• The Mathematical Education
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• v.59 no.4
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• pp.313-329
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• 2020

The purpose of this study was to develop an integrated teaching model that integrates mathematics and ethics with social justice theme centric approach. To solve the research problems, the investigator conducted literature studies on the 2015 revised mathematics curriculum, 2015 revised mathematics 3rd to 6th grade textbooks, and the 2015 revised ethics curriculum.. Based on the results of analysis, the mathematics and ethics integrated model for social justice was devised by using the three axes of mathematics subject, ethics subject, and social justice. The integrated class of mathematics and ethics for social justice consists of the steps of problem recognition (ME 1), analysis (ME 2), discussion (ME 3), inquiry and practice (ME 4), and it can be implemented in a total of 27 ways. In order to confirm the effectiveness of the integrated model, two classes of sixth grade were selected as experimental and comparative classes. As a result of the study, the integrated class of mathematics and ethics can be used as a tool to improve the value perception of mathematics, However, it should be conducted with full consideration of students' mathematical tendencies in advance. Also, it can improve students' social consciousness. However, practice and experience-oriented classes are effective to overcome 'reserved agency' problem. Finally, it can improve students' perception of integrated classes and their creative thinking and critical thinking skills.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.585-597
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• 2019

The purpose of this study is to analyze science subject items in the first screening stage of the elementary school teacher employment examination based on pedagogical content knowledge (PCK) and provide suggestions for improving the items. For this purpose, an analysis framework to analyze the items was developed and a total of 14 unit items between academic years of 2013 and 2019 were analyzed according to the analysis framework. The analysis of the results reveal that 'subject matter knowledge' of the five PCK components was most frequently included in the items. 'Instructional strategies and instruction for science education' was also frequently included although less than that of the previous component. However, 'assessment in science education', 'students', and 'curriculum for science education' were a little included. There were also assessment domains and contents which were not involved in the items. In the aspects of integration, the integrations between two components of two types were frequently found. No integrations were also frequently included although less than the previous category. The integrations among three or four components were also slightly found. Integrations among five components were not found. 'Subject matter knowledge' or 'instructional strategies and instruction for science education' with other components were more frequently found. However, the integrations of 'assessment in science education', 'students', and 'curriculum for science education' with the other components were less frequently found. Educational implications of these findings are discussed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.11 no.1
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• pp.27-44
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• 2000

The purpose of this study is to explore ways to get children in the information age of today to develop good reading habits and make reading a central part of their lives from an early age. The results of the study are as follows : 1. First of all, it is important for children to gain the habit of reading books from their early childhood during activities such as eating food, sleeping, studying, playing, going errands and watching TV etc. 2. The habituation of reading is formed by repeating and reenforcing the habit once it is acquired. Then we will do it easily, unconsciously and automatically. 3. Habituation is formed by the course of formalizing, training, reenforcing, and motivating like other daily activities. 4. The prerequisites of habituation for reading are the early integration of reading books, putting reading books at the core of curriculum, developing an interest in reading, motivating to read books, giving good rewards for reading, and simply encouraging reading. 5. Lastly, other ways to form good reading habits are inducing interests in books and reading books, and reading in the course of learning.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.245-263
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• 2013

Mathematical learning via projects, which enables the reconstruction of curriculum through integration and emphasizes the process of solving problems by posing questions, has attracted the attention of the department of mathematics. This research is aimed at exploring the link between mathematics and project learning by analyzing an example of student-oriented project 'the secrets of pyramid' focused on understanding 'triangle' specifically designed for forth graders. From 115-hour process of subject-oriented project, this study reinterpreted the mathematical meaning of only 24 hours directly related to mathematics, especially to figure exploration. Consequently, this problem solving involved a variety of geometric activities as a process, such as measuring an angle, constructing a triangle, etc. Thus students attempt to actively participate in the process, thereby allowing them to learn how to measure things more accurately. Moreover, project learning improved students' understanding on not only plane figures but solid figures. This indicates that by project learning, learning from given problems or contents can be extended to other mathematical areas.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.93-113
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• 2017

This research analyzed the cases of math competencies-oriented assessment, integrating assessment and instruction, which had been conducted in an elementary school whose assessment system involves frequent tests from a formative perspective on assessment. The research outcome is as follows: First, the competencies-oriented assessment of integrating instruction made possible for curriculum restructuring and competencies-oriented teaching, whereas more emphasis needs to be focused on the assessment feedback. Second, assessment on math competencies involves multiple dimensions; therefore, it needs to be managed to prevent problems arising due to overlap between different competencies. Third, though it has been identified that with evaluation it is possible to recognize and gradually improve the areas short of competency, more practical studies need to be conducted in this regard. Fourth, even with the fact that various types of evaluation ensure its fairness, make an accurate interpretation of the evaluation result before arriving at a comprehensive assessment.

• Journal of Practical Engineering Education
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• v.9 no.1
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• pp.49-56
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• 2017

Recently, due to Industry 4.0, there is a great interest in smart factory for productivity improvement and customer satisfaction in manufacturing industry, and construction is also actively pursued by government support. In particular, data integration and fieldbus communication technology to build an efficient production system are essential. Fieldbus is an open control system that is not tied to a specific vendor system and has various advantages such as compatibility with other products, accuracy of data transmission, and remote diagnosis. However, there are no educational equipment for training field buses, training courses and examples for practical training, and there are many limitations in improving the practical skills needed for building smart factories in the industrial field. Therefore, this study develops PLC based fieldbus education equipment and training course based on previous research results that selected PLC and communication technology suitable for domestic industry field for practical fieldbus training and develops the training program of Ethernet IP, Profibus DP, Modbus, CC-Link, and DeviceNet. In addition, it is confirmed that the control and remote diagnosis of distributed field devices are possible by data collection and monitoring.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.324-337
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• 2014

This study investigated the characteristics of science-gifted elementary students' reflection of their science classes. To do this, 91 reflective journals of 20 science-gifted elementary students were analyzed in terms of 'productive reflection'. The results revealed that the mean score of the inclusion scores, which mean the number of aspects of teaching included, was 2.99 on a scale of 5 points and was not significantly correlated with grade level. Most of the reflective journals included the aspects of 'science-gifted students (93.4%)'. 'Instructional strategies and instruction for science-gifted education (70.3%)', 'subject matter knowledge (68.1%)', and 'curriculum for science-gifted education (57.1%)' were also frequently included. However, 'assessment in science-gifted education (9.9%)' was hardly included. The mean score of the integration scores, which mean the number of aspects of teaching integrated as an index of productive reflection, was 2.84 on a scale of 5 points and was not significantly correlated with grade level. 6.6% of the journals showed no integrations. 34.1% of the journals integrated only two aspects, 39.6% of the journals integrated three aspects, 25.3% of the journals integrated four aspects, and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (100.0%)' and the other aspects were included in all journals. The integrations between 'instructional strategies and instruction for science-gifted education (70.3%)' and/or 'subject matter knowledge (65.9%)' and/or 'curriculum for science-gifted education (53.8%)' and the other aspects were also frequently included. However, the integrations between 'assessment in science-gifted education (9.9%)' and the other aspects were hardly included. There were no statistically significant differences between experiment-centered instruction and theory-centered instruction in the inclusion and integration scores. However, there were more diverse inclusion and integration types, and more aspects tended to be included or integrated in experiment-centered instruction than in theory-centered instruction.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.73-84
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• 2015

In this research, two careers connectable with the contents of the curriculum of fifth to sixth grade elementary school students were selected among other promising future careers in biotechnology and medical engineering fields. 'Design-based promising future career STEAM program' was developed and its validity and effectiveness were verified. Reflecting recent issues, and complying with the STEAM standard (frame) instructional materials were developed through group deliberations for nine months, based on the achievement standards through an analysis of subject curriculum revised in 2009. This was prepared so that students are able to experience biotechnology and medical engineering related careers in a simulational form emphasized with creative design to make them prefer natural sciences and engineering careers and draw their interests and recognition of the relevant careers under the two disciplines. As a result of such application to STEAM Leader School students at the verification stage of the program, the contents and level of the program were verified suitable, receiving favorable reviews. And as a result of applying the developed program on other elementary school students, it was discovered that significant improvements were found in their career consciousness. Through this research, it was suggested that there is a need for a simplification of the curriculum content standards, a provision of 'standard for integration,' development of teachers' ability in reconstituting or organizing the STEAM and proceeding classes, continuous long-term support to see the effects of a policy or a program, and a reinforcement of career education integrated in the curriculum.

• 대한공업교육학회지
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• v.42 no.1
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• pp.106-124
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• 2017

This study used the secondary Delphi method for experts, in order to propse a proper formation plan for the goal and curriculum of elementary and secondary invention/intellection property education. Its results are as following; First, the key objective of invention/intellectual property education for each school level is evaluated as appropriate. With regard to the key objective, elementary schools are aiming at 'fostering awareness and attitude for invention'(M=4.5), middle schools, 'understanding of invention process and method'(M=4.2), general high schools, 'application and evaluation of invention method'(M=4.1), and specialized high schools, 'understanding and application of Employee Invention'(M=4.6). The objective and goal of education for each school level are also evaluated as appropriate. Second, although the proper formation plans for a key learning element of elementary and secondary invention/intellectual property education were almost identical to an actual formation of preceding literature, overall change is required for the formation balance of each learning element, according to the objective and goal of school-leveled invention/intellectual property education. An appropriate formation shall be focusing on basic learning elements (A, B, C, D, E, and F) for elementary and middle schools(73.2%, 65.1%), lowering somewhat the former elements and increasing expanded learning elements for high schools(51.0%), which are connected to the invention, course(H), and patent application(K). Third, elementary and secondary invention/intellectual property education system should be oriented to its objective and goal. In order to reach this, an appropriate formation plan should be made for each school level, based on the principle of Tyler's learning organization, such as continuity, sequence and integration, which are key learning element. Specialized high schools, in particular, need to be differentiated from general ones, as well as elementary and middle schools. Additionally, for understanding and applying an employee invention, invention/intellectual property education system needs to be established in the phase of secondary occupational education.

• Journal of Korean society of Dental Hygiene
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• v.3 no.1
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• pp.59-72
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• 2003

The purpose of this study was to examine what the role of denial hygienist was. The subjects were 751 dental hygienists from dental clinics, dental hospitals, general hospitals, public dental clinics and their branches throughout the nation. After a survey was conducted, the collected data were analyzed with SPSS WIN 10.0, and variance analysis and post-analysis were implemented. And Forgarty's 8th integrated model, out of 10 ones, was selected to delve into the practical role of dental hygienist in detail. The findings of this study were as follows: 1. The three age groups had a significantly different opinion on the significance of individual subjects. The dental hygienists of thirty six and over found the basic and preventive public dental care courses most important, and the 31~35 age group placed most stock in education and research. Overall, the post-analysis results showed that prevention and clinical courses were considered most vital, followed by education and fundamental courses. 2. There was a significant gap between four groups from the different work places in their view of the weight of the individual subjects. According to the post-analysis, the dental hygienists from the general hospitals, public dental clinics and their branches gave more weight to fundamental, education and research areas. Those who were with the dental clinics, dental hospitals and general hospitals put higher value on clinical course than the dental hygienists from the public dental clinics and their branches. 3. Two groups with a different career also had a different outlook on the importance of the individual subjects. The post-analysis results illustrated that the dental hygienists who had worked for three years or more put higher stress on the fundamental course than those with a less career, and the dental hygienists with a five-year or higher career attached more importance to the education and research field than those with a smaller career. 4. There was a significant difference between the three age groups in their clinical role. The post-analysis results indicated thai the younger dental hygienists were more of assistants than of professionals, as they chiefly took X-ray photograph, handled treatment materials or performed treatment-related works. Overall, handling treatment materials was most common. 5. The three groups from the different work places significantly varied in their clinical role. According to the post-analysis, those from the dental clinics and dental hospitals took more x-ray photographs, handled more treatment materials and performed more relevant works, compared to those from the general hospitals, public dental clinics and their branches. 6. The two groups with a different career differed significantly in their clinical role. The post-analysis results suggested that the dental hygienists with a less career played an assistant role more, which handled treatment materials or carried out other relevant works. 7. The fundamental courses (I) and (II), preventive class (I) and (II) and its practice course were regarded as integrated subjects that they should take 10 offer preventive treatment, which was one of the dental hygienist missions. What's needed to act as dental-care educators was the basic courses (I) and (II), dental hygiene education and its practice. Finally, integrated clinical courses (I) and (II) and clinical practice were viewed as necessary for their role performance as dental treatment collaborators.