• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.4
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• pp.21-32
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• 2019

In this study, we the characteristics of the spatial layout have been analyzed focusing on the case of compulsory schools, which are the forms of elementary and middle integrated schools in Japan. Thus, according to the development stage of the elementary·middle students, we derived the characteristics of the space structure and layout of the classrooms of each class. and derived spatial arrangement of private and shared space of elementary and middle integrated schools. In addition, we analyzed the characteristics of subject classroom collaboration by beginner, intermediate and advanced level, derived a desirable subject classroom placement plan, and suggested the basic direction of Korean elementary and middle integrated schools focusing on the direction of space layout composition.

• Journal of Science Education
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• v.44 no.3
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• pp.273-288
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• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.783-790
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• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.407-433
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• 2018

In order to analyze textbooks from a discursive approach, the purpose of this study is to structuralize an analytic framework based on previous literature review and apply it to analyzing the meanings and their syntheses developed by words and visual mediators appeared in the definition of graph in first-year middle school textbooks. The discursive approach consists of the communicational approach developed by Sfard(2008) and the systemic functional linguistics developed by Halliday(1985/2004). In this study, ideational meta-functions for ideational meanings and interpersonal meta-functions for interpersonal meanings were employed to analyze the meanings produced by words and visual mediators in textbooks, whereas textual meta-functions for textual meanings were used for analyzing the synthesized relationships between words and visual mediators. Results show that first, density in mathematical discourse was very high and subjects in mathematical activities were ambiguous in the ideational meanings of words, and behavior aspect was more emphasized than thinking aspect in the interpersonal meanings of words which request student participations. In the case of ideational meanings of visual mediators, there was a lack of narrative diagrams, whereas there were qualitative differences in the case of offer. Second, there was a need for promoting a wide range of diverse synthetic relationships between words and visual mediators for developing enriched mathematical meanings through the varying uses like specification, explanation, similarity, and complement. These results are so important that they provide a new analytic framework from a discursive approach to textbook analysis because not only words, but also visual mediators are analyzed as tools for producing meanings in mathematics textbooks and their synthetic relationships are also examined.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.21-44
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• 2008

The purpose of this study was to analyse the possibilities and legitimacies for using integrated essay on Home Economics Education, and to suggest the instructional design. Integrated Essay consisted with three composers, subject(students), object(texts), and strategy(thinking abilities). The results of theoretical analysis, socio-constructionalism by Vygotsky, the deconstructional literacy criticism by Derrida, and cognitive psychological approach by Beyer, Wood et al, Hayes were supported the integrated essay in instruction for Home Economics Education. Also, essay tests types of university entrance exams in Korea, previous researches of thinking ability in Home Economics Education, and essay questions in textbook were analysed. As results, theoretical framework, instruction process, and instruction design for integrated essay in Home Economics Education were developed. The possibility of integrated essay is high but it's real estimate will success when Home Economics Education realize it's nature.

• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.429-448
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• 2017

The purpose of this study is to present the development direction of future reading education by examining the characteristics of reading materials within the high school textbook developed as the 2015 revised curriculum. For this purpose, reading materials of high school textbooks were analyzed in Korean language, mathematics, English, integrated science, and integrated social studies. The analysis criteria of reading materials were subject type, purpose, and student activities. As a result of the study, reading materials on various themes such as humanity, liberty, culture, environment, and district were presented in the integrated society and integrated science textbook of the 2015 revised curriculum. In particular, the Korean language curriculum was composed of a unit called "reading one book in one semester". However, most reading materials have no guidance on reading effective or reading direction, and lack of reading materials and information for extended reading. The reader's reading of the textbook was found to be simply supplementing the learning content of each unit or presenting fragmentary cues for conceptual purposes. This suggests that there is a lack of awareness of students' interest in reading, internalization of reading, and extension of reading. In this paper, we suggest supplementary materials of reading materials for expanding the high school textbooks, and explore the developmental relationship between textbooks and reading education through suggestions on aspects of textbook composition and teaching methods.

• Journal of Korean Library and Information Science Society
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• v.51 no.3
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• pp.123-148
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• 2020

The purpose of this study is to explore factores for subject teachers to actively participate in the LBI by establishing a relationship model between the acceptance variable and the variable for LBI and verifying with a structural equation based on the UTAUT model that explains the relationship between the variables that affect the process of accepting and utilizing the new information technology. As a result of the study, first, the performance expectancy and social influence of the subject teachers on LBI influenced the intention of teaching. Second, behavioral intention affected use behavior. Third, there were moderating effects of LBI perceived risk level on the relationship of subject teachers' social influence on LBI to behavioral intention. Based on the results above, performance expectancy, social influence, and perceived risks should be considered for activating LBI of subject teachers.

• Journal of Korean Ophthalmic Optics Society
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• v.12 no.1
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• pp.75-84
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• 2007

In this study, I developed a teaching-learning model using project learning model which makes the most of PIM(Peer & Instructor Mentoring), Presentation contest, and unification of courses on the field ophthalmic optics. There were several conclusion as followings;. The teaching-learning model considering the unification and organic connections among subjects was efficient to the students' academic achievement. Peer & instructor mentoring system was helpful for students to accomplish their own learning projects. Project learning model with collaboration was useful for the development of students' self-controled learning ability and communicative ability. Project learning model gave its driving force to the better motivation and to the goal achievement. Project learning model was instructive for building up the related theories and concepts on the students' major. In conclusion, project learning model mixed subjects with festival, can be a alternative teaching-learning model.

• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.81-89
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• 2010

The purpose of this research is to verify the influence of STEM integrate education using educational robots on improvement of the level of attitude towards Mathematics. The following hypothesis was formulated in order to achieve this purpose: There will be a meaningful difference in the level of attitude towards Mathematics between elementary school students educated by STEM integrated education with robots and by the traditional method of teaching Mathematics. To prove this hypothesis, 56 of first grade students were tested under the nonequivalent control group in the pretest-posttest designs. As a result of the study, it is showed that STEM integrated education has a positive effect on promoting the level of elementary school students' attitude towards Mathematics. Therefore, we need the instructional activities which can combine the knowledge gained from a variety of curriculum with activities by using educational robots.

• Journal of the Korean Society for information Management
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• v.31 no.4
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• pp.69-102
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• 2014

In this study, we propose an approach of building a portal site that can offer integrated services for textbook through special libraries For this purpose, we analyzed previous related studies and investigated textbook portal construction sites domestically and abroad. Based on this research, we developed survey questions and conducted a survey targeting users of textbook libraries. As a result, the following projects are required for creating a textbook library: a comprehensive list of textbooks and other content construction, digitization projects of library holdings, collection and delivery of various textbook-related reference books, building a textbook database by topic, collecting and providing textbook-related research publications, a cooperation network with textbook-related organizations, and active promotion of portal sites.