• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.493-502
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• 1998

Science curricula of public and government institution schools from 1895 to 1910 in Korea were studied And through tracing people in charge of science education actual status was researched. The result of the study showed that 'physics, chemistry, nature' in the regular course for normal schools and 'department of science' in the short course were used for in the curriculum. Subject of nature were educated by SaitoKinji. 'Science' was educated by MatsumotoSoji in Department of Japanese Language at Foreign Language School and 'science of nature' by Hase in Department of German Language. 'Nature' and 'physics and chemistry' were taught by ShideharaTahira at Hansung Middle School which was established in 1899. MoriTamejo was in charge of subject of nature at Hansung High School which was a new name since 1906. It was also revealed that'physics and chemistry'were taught at Industrial Professional Institute. In short during the era of Taihan (Korea) Empire science education at public and government institution schools were entirely performed by Japanese. Furthermore the first time when professionals majored in natural science began to assume responsibility for science education was during late part of Taihan Empire and before that time tradition of science education was maintained by'non-professionals'like ShideharaTahira.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.17-36
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• 2007

The purpose of this study was to develop health belief model based various milk education program as print education media and apply to elementary, middle, and high schools. The subjects were 432 students(124 elementary, 122 middle, 186 high school students). We designed one group pretest-posttest study model. The data were obtained from pre and post-study with self-administered questionnaires. Before applying this education program, we evaluated the degree of awareness on milk. Their awareness on milk was very low, 35.5% lower elementary, 32.7% higher elementary, 52.5% middle, and 54.3% high school students were answered they don't know the milk well. After they had implemented milk education program, their recognition on milk had changed that milk is nutritious as supplementary food. And their reasons for drinking milk were also changed that 'they want to eat it' in elementary school students, 'they want to be healthier' in middle school students, and 'they want to be taller' in high school students. Their nutrition knowledge score showed a significant increase(p<0.05). As a results. milk nutrition education has improved nutrition knowledge and recognition on milk in elementary, middle, and high school students. To improve their milk eating behaviors, nutrition education programs will have to be continued.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.1-14
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• 2015

In this paper, in order to improve the teaching contents on even and odd number, composition and decomposition of numbers, and (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing, the corresponding teaching contents in ${\ll}$Math 1-1${\gg}$, ${\ll}$Math 1-2${\gg}$ are critically reviewed. Implications obtained through this review can be summarized as follows. First, the current incomplete definition of even and odd numbers would need to be reconsidered, and the appropriateness of dealing with even and odd numbers in first grade would need to be reconsidered. Second, it is necessary to deal with composition and decomposition of numbers less than 20. That is, it need to be considered to compose (10 and 1 digit) with 10 and (1 digit) and to decompose (10 and 1 digit) into 10 and (1 digit) on the basis of the 10. And the sequence dealing with composition and decomposition of 10 before dealing with composition and decomposition of (10 and 1 digit) need to be considered. And it need to be considered that composing (10 and 1 digit) with (1 digit) and (1 digit) and decomposing (10 and 1 digit) into (1 digit) and (1 digit) are substantially useless. Third, it is necessary to eliminate the logical leap in the calculation process. That is, it need to be considered to use the composing (10 and 1 digit) with 10 and (1 digit) and decomposing (10 and 1 digit) into 10 and (1 digit) on the basis of the 10 to eliminate the leap which can be seen in the explanation of calculating (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing. And it need to be considered to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2${\gg}$, or it need to be considered not to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2 workbook${\gg}$ for the consistency.