• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.15-27
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• 2005

This study is purposed to investigate the high school students' family strengths by interests and usefulness of technology$\cdot$home economics. The subject of this study were 533 high school students in Kyungsangnamdo region, three high schools were selected in urban Jinju and three other schools were selected in countryside of Hapchun. The collected data was processed by SAS program, a social. scientific and statistical processing program, and analyzed the date using the statistical methods of frequency, t-test, one-way ANOVA, Duncan Multiple Range Test and Regression Analysis. The results and conclusions of this study are summarized as follow: 1. The degree of family strengths among high school students was 3.23, when the maximal family strengths value was set to 5.0. The significant variables to the family strengths of high school students were type of school. domestic financial status, average score of term, self-respect. 2. The higher a student recognized of the interests of technology$\cdot$home economics, the healthier their family strengths was. 3. The higher a student recognized of the usefulness of technology . home economics. the healthier their family strengths was. 4. The influential variables to the family strengths in high school students were their self-respect, recognition of the usefulness of technology . home economics, grades, domestic financial status, recognition of the interests of technology$\cdot$home economics.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.29-45
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• 2006

This study was to investigate the perception of middle school students on the management of the curriculum $\ulcorner$Technology Home Economics$\lrcorner$ according to the 7th National Curriculum. The subjects were 494 third grade students from middle schools located in Seoul, in order to inquire into their perceptions through the questionnaire. The collected data was analyzed with the descriptive statistics, Pearson Chi-Square, t-test, and one-way ANOVA by SPSS Win ver. 12.0 program. The major findings were as follows: Firstly there were gender differences on the interests for the subject of $\ulcorner$Technology Home Economics$\lrcorner$. The girls who were interested in the subject were much more numerous than the boys, but only in the technology part of it, the boys were more interested than the girls. Secondly the students recognized that the experiment & practice for learning $\ulcorner$Technology Home Economics$\lrcorner$ was important. They, however, recognized that its operation in school was not enough to understand the contents. The higher a student viewed the importance of the experiment & practice on $\ulcorner$Technology Home Economics$\lrcorner$, the higher his perception of its usefulness in real life. Thirdly the highest ranking of its usefulness for the contents of the subject $\ulcorner$Technology Home Economics$\lrcorner$ was identified as 'the Computer and Information Processing' and 'the Nutrients and Diet in Adolescence'. These findings suggest that the importance of the experiment & practice was enhanced and the gender differences on the usefulness of the experiment & practice on the each units were considered in order to increase the degree of the students' interest and usefulness of the $\ulcorner$Technology Home Economics$\lrcorner$

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.15-27
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• 2006

The purpose of this research was to develop and analyze the effects of ICT based teaching learning process plans for 'Designing My Home' unit of Technology Home Economics subject in High School. The seven housing contents were selected from 8 textbooks and 8 teaching resources at the analyses stage. A specific homepage(ieduhome.cafe.com) was built to utilize the eight ICT teaching learning process plan as well as many other resources at the planning & development stages. The number of 68 highschool students have participated for the application stage during September 4-26, 2003 and the same number have studied the same contents through regular teaching learning plans as a comparison group. Experimental groups have significantly more increased in the knowledge and understanding of the housing contents than have comparison groups. The same results occurred in the interests in Home Economics, Housing, and Internet utilized study. The Design reports were not statistically differed between two groups based on the objective evaluation criteria. The results of this study generally supported previous research and showed that the In teaching learning plans were more effective in various aspects than were the regular plans.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.97-114
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• 2009

The purpose of this study was to investigate the effects of digital mathematics textbook on spatial abilities, interest and achievement of 6th graders. For this, research questions were set as follow: A. Is there any difference in cognitive ability in the space perception test between the experimental group and the control group. B. What distinctive attributes exist between the experimental group and the control group in the Spatial abilities? C. Is there any difference in learners' interest and achievement between the experiment group and the control group. To investigate the research questions, two classes of 6th grade children were selected from an elementary school in Daejeon and assigned one as experimental group and the other as control group. The experimental group studied mathematics using Digital Textbooks under an individual PC environment while the control group studied using the existing book-type textbooks. The following results and conclusions were obtained from the research. First, the effect of the Digital Textbooks on children's mathematics achievement was not statistically meaningful even though there was some progress in children's achievement. Furthermore, it was not found that the usage of a Digital Textbooks consistently influenced improvement in the students' interest in mathematics. Second, there were some positive changes in the achievement of Spatial ability of the middle subgroup of pretest score in the experiment group. It can have some educational implication that the Digital Textbooks can affect positively to the middle group in mathematics achievement who dominated more than 50% of the class. Third, the number of correct answers was found to be somewhat higher than that of the control group in spatial reasoning items. This means that the learning environment with Digital Textbooks allow more opportunities for manipulating geometric objects physically and mentally. Therefore, It seems necessary to offer various resources such as digital contents for students' geometric learning. For future research, It is strongly recommended to fix the bugs of the digital textbook programs and to upgrade the operating system of the computer.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.369-377
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• 2017

The purpose of this study was to investigate high school students' perceptions on chemistry subjects: reasons for choosing chemistry, learning volume and content difficulty, interests, teaching/learning methods, preferable classes etc. A total of 1,087 students who took chemistry subjects at 126 high schools by proportional stratified sampling were voluntarily participated in the survey. The main reasons the students chose chemistry subjects were interests and interests in chemistry, foundation to science, relevance to college majors, and so on. Students recognized that the learning volume and content difficulty as normal level was about 60%. Reasons why chemistry was difficult was that, although there was a difference in degree, chemistry was difficult in itself and had too much things to memorize. In the case of interests in chemistry subjects, students of 43.9% of Chemistry I and 52.0% of Chemistry II recognized the level as normal. The reason why not interested in chemistry subjects was that it was the nature of chemistry contents, or students had neither interests and enjoyment of chemistry nor foundation for chemistry. Classes were mostly lectures but the students preferred mainly experimental activities, or explanation with real-life examples or science stories. The frequency of experimental activities was found to be 1 to 5 times per semester, or not experimented. Research and efforts will be necessary to improve classes and environments for students' experimental activities.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.249-266
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• 2013

The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

• Proceedings of the Korean Statistical Society Conference
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• 2005.05a
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• pp.141-146
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• 2005

7차 교육과정(1997)의 도입으로 확률 및 통계단원이 중등 수학 교과과정에서 독자적인 영역을 확보하게 된 만큼 그 목적에 부합하면서 효율적이고 흥미를 유발시킬 수 있도록 교과교육 매체 개발에 투자를 해야 할 시기라고 본다. 교과교육 매체의 한 방법으로 Excel을 중학 교육과정에 나타난 통계교과내용을 지원하게끔 Excel의 기본 메뉴, 분석도구, 그리고 Visual Basic을 활용한 매크로 작성방법에 대하여 다루었다.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.43-54
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• 2014

According to trends in scientific technical competition, many countries around the world are interested in and focused on the STEAM integrated education. By observing the fact that the goal of our country's science education is to cultivate creative workers who have scientific knowledge, the need for STEAM integrated education cannot be denied. Therefore, the purpose of this study was to develop the STEAM integrated program focused on themes that considered activities and interest in the grade 6 science subject in order to identify its influence on the creativity and interest levels of elementary students. The STEAM integrated education program in this study was developed so that it can be applied as a unit review or reinforcement activities in the closing activities per unit in grade 6. The focus was placed on heightening students' creativity and interest in science subject learning through a program focused on activities per theme. As a result of applying the developed STEAM integrated program in prior and post conditions on 3 elementary school's students in J Province, it was discovered that significant improvement was found in the creativity and scientific interest of elementary students in the experimental group, compared to the control group. Therefore, continuous and systematic development of the STEAM integrated education program is required, and moreover, it must be developed for all elementary grade levels and efforts should be put into actively applying the program in the field of education.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.67-67
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• 2010

과학교육에서 효과적인 과학 수업을 위하여 과학사 도입의 중요성이 계속 강조되어 왔다. 이에 따라 과학 교과서에는 많은 과학사 자료가 사용되고 있다. 하지만 과학 교과서에 사용된 과학사 자료가 어떤 유형과 맥락에서 어떠한 역할을 하고 있는 지에 대한 면밀한 분석은 이루어지지 못한 실정이다. 이에 본 연구에서는 선행 연구와 관련 문헌 분석을 통해 과학 교과서에 사용된 과학사 자료를 분석하기 위한 3차원 틀을 개발하고, 이를 제 7차 교육과정의 과학 교과서 지구과학 내용을 대상으로 적용하였다. 개발된 분석틀은 수업맥락, 역할, 제시유형의 3개 차원으로 구성된다. 수업맥락 차원은 흥미, 사회-문화적, 인식론적, 개념적 맥락의 4가지 영역으로 세분되며, 제시유형 차원은 에피소드/일화, 발견/고안, 선형적인 발전, 역사적 실험의 4가지 영역으로 세분된다. 역할 차원은 기본적, 보충적, 탐구적의 3가지 영역으로 세분된다. 개발된 3차원 분석틀을 적용하여 과학 교과서의 지구과학사 자료들을 분석한 결과, 수업맥락 차원에서는 개념적 맥락의 과학사 자료가 모든 학년별 과학 교과서에서 가장 많았다. 역할 차원에서는 기본적 역할이 압도적으로 많았으며, 탐구적 역할의 경우에는 매우 적었다. 제시유형 차원에서는 발견/고안과 선형적인 발전 유형이 대부분이었고, 에피소드/일화 유형의 자료는 주로 흥미 맥락과 연계되어 극히 일부만 사용되고 있었다. 3차원 각 영역들을 48개의 조합으로 분석한 결과, '개념적 수업맥락-기본적 역할-발견/고안 유형'과 '개념적 수업맥락-기본적 역할-선형적 발전 유형' 2개 조합에 집중되었으며, 나머지 조합들의 빈도는 매우 낮았다. 전체적으로 3차원 분석틀 각 영역에 부합하는 과학사 자료가 과학 교과서에 다양하게 포함되지 못하고 일부 영역에만 집중되는 것으로 나타났으며, 이러한 연구 결과는 앞으로 다양한 수업맥락, 역할, 그리고 유형으로 과학사 자료들이 개발될 필요가 있음을 시사한다.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.61-77
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• 2005

This study focuses on the current practices and teacher's perceptions of highschool Home Economics Education in Busan, Ulsan and Kyungnam area. Data were collected from 70 teachers with the questionnaire by mail. The results were following : 1. Home Economics have been teamed at schools of class rooms mere than 31, women's high schools and public schools. Teachers more than $70\%$ have operated and lessoned with 4 or 5 among 5 sectors of subject matters, especially emphasized family${\cdot}$human development and food${\cdot}$nutrition sectors. The most difficulties were the shortages of student's interest and reference books. 2. Teachers have cognized highly the connection of Technology${\cdot}$Home Economics and Home Economics, but evaluated lowly the job-course education among the H.E's goals. 3. Necessities of HE were evaluated highly, but student's interests by teacher's judgement lowly. Manual theses of clothing${\cdot}$textile and housing sectors have needs to alter partly. 4. Subject matters to add for the near future revision were related to dissatisfaction of H.E's matters. Teachers cognized problems about the excess, overlap, old-fashioned and irrelevant deepen levels of subject matters.