• English Language & Literature Teaching
• /
• no.5
• /
• pp.49-62
• /
• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.11 no.2
• /
• pp.214-221
• /
• 2005

Purpose: This study was to investigate the perception of the myopia in early school-aged children's mother and develope myopia preventive education program. Method: Data was collected from June 1th to 24th, 2003. The sample group(two elementary schools in A city)consisted of 105students mother with normal vision(naked vision 1.0 or more), 105 students mother with subnormal vision(0.7 or less). The data was analyzed using S.A.S. For the test of homogeneity and significance of variable, Fisher's Exact test and Student's t-test were used. Results: 1. There was significant difference in perception of being changed the children's eyesight between normal and myopia group(t=7.86, p=.0492). 2. High scores of cause of myopia were distance from TV or computer to viewer and time of watching TV or using computer in both groups. 3. There was significant difference in perception score of cause of myopia in the myopia group was 13.26, and 18.04 in the normal group(t=3.01, p=0.003). Especially in the unbalanced and regulated diet, regulated exercise, distance of eyes reading books and illumination, normal group had more perception score than myopia group. Conclusion: A myopia education program for children and parents should be planed and the effect be verified.

• Journal of The Korean Association For Science Education
• /
• v.33 no.3
• /
• pp.626-638
• /
• 2013

The purpose of this study was to design a development frame for multicultural science program and develop a corresponding program using the frame. This study organized a development frame to design a multicultural science education program based on the culturally responsive teaching theory. This development frame consisted of the elements of purpose, teaching examples, teaching and learning methods, and assessment. This program consisted of the guideline for class teaching courses, reading materials, student worksheet, and teachers' reference materials. Based on this development frame, a multicultural science education program was developed, which was comprised of seven activities for elementary and middle school students. Each activity of the program included the concept and inquiry related to science education. In particular, by connecting the concept of science with the cultural characteristics of various countries, the activity made students aware of cultural diversity and the commonness of science principles. Compared to other subjects, the science education field has not actively undertaken studies on multicultural education. In term of dealing with universal principles, science education is suitable for making students aware of commonness. Accordingly, this gives rise to the need to draw cultural characteristics based on basic studies such as the analysis of science textbooks in various countries and develop culturally responsive programs utilizing the outcomes.

• Education of Primary School Mathematics
• /
• v.10 no.2
• /
• pp.141-149
• /
• 2007

It is undeniably important to bring up a solution capability of arithmetic word problems in the elementary mathematical education. The goal of this study is to acquire the implication for remedial instruction on arithmetic word problems solving through surveying elementary school students' difficulties in the solving of arithmetic word problems. In order to do it, this study was intended to analyze the following two aspects. First, it was analyzed that they generally felt more difficulties in which field among addition, subtraction, multiplication and division word problems. Second, with the result of the first analysis, it was examined that they solved it by imagining as which sphere of the other word problems. Also, the cause of their error on the word problem solving was analyzed by the interview. From the foregoing analyses, the following implications for remedial instruction on arithmetic word problems solving are acquired. First, the accumulation of learning deficiency must be diminished through the remedial instruction. Second, it must help students to understand the given problem and to make of what the goal of problem is. Third, it must help students to form a good habit for reading the problem and to understand the context of problem. forth, the teacher must help students to review and reflect their problem-solving processes.

• Journal of the Korean Institute of Educational Facilities
• /
• v.13 no.2
• /
• pp.42-49
• /
• 2006

We have analysed the use and organization of space in the Centres des Documentations et de Informations(CDI) in lycees in France with the equivalent information centres. The majority of CDI are located in close proximity to the Academic staff and provide easy student access. The CDI provide not only books but also reviews, magazines and CD-Rom. This information is very important to pupils both in the pursuit of their higher studies and also with their future professional life as there is also careers information available to be discussed regularly with the careers advisor. The function of the CDI is not only to provide information. As part of the curriculum there are classes on how to access the information available in the CDI as well as Seminars and Audio-Visual courses. This management makes it possible for the CDI to operate, not only as a school library but also as a multi-function centre of documentation and information; a variety of spaces are also available: a room for private/small group study. A computer room (as well as a research corner), a reading room, monthly review room, photocopy room, rest room, exhibition room, careers information room, audio visual room etc. The results of this study can be used as essential information during the space planning of Korean school libraries in the future.

• Journal of The Korean Association For Science Education
• /
• v.12 no.2
• /
• pp.97-107
• /
• 1992

ln this study, we analyzed 5 science textbooks currently used for the 7th graders quantitatively by using the science textbook rating system of Collette and Chiappetta(1986), making meta-analysis of the results of 17 graduate school students of Seoul National University. The rating system consists of 11 categories with detailed items respectively : content, organization, reading level, instruction approach, illustrations, end-chapter teaching aids, laboratory activities in text and/or accompanying manual, teacher aids, indices and glossaries and mechanical makeup of text. Each item in the checklist is to be given between one and five points and the total number of possible points in this rating system is 290. It was shown that 5 science textbooks currently used for 7th-year-students were all "poor" in terms of total points and had, at large, uniformed results especially in 10 items; 7 items concerning moral and ethical implications of science, vocabulary lists, accompanying laboratory manual, annotated editions for test, supply list for laboratory program, student workbook and glossary with low points, while 3 items concerning facilities needed for laboratory activities, activities relevant to the content and textbook size with high points. A Science teachers could get a broad view with a correct impression of the books usefulness in making an evaluation of available textbooks.

• Korean Journal of Community Nutrition
• /
• v.4 no.4
• /
• pp.504-511
• /
• 1999

The purpose of this survey was to investigate the relationship among obese children, dietary intake and environmental factors. Therefore, this survey compared obese children with normal children on dietary intake and environmental factors. The survey were 110 obese children and 110 normal children whose age, height, and sex were same as the obese children of 21 elementary school in Inchon. The statistical analysis of data was completed using SAS program. The results were summarized as follows : 1) The student's obesity was related to parent's obesity and number of their siblings. There were significant differences between obese groups and normal group for these two factors. 2) Meal time of the obese group showed more irregularity than that of the normal group. Otherwise, the normal group were more "piclity" about special food than the obese group(p<0.05). Also obese children showed unconsious eating while reading or watching TV(p<0.01). The normal group attended physical education class more eagerily the obese group(p<0.001). There was no significant difference between obese children and normal children for learning habits. 3) Obese children shoed higher intake of nutrients compared to normal children. Among all the nutrients, minerals and vitamins showed significant differences. Therefore, further study on obese children and their intake of minerals and vitamin is needed. Also, in order to prevent factors which influence obesity, nutrition education at home as well as school was needed.as needed.

• Cross-Cultural Studies
• /
• v.21
• /
• pp.31-52
• /
• 2010

Even though Chilean writer Roberto $Bola{\tilde{n}}o^{\prime}s$ novel Amulet was inspired by a historical account, it significantly rewrites the story as well as redefines the people who witnessed the history. This novel focuses on the Uruguayan poet Auxilio Lacouture, the self-anointed "mother of Mexican Poetry". She is trapped in a bathroom at the UNAM in Mexico City for thirteen days while the army storms the campus for the repression of the student movement, which was decreed by the sinister Díaz Ordaz and culminated in the holocaust of Tlatelolco. In the space isolated from the outside world, Auxilio attempts to reconstruct the past and to describe the future through an illogical exercise of times. In the meantime, her temporal recollections finally approach the definition of a generation whose historical experience is crucially marked by the key year of 1968, when the novel is set. The only one who remained on the campus, she defends the university's autonomy only by reading and writing poetry. The novel ends in a scene densely imbued with allegorical imagination, by which the author endeavors to justify her generation, more concretely, "the peoples without history", as defined by bohemian poets. The protagonist represents, in some sense, an allegory of the innocence and truth of the history. Her existence per se manifestly demonstrates the power of literature because the literature within this novel in short becomes the most resilient amulet resisting the political violence in an era of increasing madness.

• Journal of The Korean Association For Science Education
• /
• v.17 no.2
• /
• pp.127-137
• /
• 1997

The purpose of this study was to assess elementary student's ability of measuring length, area, and volume and reading metric scales. The findings of this study were as follows. All students were successful in measuring without scale, regardless of grades. But they were less successful in measuring the task using standard and nonstandard scales. Especially, in measuring area, lower grade students were not able to perform the task using nonstandard instruments, but higher grade students were able to perform the task. Measuring area using grade paper was least successful for sixth graders. In measuring volume, students under fifth grade read the upper scale when using graduated cylinder. In measuring by direct comparison, students were more successful in measuring length than in measuring area and volume using given material. The use of given nonstandard material was successful for 4th, 5th, and 6th grade students. In measuring using metric scale, lower grade students did not pay attention to the zero of the scale, but just read the end point. Higher grade students considered both zero and end points.

• English Language & Literature Teaching
• /
• v.18 no.1
• /
• pp.217-235
• /
• 2012

The purpose of this study was to identify the perceptual learning style preferences of 97 Korean EFL students in middle school. Furthermore, it examined if students' learning styles varied in terms of gender and grade level. Data was collected by using Reid's (1987) PLSPQ and a personal background questionnaire and was analyzed by using descriptive statistics, MANOVA, ANOVA, and t-test. The results revealed that subjects had all six major learning styles but among them, auditory, group, and visual styles were the most preferred by them. The results found in this study, presented that Korean EFL middle school students favored learning English through listening, reading and working in groups and that younger students preferred learning through physical involvement and practicum. The findings of this study provide a number of useful insights for EFL and ESL educators and instructors in Korea. The current study suggests that a great number of variables such as culture, learning situation of the target country, age, and grade level can all play important roles in shaping the learning preferences and the learning styles of students. Considering these variables and promoting a curriculum that is interesting, appealing and successful may help maximize student L2 learning.