• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.87-96
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• 2007

The purpose of this study was to examine the features of the standards of observation and measurement in foreign national science curriculums. For the purpose of this study, we analyzed the science standards of the USA (National Science Education Standards, the Science Standards of the State of California, Massachusetts, Colorado, Nebraska, Virginia and Florida), the United Kingdom (England), Singapore, Canada (the State of Alberta), Australia (the State of Victoria) and New Zealand. The results of the study indicated that foreign national science curriculums put an emphasis on accurate and systematical observation, usage of the five senses, usage of observation tools, and an understanding of observation. Regarding the 'measurement' factors, foreign national science curriculums emphasized systematic and accurate measurement. Measurement targets and tools were presented for each grade. The usage of appropriate units was also included in the foreign national curriculums which we examined.

• Journal of the Korean Geographical Society
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• v.33 no.spc
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• pp.697-707
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• 1998

인간과 환경과의 관계의 역사적 변천을 인구변화와 자원관리의 측면에서 분석하는 기존 관점은 인구기초이론, 기술기초이론, 시장기초이론 등으로 분류된다. 이러한 관점은 어느 한가지 변수를 독립 변수로 가정하는 입장을 취하므로 흔히 '단일요소이론'이라고 불리며, 제각기 장점이 있기는 하지만 현실 세계의 복합성을 단지 부분적으로 설명하는데 그치는 문제점을 내포하고 있다. 현실세계의 모든 사건은 개방된 체계 속에서 발생하기 때문에, 모든 사건은 단선적인 인과관계로 파악될 수 없을 만큼 서로 복합하게 얽혀 있다. 이에 대하여 문화생태이론은 단일요소이론의 그러한 한계를 극복하고 현실세계의 복합성을 분석할 수 있는 개념과 방법을 제시하고 있다. 문화생태이론은 실로 인간과 환경과의 관계가 역사적으로 변천해 온 과정을 탐구하는데 적합한 개념과 방법을 장점으로 내세우는 새로운 관점이라 할 수 있다. 문화생태이온은 인구, 기술, 시장, 제도 등 요소의 중요성이 시간과 장소에 따라 다를 수 있다는 가정 하에서 어떠한 요소라도 어느 한 장소와 시점에서 인간과 환경과의 관계의 변화를 주도할 수 있다고 기대한다. 한국 농촌의 인간과 환경과의 관계를 탐구함에 있어서 활성되어야 할 문화생태이론의 기초적인 개념은 '지역인간생태계'와 '문화적 적응'이다. 한국 농촌의 지역인간생태계는 그 특성상 인구, 농업, 시장, 제도로 구성되어 있다고 볼 수 있다. 문화적 적응이란 변화하는 환경 속에서 사회구성원들의 환경에 대한 적응도를 높일 수 있는 행동양식을 새로이 선택하는 행위를 일컫는다. 한국 농촌에서는 적응전략이란 농업의 집약화와 상업화 또는 산아제한과 인구이동이라는 측면에서 분석될 수 있을 것이다. 생존, 기술, 취락형태, 토지이용, 무역이나 교역 등은 적응전략을 분석하는데 간접적인 자료를 제공해 줄 것이다.

• Journal of the Korean association of regional geographers
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• v.21 no.1
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• pp.192-205
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• 2015

This study proposes a device for the organizational frameworks and essential (content) elements of world realms in world regional geography subject. Here, the term 'organizational framework' means the method of realms division, reasonable number and naming of realms, and approaches to reams inclusively. And the term 'essential elements' designate the core elements as big ideas that every student must study through world reams. To approach these thesis, the author suggests that there is a growing trend of a combined regional concept to apply for reams division, that it is necessary to rationalize the number of realms and to prepare rather a synthetic approach to realms than a single one. And then, the author presents five essential elements as big ideas of world reams that composed of four by thematic approach and one by global-issue approach. But, this study emphasizes that in organizing the essential elements for a realm it is a better strategy to bring elements selectively with a realm because certain element fulfils function specially to certain realm.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.99-114
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• 2018

Textbooks are one of the most crucial variables that determine the quality of education and one of the most influential sources for education. Textbooks should be designed with inquiring tendencies so as to help students to practice self-directed learning. inquiring textbooks can not only intrigue students but also enhance the quality of class. Here, this author is going to analyze the inquiring tendencies of a core construct, 'management', in 12 different types of high school Technology & Home Economics textbooks reflecting the 2015 revised national curriculum based on the Romey method. According to the analysis results, only one type of textbook shows inquiring tendencies in the text, which means that the text is more oriented to delivering knowledge rather than to pursuing students' inquiry learning. Because analysis indexes for figures and diagrams fall under the range of desirable inquiring tendencies in 10 types of textbooks, the figures and diagrams presented in Home Economics textbooks are intended to induce particular learning activity. Learning activity indexes reveal 9 types of textbooks' inquiring tendencies, which means that Home Economics textbooks present a reasonable amount of learning activity in general in order to intrigue students and stimulate their inquiring mind. In terms of evaluation indexes, only 2 types of textbooks show inquiring tendencies. According to the results of examining each individual textbook, some of the Home Economics textbooks reflecting the 2015 revised national curriculum include inquiring elements in the text, figures and diagrams, activities, and evaluation all; however, some still need improvements. Regarding how to better the Home Economics textbooks, this researcher will suggest the following implications and complements. Home Economics textbooks should include inquiring elements to induce interactions properly in the class, and when they write the textbooks, the text, figures and diagrams, activities, and evaluation should be designed balancedly, and the questions need to be expressed in a way to develop students' inquiring mind.

• Journal of Science Education
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• v.35 no.2
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• pp.204-220
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• 2011

This study was intended to develop an experimental module based on inquiry processes conducted by photosynthesis scientists. It was aimed to enhance scientific inquiry ability of the middle school students by applying the developed module. Developed module included some experiments conducted by earlier photosynthesis scientists such as Helmont, Woodward, Priestly, Hales and Ingen-Hausz. Inquiry process was involved in the developed module for instructing the inquiry methods. Rapid-cycling Brassica rapa known as a Fast Plant was used for the experimental material. Developed module was applied to the experimental group consisting 27 eighth grader, while experiments suggested in the science textbook was applied to the control group consisting 30 eighth grader. Developed module was more effective in improving students' scientific inquiry ability, especially measuring, forecasting and hypothesizing ability as its subordinate elements. When the result of post-test was compared to one of pre-test in the experimental group, their observing, forecasting, and generalization ability were improved. Experimental group showed that students' conception in photosynthesis and conceptual development related with the role of plants in the ecosystem and plant's food and movement of the water and nutrients were also improved. Before application, students in the experimental group did not have enough understanding of the abstract concept such as the existence or the role of the materials like $CO_2$ or $O_2$ or the energy accumulation. Developed module could help students to achieve the comprehensive concept regarding the role of plants as producers of organic matter and oxygen and to enhance their scientific inquiry ability and concepts regarding photosynthesis.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.563-571
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• 2019

The purpose of this study is to analyze the safety contents presented in high school science textbooks of the 2015 revised national science curriculum. For these, we found safety contents in the inquiries and appendices of 63 science textbooks: integrated science, science inquiry experiment, physics I, II, chemistry I, II, biology I, II, and earth science I, II. We analyzed these safety contents using six safety factors based on the seven standards for safety education. The main results are as follows: First, 81(46.0%) inquiries among 176 curriculum inquiries contain safety contents, and these contents are mainly found in chemistry textbooks, and the least in 'science inquiry experiment' textbooks. Second, safety contents are found the most in 'laboratory safety rule', followed by 'safety symbol' and 'usage of protection equipment'. Third, the safety contents of appendices are mainly in 'laboratory safety rule' and 'accident treatment'. Based on these results of this study, it is concluded that these textbooks have problems; that there is a big difference in describing safety contents in each textbook; that these safety contents are not presented in detail and that the educational effect is reduced. Furthermore, the safety symbol is not standardized. We also discussed ways to improve the safety contents of science textbooks.

• Communications of Mathematical Education
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• v.17
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• pp.97-114
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• 2003

일선 교육 현장에서 영재를 지도함에 있어서 해결해야 할 당면 과제는 판별 도구와 학습 프로그램의 개발이다. 영재를 위한 수학 프로그램을 문제 해결형, 수학 탐구형, 과제 해결형의 3가지로 분류할 경우, 퍼즐은 문제 해결형과 수학 탐구형 프로그램의 특성을 공통적으로 갖고 있는 유형으로 수학적 지식의 통합과 연결성. 그리고 창의적 문제 해결력 신장 및 수학적 원리 ${\cdot}$ 법칙을 체험적으로 만들 수 있는 기회를 제공한다는 점에서 매우 가치있는 프로그램이다. 특히 조작퍼즐은 기존의 대수적 표현 체계로 학습하기가 힘든 관찰력이나 공간에 대한 인식과 표현력 친 공간 추론력을 기르는 데 유용하며, 게임적인 요소가 포함된 퍼즐은 지필에 의존해 왔던 수학학습에 대한 부정적인 인식을 해소하는 데 크게 기여할 것이다. 본 고에서는 수학 퍼즐의 종류 및 특성과 교육적 가치에 대해서 개괄적으로 살펴보고, 실제 프로그램 작성을 위한 정보를 제공과 영재들의 공감 감각을 기르기 위한 프로그램의 원을 이용한 수학 퍼즐의 개요를 제시한다.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.98-106
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• 2005

정보통신의 발달로 교육이 학습자 중심의 형태로 바뀌어 가면서 학습자의 자기 주도적인 능력이 점점 중요해지고 있다. 인터넷 학습환경에서도 학습자가 통제권을 가지고 학습자가 모든 선택과 조직을 할 수 있도록 허용되어 학습자는 학습방향의 상실과 인지적 부담의 문제를 초래한다. 이러한 문제를 해결 할 수 있는 방법 중의 하나가 학습자 특성에 맞는 교육이다. 본 연구에서는 장이론에 따라 학습자 특성을 구분하고 장의존 학습자에게 적응적인 웹 코스웨어 설계요소를 반영하여 웹 코스웨어의 설계전략을 탐구하였다.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.79-89
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• 2008

In this study, we study on various positions and equations of trisectors of angle. We analyze article related with trisector's equation of angle. We elaborate the article, investigate various case of angles, and find out new equations of trisectors of angle.