• Journal of the Korean earth science society
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• v.26 no.8
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• pp.759-770
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• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.451-462
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• 2012

In this study, our primary areas of mathematical shapes as a way to solve the problem of sixth grade math and geometry around the area in addition to the real world, the virtual objects to explore on their own learning, heuristic principles and learning concepts are developed. To this end, second-class sixth grade in Seoul class M is selected and the area of Augmented Reality class shapes students' academic achievement sure to affect how much agreed. experimental study was developed and then applied to the actual class content across pre and post implementation evaluation, and subsequent academic achievement levels were compared and analyzed. As a result, learners in the experimental group and control group than the class of interested students and class satisfaction, a statistically higher achievement. Learning on augmented reality, which shapes have the gumption to participate in classes, and concepts related to shape the formation and indicates that academic achievement is related.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.3
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• pp.279-297
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• 2020

The purpose of this study is to find ways to establish and operate Process-focused Assessment in the classroom as the 2015 revised curriculum has emerged. As a way of doing so, we proposed a Process-focused Assessment through self-assessment and looked at the impact of the applied classes on the mathematical academic performance and affective domain of fifth-grade elementary school students. After selecting two classes of fifth grade with proven homogeneity for research, the experimental group applied Process-focused Assessment through self-assessment and the teacher-led Process-focused Assessment to the comparative group. As a result, it was confirmed that the classes applying Process-focused Assessment through self-assessment significantly improved the math and academic performance of fifth-grade elementary school students. The affective domain of the experimental group did not change significantly, but the analysis of the students' comments and interview data showed that they had more interest and confidence in mathematics.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.455-470
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• 2019

The purpose of this study is to investigate of the North Korean adolescents defectors' mathematics learning. We have investgated the characteristics of the North Korean adolescents defectors' mathematics learning states and their difficulties in mathematics learning. As a result, the affective domain of the North Korean adolescents defectors was less confident, worthy, and motivated to learn than the South Korean students. The abandonment rate of the North Korean adolescents defectors was higher than that of the South Korean students. According to the results of the survey, the North Korean adolescents defectors who attended elementary school in Korea compared to the births of the North Koreans and other countries had higher interest and desire for learning. Especially, the result showed that the difficulty of learning the mathematics of the North Korean defectors was the linguistic factor.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.370-377
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• 2018

Focus level has been important mental state in user study. Cardiac response has been related to focus and less clarified. The study was to determine cardiac parameters for recognizing focus level. The sixty participants were asked to play shooting game designed to control two focus levels. Electrocardiogram was measured during task. The parameters of time domain and frequency domain were determined from ECG. As a result of independent t-test, RRI, SDNN, rMSSD and pNN50 of time domain indicator were statistically significant in recognizing focus level. LF, HF, lnLF and lnHF of frequency domain were observed to be significant indicator. The rule base for recognition has been developed by the combination of RRI, rMSSD and lnHF. The rule base has been verified from another sixty data samples. The recognition accuracy were 95%. This study proposed significant cardiac indicators for recognizing focus level. The results provides objective measurement of focus in user interaction design in the fields of contents industry and service design.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.125-152
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• 2007

When we teach mathematics in college, we find a lot of mistakes, fallacies and flaws in the solution of the students. In this paper, we presented a variety of examples of mistakes and fallacies, including wrong proofs, misinterpreted definitions and the mistaken use of theory. The examples, taken from different classes and subjects, are based on our own experience of teaching mathematics. As the previous research argued, such mistakes, fallacies and flaws should be considered as natural phenomena in the students' progress and should be analyzed systematically for the more effective education. By providing a wide-ranging examples of mistakes and fallacies, and detailed analyses of them, we emphasized the significance of the analysis of mistakes and fallacies and proposed that more careful attention should be paid on the collection and development of teaching materials in the area of mistake and fallacy analysis. We hope that this study would be a meaningful contribution to the teaching of mathematics in college.

• The Mathematical Education
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• v.62 no.1
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• pp.117-149
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• 2023

This study attempted to design a virtual space using ZEP, a metaverse platform, to enable mathematics classes in the metaverse space, to apply it to mathematics classes, and to find out changes in students' affective domain. As a result, students showed positive effects in terms of subject efficacy, subject interest, intrinsic motivation, class satisfaction and participation. In addition, we found the possibility of customized classes for each student level by performing different missions in classroom classes with limited time and space.

• Journal of Science Education
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• v.37 no.1
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• pp.52-67
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• 2013

The purpose of this study was to examine the effect of educational science magic program on creative problem solving ability, inquiry skill, and scientific attitude in elementary school science. For this, two classes of 3th grade were chosen in the J elementary school located in Suwon city as the experimental class(30 students) and the comparative class(30 students). The two groups were selected through a diagnostic examining program. Instruction using educational science magic program was applied to the experimental class. The results of this study were as follows. 1. the creative problem solving ability of the experimental class has statistically meaningful differences and improved, compared with the comparative class(p<.05). 2. the scientific inquiry skill was improved, but it has no meaningful difference statistically. However, science tasks applied educational science magic program had valuable significance to ability of measure(p<.05). 3. the scientific attitude score also was improved, but it has no meaningful difference statistically. However, science tasks applied educational science magic program had valuable significance to endurance(p<.05). 4. the results of survey showed that educational science magic program influence students' interests and concerns in science, class participation, pleasure in class, and comprehension of what is said in class positively. Therefore, a educational science magic program applied in this study might be useful to improve the creative problem solving ability, interests and concerns in science, class participation, pleasure in class, and comprehension of what is said in class.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.