• Korean Journal of Cognitive Science
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• v.22 no.2
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• pp.193-215
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• 2011

The purpose of this study was to examine the working memory that is related with reading. For this purpose, the third and fourth grade children with reading difficulty were compared with normal children. The gender comparison and the correlations among the three components of working memory were also examined. The results indicated that the reading difficulty group were outperformed by the normal group in every test. Gender difference was found only in visuospatial capacity. There was an interaction between reading and gender in the memory of dynamic mazes. In the whole group, every correlation among all components was significant. When the correlations were examined separately in each group, however, only one correlation was significant in both groups. When the influence of the central executive was controlled, the interrelationship between phonological working memory and visuospatial working memory was mitigated. This study suggests that when teaching children with reading difficulty instructional material should be succinct and visuospatial information needs to be used for boys if possible.

• School Mathematics
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• v.9 no.1
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• pp.45-64
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• 2007

The primary purposes of this study were to investigate how sixth graders would react to the types of tasks with regard to the comprehension of graphs and what differences might be among the kinds of graphs, and to raise issues about instructional methods of graphs. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 48 questions with 4 types of tasks (reading the data, reading between the data, reading beyond the data, and understanding the situations) and 6 kinds of graphs. The conclusions drawn from the results obtained in this study were as follows: First, it is necessary to foster the ability of interpreting the data and understanding the situation in graphs as well as that of reading the data and finding out the relationships in the data. Second, it is informative for teachers to know students' difficulties and thinking processes. Third, in order to develop understanding of graphs, it is important that students solve different types of tasks beyond simple question-answer tasks. Fourth, teachers need to pay attention to teach fundamental factors such as reading the data with regard to line graphs and stem-and-leaf plots Finally, graph type and task type interact to determine graph-comprehension performance. Therefore, both learning all kinds of graphs and being familiar with multiple types of tasks are important.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.493-500
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• 2023

The current research has investigated the effect of school-aged children's TV viewing on their creativity, and examined the moderating effect of book reading in the relationship between children's TV viewing and creativity. Using data from the 10th (2017) Panel Study on Korean Children, the relationship between 9-year-old children's TV viewing, book reading, and performance on Korean Figural Creativity Test for Elementary school Student (K-FCTES) was examined. There was a significant negative correlation between children's TV viewing and creativity, and a positive correlation between children's book reading and creativity. In addition, children's TV viewing had a significant negative effect on their creativity, and children's book reading moderated this relationship. This study has its significance in that it identifies the negative effects of media exposure that needs be considered for creativity development of today's children, who are growing as digital native from birth, and it shows the importance of book reading as a factor that can control the negative effects of TV exposure.

• Journal of Korean Library and Information Science Society
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• v.52 no.3
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• pp.197-215
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• 2021

This study analyzed experimental studies of intervention programs provided to improve reading comprehension of elementary school students using a systematic review research method. Cochrane's handbook was applied, and key questions were formulated according to the PICOTS-SD. The inclusion and exclusion criteria were applied to 1,610 papers searched in KCI, and the final 18 cases were selected for analysis. The risk of bias was evaluated using the 'RevMan5' tool provided by Cochrane. As a result of the evaluation, the risk of bias was low in most areas. And for the qualitative analysis of these papers, a data summary table was prepared. As a result, the types of intervention programs were diverse, and in many cases, upper grade students were applied. The size of the experimental group ranged from 6 to 29, and there were more QED-based studies than RCT-based studies. The most mediation time was 40 minutes, and the number of mediation sessions was 8 to 24. And in all studies, the intervention programs were found to be effective in improving reading comprehension.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.157-170
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• 2019

Objective: The purpose of the study was to investigate the current status of early childhood teachers' picture book reading activities and their knowledge and utilization of the picture book peritexts. Methods: The subjects were 276 early childhood teachers in Seoul metropolitan area. The survey was conducted to investigate early childhood teachers' current status of picture book reading activities as well as their knowledge and utilization of picture book peritexts. The collected data were analyzed using SPSS Statistics 21.0 program to analyze descriptive statistics such as frequency and percentage. Results: As results, most early childhood teachers recognized that reading picture books to young children was very important and responded that the purpose of reading picture books was to develop children's imagination and creativity. In terms of early childhood teachers' knowledge on 12 peritexts, some peritexts such as 'title', 'cover' and 'title page' were recognized at high level but other peritexts such as typography and layout were at low level. In addition, early childhood teachers' utilization level of peritexts were shown as relatively low compared to their knowledge level. Conclusion/Implications: The study results imply that early childhood teachers need to be informed of the concepts of picture book peritexts and encouraged to utilize peritexts while reading picture books to young children.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.101-113
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• 2010

The purpose of this study is to develop and evaluate the practical problem-based lesson plan for high school home economics class focusing on consumer choice of genetically modified(GM) food. The ADDIE instructional design model was applied. The first analysis step, practical problems were chosen based on the previous studies and the educational goal suggested in the 2007 revised curriculum. The next design and development steps, 4 hours of lesson plans were developed by reconstitution a chapter of Food Safety. Additional learning materials(17 student activity papers, 17 student reading materials, 3 teacher reading materials) were also developed. The implementation step, the lesson plans developed were applied to the S high school students in Bundang, Geyonggi-do. The last evaluation step, the perception change about GM food and the adequacy of teaching method were evaluated. As results, the studens' attitudes and minds towards the GM food were changed. The level of concern on GM food increased, and the ratio of students who would check whether GM food or not was increased. Also students showed high level of satisfaction on teaching method and materials.

• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.51-61
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• 2013

This study is to investigate the effecting factors on using ICT ability, and using computers for learning through PISA 2009 Korean data. Multi-level analysis is adapted to hierarchical nested data. Results show as follows: First, using ICT ability is affected by variables on the student level, but not on the school level, except in ESCS. Second, using computers for the purpose of learning at home is also affected by variables on the student level, but not on the school level, except in ESCS and in the size of region. Third, using computers for learning at the school is more influenced by variables on the school level like ESCS, the size of region, the ratio of computers, and the student-teacher ratio. The results suggest planning a computer education policy with considering both personal and school differences based on the multi-level approach.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.131-148
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• 2011

The purpose of this study was to analyze the contents of housing area in Technology Home Economics textbooks of the 2007 revised curriculum which was published in 2011. The structure and the contents of housing area which are consisted of housing/living environment and use of housing space were analyzed. This study aims to examine the changes in the newly revised textbooks as well as suggesting advice for the more improved revised one in the future. For this purpose, this study employed 11 different textbooks and the results were the followings: each textbook had different quantity of pages dedicated to housing area but commonly had the wide range of terminology, plentiful amount of tables/diagrams, reading and activity materials sufficient to have students to carry out in practice. Also, the newly added contents of local area and eco-friendly life are analyzed to be well reflecting the 2007 revised curriculum. In future textbook development, it will be important that the issue of low birth rate, population ageing and green-life to be included as well as emphasizing the content of the network within the local area in order to actively prepare for the environmental issues.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.65-78
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• 2013

The following experiment was designed to test the students' involvement in the interactive activities and objectives of the relevant chapters in the newly revised curriculum of 2007. The experiment was carried out with the purpose of understanding the level of participation of the Grade 9 students who have successfully completed the Grade 8 "Choice of Food and Diet" and "Table Manners and Dining Etiquette" courses with classified materials such as tables/diagrams/pictures, reading, and activity resources from Technology Home Economics textbooks. The chapters "Choice of Food and Diet" and "Food Preparation and Etiquette" generally emphasize the practical and experiential part of domestic life through using various activity resources; while the tables/diagrams/pictures and reading materials do not provide the students with first-hand experience, they support the students' learning by explaining the basic knowledge required for doing the activities and solving various problems. Within the main training courses, the objectives which the students achieved the highest marks were(in a descending order) "Table Manners and Dining Etiquette" (3.24), "Checking Nutrition Labels, Food Expiration Date, Country of Origin When Buying Food" (3.18), Additionally "Making Food" and "Planning a Healthy, Balanced Diet" hardly met the goals, the result of which shows clear relations to the well achieved objectives from the list of in-class activities that students directly participated in. Therefore, in order to increase the students' interest in the Food and Diet section of Technology Home Economics textbooks, it is recommended to encourage the students to actively engage in the class activities by developing various learning resources and teacher education/pedagogical materials, rather than following the conventional lecture-based teaching methods.