• Journal of The Korean Association For Science Education
• /
• v.40 no.4
• /
• pp.429-436
• /
• 2020

In this study, we examined students' science academic achievement through an analysis of the national assessment of educational achievement(NAEA) from 2015 to 2018 when the 2009 revised curriculum was applied. This study analyzed achievement average scores by gender and region and also analyzed the trend of the rate of achievement level in order to understand the characteristics of students' academic achievement. In addition, we analyzed the characteristics of the affective aspect using a survey of students' attitudes (confidence, interest, value, and willingness to learn) toward science. The main findings are as follows; First, the average science score shows a tendency to decrease year by year at the middle school level. Second, when analyzed by achievement level, the decline in the advanced group was large, and the rate of the below basic group increased. Third, comparisons of the average achievement scores by gender, female students' scores were generally high and the difference in achievement scores between male and female students tended to increase. Fourth, a characteristic gap was found between regional scales that increased in the advanced group. The results of a questionnaire on students' attitudes show that the four constructs of the students' attitudes had a significant correlation with the average achievement scores. In addition, the mean and positive response rates on the confidence, interest, and value of science in the above proficiency group increased but decreased in the below basic group. These results can be used as basic data for revising the curriculum, improving teaching and learning, and establishing educational policies.

• Journal for History of Mathematics
• /
• v.23 no.1
• /
• pp.1-24
• /
• 2010

In 1895, a new school system was introduced in Chosun by the ministry of education HakBu(學部). They published three mathematics textbooks for the new system, GanISaChikMunJeJib(簡易四則問題集) and GeunISanSulSeo(近易算術書) in 1895 and SanSulSinSeo(算術新書) in 1900. Investigating these three books, we show that they played the role of textbooks and gave rise to a pathway of western mathematics into Chosun. Further they greatly influenced the textbooks published in the early 20th century Chosun.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.2 s.40
• /
• pp.63-77
• /
• 2006

The Purpose of this study is to provide the basic data for the improvement or the contents or clothing curriculum in the 7th technology home economics of middle school. The standard of satisfaction of students' according to the detail domains and the standard of necessity and practical use and learners' patterns of activity task suggested in textbooks were evaluated. The ninth grade 169 boy students and 336 girl students in the national capital region were participated in this survey. According to the survey results, firstly, a dress domain got the highest relative importance(28.56%) while a clothes material domain took the lowest relative importance(8.07%) among various detail domains. Secondly, the standard of satisfaction according to each detail domain fell below the average. Generally girls' satisfaction for teaching was higher than boys'. Thirdly, a clothes material domain showed the lowest necessity for textbook contents according to detail domain and other domains showed above the average. The necessity for textbook contents appeared high for boy students rather than girl students. In addition, boy and girl students did not have interest in content relevance in textbook. Especially, they could not do well and understand experiments and practices in clothing section. Finally, The degree of utilization of the activity task ill textbooks was very low. Among various activity tasks, the learning by discovering and exploring were more utilized than cooperating learning.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.1
• /
• pp.137-152
• /
• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Research in Mathematical Education
• /
• v.1 no.2
• /
• pp.127-137
• /
• 1997

수세기는 초등 수학교육의 기초로서 보통 유치원 과정 이전부터 시작된다. 그러나, 서수와 기수의 구별된 사용의 중요성은 미국의 "학교 수학의 교과 과정과 평가 기준" (NCTM 1989)에서 뿐만 아니라 학교 교육의 현장에서도 많이 간과되고 있는 실정이다. 일반적으로 사용되는 수직선 (Number line)과 다르게 구조적으로 개발된 Hasse's structured number line을 사용하여 학생들에게 수세기의 의미와 기술을 가르친다면 구체적 경험을 통해 수학적 사고 능력을 키우고 개발하는데 도움이 된다. 만약 Hasse 의 9가지 수준에 따라 다양한 학습 활동을 개발하여 수업 계획을 세워서 학습을 진행한다면 수업은 역동적이며 매우 흥미로워 질 것이다. 학생들은 말로 나타내기(Verbalization)와 상상(Imagination)의 충분한 경험을 바탕으로 정신적 표현(Mental representation)을 개발하여 수세기 기초를 확립하고 나아가 연산을 쉽게 수행할 수 있을 것이다. 여기에 소개된 교구들과 학습 활동들은 초등 수학 교육이 암기 위주의 문답식이 아니며 얼마나 역동적이고 흥미로울 수 있나를 보여준다.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.5
• /
• pp.77-82
• /
• 2024

The purpose of this study is to determine how satisfied adult learners are with school life when transitioning back to social life after obtaining a college degree, and to seek ways to improve education through analysis of future educational needs. Suggestions for the results are as follows. First, programs to improve adult learners' basic learning abilities must be continuously supported. As a result of the survey on satisfaction with the basic learning ability improvement program, 92% of respondents responded above average, so continued support for basic learning programs is required to help adult learners make up for their academic gap. Second, in the case of club activities and major certificate acquisition programs, the response rate was above average at 92%, indicating that students were overall satisfied with their school life. Third, there is a continued need for expanded application of classes that combine field practice in the subject area. Fourth, the development of liberal arts education subjects that reflect social needs is continuously required. Fifth, substantial operation of field experience programs is necessary. Junior colleges are higher education institutions that train experts. In order to cultivate practical talents who are closely related to the field after graduation, future field experience programs are required to be operated to help with major jobs.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.4
• /
• pp.157-171
• /
• 2008

The year of 2007 Reformed Curriculum encourages various activity materials in the textbook facilitate students oriented self-help learning. The purpose of this paper is to find out how much the activity materials in housing area of middle school Technology and Home Economics are practiced in the class and why they are used or not used. The data were collected from 253 middle school teachers who had ever taught the housing unit in any of 6 textbooks. The analyses indicated that the most frequent teaching methode was lecture based on the textbook and internet data focused on the figures and contents of the individual textbook. The average rate of practicing the activity materials was differ by textbooks and the characteristics of the materials such as type of materials, feature of non sentence materials, and type of activity. The main two reasons to practice the activity materials were it's adequacy to class goals and application to everyday life. Low interests of students and shortage of time were the two main reasons why not used the materials. Textbook writers should consider these reasons as well as the characteristics of activity materials practiced in the class by the teachers in order to meet the goals of the reformed as well as current curricula.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.3
• /
• pp.99-109
• /
• 2009

This study is purposed to investigate the high school students' consciousness of the family strength. The subject of this study were 598 high school students in Gyeongnam Province. Statistical analysis was carried out using SPSS 12.0 Programs including frequencies, t-test, one-way ANOVA, correlation analysis and regression. The results of this study are as follows: First, the degree of high school students' consciousness of the family strength was found to be 3.28 out of 5. Second, The significant variables affecting the results were monthly pocket money father's occupation, self-esteem and filial duty consciousness. Third, filial piety was found to be a variable most affecting family strength.

• Journal of Science Education
• /
• v.37 no.1
• /
• pp.23-39
• /
• 2013

Science teachers' perception on their preparation program can help in conceptualizing how science teachers could be prepared. Based on this premise, this study aims to investigate preservice and inservice science teachers' perception on their teacher preparation programs with a focus on the coherence and balance of program. For this purpose, 20 preservice and 39 inservice science teachers were participated. Selection form and open-ended form questionnaires were developed to survey science teachers' perception on their program. The results of study are as follows: Firstly, participating preservice and inservice science teachers perceived the coherence of their program as moderate. The most and least coherent category of program was 'planning & preparation' and 'professional responsibilities' respectively. Inservice teachers perceived the program less coherent than preservice teachers in all four categories. Secondly, participating preservice and inservice science teachers perceived that practical elements were deficient compare to theoretical elements in light of balance of the program. Lastly, participating preservice and inservice science teachers perceived that current science teacher preparation program was biased to test-driven curriculum, and four domains of the program (subject matter knowledge, pedagogical content knowledge, general pedagogical knowledge, and teaching practicum) need to be more strongly connected to secondary school context. Alternative ways to be more coherent and balanced science teacher preparation program were also discussed based on the research.

• Journal of The Korean Association For Science Education
• /
• v.34 no.6
• /
• pp.535-547
• /
• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.