• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.465-475
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• 2015

The purpose of this study is to analyze the results of physics (optics) in nationwide standardized assessment and to investigate middle-school students' characteristics of achievement by using an option response rate distribution curve. For this purpose, we analyzed the 10 optics problems from the National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted in 2010-2013. The results of this study are as follows; First, students showed a little higher achievement in optics than classical mechanics and electromagnetism. Second, students achieved significantly worse in 'formation of image' in 'light' part and 'variation of phase in propagation of wave' in 'wave' part. Third, students showed a context-dependent problem solving strategy and result. Additionally, we suggested some implications about the readjustment of some optics concepts level of national science curriculum, the need for teaching and learning strategies for basic level students, and the need for teaching and learning strategies focused on the realistic context.

• Spatial Information Research
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• v.23 no.3
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• pp.123-132
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• 2015

Recently both the importance and the interests of field-experience learning have kept increasing since the Education of Ministry encourages students to take a field-experience learning with the self-driven and creative education as the main issue in the 7th revised education curriculum in 2009. As the importance of field-experience learning goes up continuously, not only the release of its related mobile applications is increasing, but also a variety of researches for supporting the field-experience learning are ongoing. In this research we perform two things. First, we define the basic concept of authoring tool for which support the field-experience learning based on its characteristics and user requirements analysis. We confirmed that the authoring tool for the field-experience learning has to 1) support all activities that happen in pre-field, field-experience and post-field phases, 2) be possible to write the location-based field work, 3) have the authoring function which reflects the characteristics of curriculum such as history, science and geography, etc. that the field learning can be realized, 4) be designed as the structure that the results of inquiring activity after the field experience activity can be reused. Second, we create a conceptual design after confirming the authoring tool.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• Journal of Science Education
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• v.43 no.3
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• pp.284-299
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• 2019

The purpose of this study is to investigate elementary school students' conceptions about the energy represented in the integrated theme 'Energy and life' of the 2015 revised science curriculum. The instruments were developed to grasp students' understanding about 'the concepts of energy,' 'forms of energy,' 'conversion of energy,' and 'energy use of plants and animals.' The surveys were conducted on 92 elementary school students in Seoul. The students' answers were analyzed by descriptive statistics, clouds and semantic network analysis. The results are as follows: 'Electricity' and 'electric energy' were most frequently mentioned as the associated concepts to energy and forms of energy, respectively. Also, the daily use of energy was mixed to the use in science. According to conceptual hierarchy, understanding of energy conversion was dependent on the understanding of energy forms. Although students have basic concepts about the energy use of plants and animals, they had some misconceptions and lack of understanding. The educational implications were discussed to teach 'Energy and Life' as integrated theme in new elementary school curriculum.

• Communications of Mathematical Education
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• v.38 no.3
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• pp.425-441
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• 2024

This study analyzed the description of the definitions of terms used in the high school <Mathematics> textbooks of the 2015 revised curriculum, selected controversial terms, and investigated the perceptions of mathematics teachers and professors on them. The four controversial terms selected were 'absolute inequality', 'asymptotes', 'irrational expressions', and 'irrational functions'. A survey was conducted to evaluate whether the definitions of these terms differed between textbooks, whether they needed improvement, and whether they needed to be designated as terms. The results of the study showed that 'absolute inequality' was recognized as having a large difference in the definitions of the textbooks, and that there was a high need for revision of the definitions of the terms. In addition, the need for additional research was raised on 'asymptotes' and 'irrational expressions'. This study can be used as basic data for standardizing and improving the definitions of textbook terms to improve students' conceptual understanding.

• Journal of Science Education
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• v.44 no.2
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• pp.145-156
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• 2020

The purpose of this study is to analyze the science history materials presented in middle school 'Science' textbook according to the 2015 revised curriculum. The subjects of this study were 14 middle school 'Science' textbooks. The analysis used the three-dimensional framework. The results of analysis show that the number of science history materials presented in textbooks tends to increase as the grade goes up. It was also found that science history materials were presented in a specific unit for each grade. The three-dimensional analysis of science history materials showed that conceptual-fundamental-discovery/device types were most commonly presented in all grades. At the instruction context level, the conceptual context was the most common, and the basic role was the main at the role level. The discovery/device type was the most common type of presentation. The results of the study show that the science history materials presented in science textbooks were concentrated in some areas. Also, the instruction context and role were concentrated in some factors in terms. This suggests that various science history materials need to be developed in the future. It is also necessary to explore concrete methods to ensure that science history materials presented in textbooks can be used in various roles in different contexts.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.411-431
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• 2022

In this paper, implications for future curriculum compilation were sought by analyzing the process and results of compiling books for elementary school mathematics textbooks government published according to the 2015 revised curriculum. The 2015 revised elementary mathematics textbooks government published was operated with a systematic compilation system so that academia and school field experts across the country could demonstrate their expertise. As improvements in content, the unit and time to strengthen basic computational skills were increased, and the mathematical concept and principle introduction method and algorithm presentation method were improved, and the internal connection between contents was strengthened. The learning period was adjusted, such as moving and arranging contents that are difficult for students to understand to the upper semester or the upper grade. In the 1st and 2nd graders, the amount of reading was drastically reduced to suit the students' level of Korean, and sentences and vocabulary were improved, and instructions were briefly revised. As for editing and design improvements, illustrations of each unit's introduction and contextual pictures were presented in detail, and the characters in the textbook were consistently presented across all grades, giving children characters a role to actively participate in learning in the textbook. In the process of compiling, the media, the National Assembly, and civic groups raised opinions that sentences and vocabulary in first-year textbooks are more difficult than students' level of Hangeul education, that reducing textbooks makes it difficult for students to understand. Accordingly, efforts to improve textbook compilation and the results were viewed. Through the overall analysis as above, for future compilation of state-authored textbooks and certified textbooks, a plan to improve textbook compilation for students and teachers and a plan to operate compilation was proposed.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.4
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• pp.441-451
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• 2017

Purpose: This study was done to identify the retention effects of a basic life support training program for nursing students on their attitude, knowledge, and skillfulness. Methods: A one-group repeated posttest design was employed for this study. The subjects included 44 junior nursing students from Gachon University in Incheon. Data were collected by a structured questionnaire test immediately after, 3 months after, 6 months after, and 9 months after the training respectively from May 2014 through March 2015. Results: The respective attitude, knowledge and skillfulness score on BLS of the nursing students had reduced significantly at 3 months after (p<.001), 6 months after (p<.001), and 9 months after (p<.001, p=.011 for Attitudes) the training compared to immediately after the training. Conclusion: Re-training on basic life support for nursing students should be implemented within 3 months for retention of educational effects. Thus, it is recommended that basic life support training programs, including a curriculum for nursing students, is developed to support re-training. And it is expected that the improved skills of nursing students on basic life support would contribute to the successive first aid nursing for patients at risk of cardiac arrest.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.4
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• pp.1031-1041
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• 2016

Interests in the Polar Regions have been growing due to various factors such as depletion of natural resources and advanced resource development technologies, accelerated rate of polar ice melting as a result of global warming, etc. In particular, demand for the workforce related to vessel passage using the Northern Sea Route and polar studies is still expanding. The International Maritime Organization adopted the Polar Code in 2015 for the safety of ship operation in polar waters and it will enter into force from 2017. But education and training section in the code has been prescribed only for the safe navigation in the ice covered waters intended for navigational offices. There is no basic safety training requirement that applies commonly for all personnel exposed to the risk of the polar regions and the relevant study or discussion has not been made so far. Therefore, this study provides basic data for developing safety training courses for crew and other personnel by analyzing relevant regulations on polar safety training and the contents of relevant safety training in offshore industry required by the costal states adjacent to arctic ocean.

• East Asian mathematical journal
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• v.36 no.2
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• pp.291-315
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• 2020

In this study, the geometric model of 11 factorization formulas presented in the 2015 revised national curriculum was constructed and the necessary mathematical conditions were derived in the process. As a result of the study, all of the 11 factorization formulas are geometrically modeled and 12 conditions are derived in the process. However, the basic method of directly cutting and attaching a given shape was limited to not being able to make a rectangle or rectangular parallelepiped. Therefore, the problem was solved by changing the perspective and focusing on whether rectangle or rectangular parallelepiped with the same area or volume could be constructed.