fifth, it is most desirable to have first year students select the subject.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.717-733
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• 2021

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

• Journal of Nutrition and Health
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• v.12 no.2
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• pp.1-13
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• 1979

성장발육하는 시기에 영양과 성장하는 아동들의 체위와는 밀접한 관계가 있고 또한 영양부족과 그로 말미암아 자라나는 이학적 소견과도 불가분의 관계가 있기 때문에 그동안 우리나라에서 부분적, 단편적으로 연구 발표된 문헌을 중심으로 그를 검토 고찰하여 보았다. 그 결과를 요약하면 다음과 같다. 우리나라 아동들이 출생후 6개월까지는 주로 모유에 의존하고, 약간이 인공영양에 의존하고 있는데, 이 시기에는 다른 선진제국의 어린이들의 성장발육과의 별 차이가 없었다. 그러나 이유기인 $6{\sim}30$개월 사이에는 우리나라 어머니들의 이유에 대한 지식이 빈약하고 이들 음식물을 그대로 아기들에게 적용하기 힘든 이유등으로 아이들에게 보급해서 주는 음식물이 빈약함으로 말미암아 다른 선진제국 아이들에 비해서 이 시기에 체위가 많이 떨어지고 빈혈현상을 나타내는 것을 볼 수 있다. 이때 고양군에서 농민의 아동들에 대해서 시행한 영양조사 내용을 보면, 전체 칼로리도 부족되고 특히 단백질, 철분, 칼슘, 비타민 A, B복합제가 전반적으로 부족되는 것을 알았다. 이는 어머니들의 육아와 이유식에 대한 지식의 결집도 중요한 역할을 했겠거니와 더욱더 중요한것은 우리나라 어른들의 식습관이, 민족적 전통적으로 짜고, 매웁고, 딱딱해서 이를 아기들에게 그대로 적응해서 먹이기가 힘든 것도 더 중요한 이유가 된다. 어른들을 위한 음식물에도 맵지 않고, 짜지 않으며, 아기들도 즐겨 먹을 수 있는 유동식 혹은 반유동식으로 된 영양가치가 좋은 음식물을 발전시켜 애용하도록 하는 것이 민족적인 긴급한 과제라고 하겠다. 그렇지 않으면 선진제국 모양으로 이유기에 있는 아이들을 위해서 아이들이 즐겨 먹을 수 있는 이유식을 크게 발전시켜서 이유기의 아이들에게 저렴하게 공급할 수 있는 생산공장과 제도의 마련이 긴급하다고 하겠다. 우리 민족의 체위를 향상 시키는데 영양학자와 영양사들에게 기대 하는 바가 크다. 육아하는 어머니의 교육정도와경제적인 면이 아기 체위에 주는 영향에 대한 연구에서는 교육정도가 높고, 경제적으로 좋은 위치에 있는 엄마가, 교육정도가 낮고 경제적으로 가난한 위치에 있는 어머니보다 아이들 체위에 훨씬 좋게 기를 수 있다는 것을 알았다. 특히 이유기에 들어간 6개월 이후에 체위 격차가 심한 것을 볼 때 보충해 주는 음식물의 적절한 보급이 얼마나 필요한가를 말해 주는 것이며 이에는 어머니의 교양과 열의와 경제적 뒷받침이 얼마나 필요하다는 것을 말해주는 것이다. 지역별로 서울에서 부유층 가정과 학교 아동, 농촌 지역 가정과 학교아동, 강원도 산간지역 가정과 학교 아등으로 나누어서 자라나는 아동들의 체위와 이학적 소친을 연구 조사한 바로는 서울 부유층이 제일 좋고 그 다음이 서울 빈한층, 강원도 산간지역 아동의 순으로 좋았으며 농촌지역 아종은 체위가 가장 떨어졌다. 구각증, 구내염등은 강원도 산간지역 아동에 제일 많고, 다음이 농촌지역, 서울 판자촌지역의 순으로 많으며 서울부유충지역이 가장 적어서 이는 산간일수록 또 는 빈한할수록 등물성단백질이 부족되는 것을 말해 주는 것이다. 지역별 혈색소치는 109gm/100ml 이하인 경우가 서울 빈한층가정 아동에 제일 많아서 51.7%나 되며 다음이 산간지역가정, 농촌지역가정의 순으로 많으며 서울부유층가정 아동은 2.2%에 지나지 않는다. 한국아등의 체위와 일본아동의 체위를 비교해 본 바로는 출생 후 약 12개월까지는 별차가 없지만 그후로는 점차로 그 격차가 심해져서 $12{\sim}15$세 사이에 평균체중면에서 5kg정도, 신장면에서 5cm정도의 큰 격차를 나타냈다. 그러나 그후로 성인이 되어감에 따라서 그 격차는 좁아졌다. 이는 일본국이 경제적으로 우리보다 우위에 있음에 따라서 아이들 성장에 필요한 영양분을 적기에 적당하게 공급해 주었기 때문이며 우리는 많은아이들이 가만하기 때문에 그 나이에 맞는 영양분 보급을 적당히 하지 못한 결과로 생각할 수 밖에 없다. 한국 아동의 발육표준치를 1965년초에 측정한 것과 1975년도에 측정한 것을 비교해 본 결과 1975년 치는 1965년도치에 비해 체중과 신장 면에서 상당히 증가하였다. 이는 우리라라 경제상태가 좋아지면서 굶는 아이들이 적어지거나 없어졌을 뿐만 아니라 식품 내용이 개선된 때문으로 해석된다. 따라서 민족의 체위가 개선되고 향상되려면 제일 먼저 해결되어야 할 문제는 국가의 경제력이 향상될뿐만 아니라 빈부의 격차가 적어져서 우리나라에 생을 받은 사람은 누구나 굶는 자가 없이 균형 있는 영양분을 충분히 섭취 할 수 있는기회를 갖도록 되어야 하겠다. 영양학자와 식품관리자들은 우러나라 아이들이 타고난 체위의 잠재성을 충분히 키우기 위해서 어떠한 음식물이 얼마나 필요한지 계산하여 이를 작물로 충분히 충당할 수 있도륵 계획해서 농수산물을 생산하도록 해야겠다. 영양학자들은 우리 민족의 음식물을 개선해서 아기들이 즐겨 먹을 수 있는 어른들의 음식물, 영양식을 발전시켜 이유기에 받는 우리 어린아기들의 수난을 조속히 극복하는 것이 바람직하다. 또한 영양에 대한 교육을 국민학교, 중학교 교과과정에 많이 넣어서 교육하고 영양에 대한 교육과 보급을 조직적으로, 신문, 라디오, 텔레비젼등을 통해서 성인교육을 강화해서 모든 국민들이 적은 돈을 가지고도 보다 나은 영양물을 구해서 섭취할 수 있는 지혜를 가지도록 해야겠다. 국민학교 재학중 및 졸업시기를 전후딘서 체위가 많이 떨어지며 그 영향이 일생동안 간다는 것을 감안할 때 국민학교에서 점심 한끼라도 영양식을 보급해서 우리 국민체위 향상을 위해서 나라에서 직접적으로 공헌하는 바가 있었으면 한다.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.397-405
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• 2021

With the recent phenomenon of the Intelligence Information Society, the cyber security paradigm has begun to change. In particular, the increase of the interconnectedness of the hyperlinked society has extended the scope of damage that can be caused by cyber threats to the real world. In addition to that, it can also be a risk to any given individual who could accompany a crisis that has to do with public safety or national security. Adolescents who are digital natives are more likely to be exposed to cyber threats, which is mainly due to the fact that they are significantly more involved in cyber activities and they also possess insufficient security comprehension and safety awareness. Therefore, it is necessary to strengthen cyber security capabilities of every young individual, so that they can effectively protect themselves against cyber threats and better manage their cyber activities. It examines the changes of the security paradigm and the necessity for cyber security education, which is in direct accordance to the characteristics of a connected society that further suggests directions and a basic system of cyber security education, through a detailed analysis of the current state of Domestic and Overseas Cyber Security Education. The purpose of this study was to define cybersecurity competencies that are necessary within an intelligent information society, and to propose a regular curriculum for strengthening cybersecurity competencies, through the comparison and meticulous analysis of both domestic and overseas educational systems that are pertinent to cybersecurity competencies. Accordingly, a cybersecurity competency system was constructed, by reflecting C3-Matrix, which is a cyber competency system model of digital citizens. The cybersecurity competency system consists of cyber ethics awareness, cyber ethics behavior, cyber security and cyber safety. In addition to this, based on the basic framework of the cybersecurity competency system, the relevant education that is currently being implemented in the United States, Australia, Japan and Korea were all compared and analyzed. From the insight gained through the analysis, the domestic curriculum was finally presented. The main objective of this new unified understanding, was to create a comprehensive and effective cyber security competency curriculum.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.35-49
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• 2007

The purpose of this research was to analyze the contents of Housing Studies in Home Economics Education of Secondary School published in master's or doctorial theses and journals since 1985. The 24 research papers were analyzed by the type and time of publication, research subjects, data collecting methods, respondents & sample size, and statistical methods. The data were presented by tables with frequencies. The results showed that the most Housing educational research has been done as a type of theses and the number of published papers on Housing has been increased in somewhat. Over time there were two main theme of Housing educational research: general perception of housing and teaching - learning plans. Research methods, respondents and sample size, and statistical methods were obviously differed by the two research theme of Housing educational studies. This research suggested to broaden the research subjects as well as research methods beside to increase the number of studies on Housing area in Home Economics Education.