• Proceedings of the Korean Society of Computer Information Conference
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• 2017.01a
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• pp.117-118
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• 2017

현대사회에서 소프트웨어는 기존에 비해서 매우 중요한 역할을 가지고 있다. 여러 국가에서는 소프트웨어 프로그래밍 교육이 교과과정에 반영되었으며 우리나라는 2015개정교육과정을 통해 반영되었다. 또한 실제적인 문제해결의 기회를 제공하는 피지컬 컴퓨팅이 포함되었다. 하지만 단순하게 회로만 이용해서는 학생들의 흥미를 가지게 하는 것은 쉽지 않다. 따라서 본 연구에서는 중학교에서 피지컬 컴퓨팅의 효율적인 수업을 위해 3D 프린터를 이용해서 제작한 교구를 바탕으로 수업에 활용하는 방법을 제안하고자 한다. 본 연구는 우선 수업하고자하는 피지컬 컴퓨팅 회로를 구현하였으며 이를 3D 프린터를 이용하여 적절한 교구를 설계하는 과정으로 이루어진다.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.431-442
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• 2015

SSI instruction can be an effective tool to promote key competencies for future citizens. Our assumption of the study is that applying the concept of collective intelligence in the context of SSI learning would facilitate the learning. Thus, we designed and implemented Collective Intelligence-based SSI instruction over almost a year and observed the effects of the instruction on enhancing students' collaboration, information management, critical thinking, and communication skills. Twenty 9th grade students enrolled in a science-gifted program voluntarily participated. Data was collected by administering a questionnaire to examine the skills before, in the middle of, and after the instruction, and by conducting classroom observations and focus student group interviews. The results indicated some degree of improvement in their targeted skills. First, they experienced the expansion of their thoughts by actively sharing information and ideas using the web platform. Second, they became more flexible and open to different points of views in order to accomplish a common goal. Third, they appreciated having independent time and space to explore their own positions on the issues and to search necessary information, and believed that the process encouraged them to more pro-actively participate and communicate in the group debates. Lastly, they positively perceived the values that collaboration with diverse group members could produce.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.190-198
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• 2020

The purpose of this study was to investigate the changing trajectory of self-esteem and to explore contemporaneous and lagged effects of social supports(family, friends, and teacher) of 4th graders in elementary school to 9th graders in middle school. The subjects were 1,296 multiethnic students, who participated in the Multicultural Children and Adolescents Panel Study(MCAPS) from 2011 to 2016. The results of piecewise growth function showed that students' self-esteem was increased during upper grade in elementary school but soon deceased during middle school. Individual differences were found at initial, 1st and 2nd changing status. Students with higher level at initial status in self-esteem showed less increased pattern during elementary school but greater decreased pattern during middle school. In addition, supports from family and teacher showed contemporaneous effects across all 6 years while supports from friends showed such effects only for 5 years except 9th grade. Lagged effects of family were found in elementary school and significant lagged effects with supports from friends were found at 6th and 8th grade. The results of this study imply that the social support of family, friends, and teacher has an important role to encourage the self-esteem of multicultural adolescents.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.443-457
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• 2003

The research aimed to compare science curriculum between Korea and Israel and find out characteristics of science curriculum in Israel at middle school level. The middle school 'science' of the 7th revised national curriculum in Korea and middle school 'science and technology' in Israel were compared. Among characteristics of the Israel curriculum of 'science and technology,' distinct ones are as follows: First, 'science and technology' was most highly emphasized with the largest number of time allotment among all subjects at middle school level in Israel. Second, the contents of 'science and technology' were classified into seven areas of 'energy and interaction', 'materials', 'organism', 'earth and the universe', 'technological systems and products' . 'information and communication',and 'ecosystems' rather than four areas of energy, materials, life and earth in Korea. Third, 'organism' was allocated with the highest number of hours among seven areas. Fourth, objectives of each content of 'science and technology' were divided into three categories: scientific aspect, technological aspect, and social value and objectives of each category were related to one another. This characteristic seems to stress STS, multidisciplinary, and interdisciplinary approaches in 'science and technology' in Israel. Such characteristics of the 'science and technology' education in Israel are likely to make significant contributions to establish human resources of highly developing science and technology including IT, BT, NT, ST in the future society. Reflecting upon the characteristics of 'science and technology' education in Israel, Korea might seek for ways to improve its national power based on science and technology through strengthening science and emphasizing science and technology contents among school curriculum.

• 한국노년학
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• v.39 no.4
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• pp.959-976
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• 2019

The purpose of this study was to understand socio-demographic factors related to older adults' participation patterns in lifelong education. For the purpose, this study used the raw data of 2017 Survey of the Living Conditions of the Elderly (SLCE) conducted by The Korea Institute for Health and Social Affairs. From the data of 10,073 older adults, their lifelong education participation, participating program types, participating organizations, and participating frequency were analyzed by their sex, age, educational level, household income, the longest job status, and health status. This study found that female, age of 70-74 and 75-79, educational levels of high school and higher, the longest job status of regular employees and unpaid family workers, and decent health status of older adults more participated in lifelong education. According to lifelong education program types, significant differences were found between education groups of middle school/lower and groups of high school/higher and between 1, 2 quintile income groups and 3, 4, 5 quintile income groups. In relation to the participating organizations, groups of 70 years and older, middle school and higher education level, under 3 quintile income, and poor health tended to participate in lifelong education at the elderly welfare center, senior citizens, and elderly classrooms. In terms of participation frequency, high school and college/higher than 0 year of school education, and regular workers than unpaid family workers were more frequently participated in lifelong education. This study showed the inequality in lifelong education participation according to older adults' demographic characteristics; finally, this study suggested necessary policies and academic discussions for future older adults' lifelong education.

• Korean Journal of Social Welfare Studies
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• v.42 no.3
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• pp.183-206
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• 2011

This study examined the longitudinal relationship between academic achievement and school satisfaction using a data of the Seoul Panel Study of Children(SPSC). Fully autoregressive cross-lagged analysis and multi-group comparison were performed to measure the longitudinal relationship between two constructs as well as differences between poverty and non-poverty groups. The results showed that both academic achievement and school satisfaction were stable over time in non-poverty group. Academic achievement at the 4th grade significantly affected the school satisfaction at the 6th grade and it subsequently affected on the academic achievement at the 8th grade in non-poverty group. In contrast, academic achievement was not consistent over time in poverty group. Only the school satisfaction at the 6th grade affected the academic achievement at the 8th grade. The findings of this study have various practical implication for school interventions. It is more important to keep supporting the children to maintain the level of academic achievement in non-poverty group. While, in poverty group, it is essential to make school satisfaction and academic motivation increase with school attachment programs.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.23-36
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• 2020

This study indicates there is a need for delivering key academic vocabulary to students with multi-cultural backgrounds before they enter middle school and thus select academic vocabularies necessary for satisfactory middle school education and self-directed learning methods using a more focused selected academic vocabulary list. To this end, we first examine the vocabularies appearing in the main Korean language, math, social studies and science textbooks used in the first year of middle school and compile the most practical academic vocabulary list. Then we offer a selection method for the main academic vocabulary from these compiled vocabularies. We also propose a self-directed vocabulary learning model for using these selected academic vocabularies and an academic vocabulary learning application as a prototype. As a result, students with multi-cultural backgrounds will be able to adapt to middle school education more quickly when they learn the necessary academic vocabularies on their own using the academic vocabulary learning application.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.659-667
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• 2004

The purposes of this study were to examine the middle school science textbooks published according to the 7th curriculum by analyzing overall structure of the books and STS contents, and to diagnose the current status of STS education in science classroom through interviews with teachers and students of the middle schools. It was found that STS approaches were of increasing importance in the science textbooks, however, they were not popular in the science classes. STS topics in the middle school textbooks were related mostly to 'applications of science' and 'social problems and issues', and few of the topics were related to 'cooperative work on real problems', 'multiple dimensions of science' and 'practice with decision making strategies'. Major barriers of STS education implementation in middle school science classroom were identified as follows; difficulties of assessment, teachers' insufficient cognitions and experiences regarding STS education, perceptions of students and parents that prefer didactic lecture methods and working on exercises. Desirable directions for the improvement of present status of STS education in middle school science classes were proposed.

• 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.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.317-325
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• 2022

The purpose of this study was to provide basic data for reconstructing middle school morality textbooks by analyzing the character traits introduced in the middle school Morality 1 course textbook according to the content and achievement standards. The study method was analyzed according to the analysis framework. The conclusion is as follows. First, in a case study of Kyohaksa, a total of 83 people were introduced, and in the case of MiraeeN, 65 people were introduced. Second, in the case of sincerity by core value, 50 students, 60.2%, future 29, 44.6%, consideration 22, 26.5%, future 29, 44.6%, justice 11 students, 13.3%, 7 in the future, 10.8%. Third, in the content and core values of Kyohaksa, there were concepts of morality that were not included: citizenship, social justice, understanding of North Korea, or a consciousness of unification ethics. Fourth, there are contents that are not covered in the content system and achievement standards in the textbook.