• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.208-227
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• 2013

The purpose of this study is to analyze secondary science teachers' planning process for an integrated science lesson. For this study, relevant references were collected from various sources, including literatures, previous studies regarding integrated science education, and individual studies. Two teachers (one from middle school and the other from high school) participated and 'the five-step instructional design' was adopted from former studies in this subject. The teachers were asked to develop an instructional plan based on 'the design' provided. While the consultation provided a framework for an instructional plan, the teachers were asked to take a leading role in terms of selecting the chapter to be taught; analyzing the course structure; and making detailed teaching plans. In the course of consultations, discussions, records, and analysis were organized into a journal. Based on the journal, the aspects of the planning process, including difficulties and problems faced by teachers, were analyzed in-depth. From the study, it could be observed that both high school and middle school teachers face various difficulties in preparing for the integrated science lesson. Among other things, the teachers emphasized the difficulties in the stages of selecting the topic, collecting the relevant information, and restructuring and organizing the lecture contents.

• 대한공업교육학회지
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• v.40 no.2
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• pp.130-154
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• 2015

The purpose of this study was to analyze the mechanical and metallurgical education (MME) teachers' job using the Developing a Curriculum (DACUM) methodology. To accomplish the purpose of this study, an MME teachers' job/occupational analysis was conducted in the following steps: "Planning the DACUM workshop," "Recruiting/Constructing the DACUM committee members," "Providing the DACUM orientation," "Holding the DACUM workshop," "Verifying the DACUM result," and "Refining the DACUM chart based on verification data." The DACUM job/occupational analysis was conducted by fifteen DACUM committee members in the DACUM workshop in January, 2015; moreover, the DACUM chart of the MME teachers was verified by the group of subject matter experts. The major findings of the study were as follows. First, this study defined the MME teachers who taught mechanical and metallurgical-related subjects to students with the secondary education teacher certification and performed work related to character education, career guidance, life guidance, and others in a specialized high school, the Meister high school. Second, this study determined 16 duties and 199 tasks for fulfilling the MME teachers' job; moreover, the study extracted the importance, difficulty, and frequency of each task and demand for the entry-level workforce. Third, this study provides the DACUM research chart based on the job/occupational analysis results of the MME teachers.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.317-345
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• 2006

The purpose of this paper is to provide readers related to mathematics education with information and guidelines on 'Teaching and Learning Materials for Differentiated Instruction in Mathematics'. This paper is generally comprised of two parts. The one part is basically focused on understanding the meaning of differentiated education. The focus of the other part is on developing differentiated instructional materials for mathematics, according to the following procedures: 1. Analyzing the current differentiated mathematics curriculum and textbooks 2. Drawing a framework for developing the differentiated teaching and learning materials, and planning the procedure of developing the materials in detail. 3. Developing, checking, and revising the materials 4. Proposing how to utilize the materials effciently and effectively in class

• School Mathematics
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• v.9 no.1
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• pp.65-97
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• 2007

Problem solving and mathematical applications have been increasingly emphasized in school mathematics over the past ten years. Recently it is recommended that mathematical applications and modeling situations be incorporated into the secondary school curriculum. Many researches on this approach have been conducted in Korea. But unfortunately two thirds of these researches have been studied by graduate students. Therefore, more professional researchers should be concerned with the study related to mathematical modelling activity. This study is planning to investigate and establish i) the concepts and meanings of mathematical model, mathematical modelling, and mathematical modelling process, ii) the properties of problem situations introduced and dealt with in mathematical modelling activity, and iii) relationship between mathematical modelling activity and problem solving activity, and so on. To accomplish this, this study is based on the analysis and comparison of 11 articles published in domestic journals and 22 domestic master papers.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.11
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• pp.1049-1057
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• 2020

The shift from elite education to mass education in Vietnam has met the demand for education for everybody as well as for quality human resource talent for an emerging nation. Under the resource constraint, understanding the quality dimensions of education and its priority level is important for effective and efficient policies. This study was carried out using both qualitative and quantitative methodologies to develop quality criteria and a ranking model. Two rounds of in-depth interviews were conducted with fifteen experts in the field, who were rectors, employers, and recruitment specialists to develop the quality framework applied in Vietnamese universities under total quality management (TQM), starting from the input of the senior secondary school leavers, through a teaching process to the output. The first round of interviews were unstructured questionnaires designed to explore the main factors in quality assessment model. The second round affirmed the experts' agreement on the assessment model. Then, fuzzy logic was applied to rank eight criteria in the quality assessment model into priority order: cost, teaching and administrative staff, leadership, curriculum, student-related factors, internationalization, admissions, and campus. The results are critical for identifying the necessary actions to enhance the education quality and to further research on the optimal quality model.

• Journal of Digital Convergence
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• v.16 no.11
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• pp.97-113
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• 2018

In global advanced countries, various efforts about maker education with maker-space into the formal education has been made. However, in Korea, the physical infrastructure and instructional supports for the maker education in connection with K-12 curriculum are insufficient. Therefore, this study aims to suggest how to promote maker education in domestic K-12 education field by examining best practices of maker education in the globe. To achieve the objective, 7 best practices, which consist of 3 cases led by a government-driven policy, 2 cases initiated by world-class universities, and 2 cases made by international schools, are examined and analyzed. As a result, the recommendations to integrate and promote maker education into the K-12 school level in Korea in terms of 3 different perspectives, the policies which government should consider, the efforts and considerations the institutions should be made, and the roles teachers and instructors play were drawn.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.119-140
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• 2012

This study analyzed the questions related to the content knowledge of mathematics subject for the middle and high school teacher employment examination conducted from the school year of 2009 to 2012 based on the evaluation scope of the mathematics subject content knowledge and evaluation contents which were presented by the Korea Institute for Curriculum and Evaluation(KICE). To achieve the objectives of this study, a total of 105 questions were collected with respect to the questions that appeared on the test over the last 4 years which aimed to evaluate the level of applicants' knowledge related to the contents of mathematics subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 9 subjects. Based on the results, suggestions were presented in relation to the operation of the mathematics curriculum for the department of mathematics education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 9 subjects related to the content knowledge of mathematics. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of analysis on the evaluation content items suggested that 149 items out of 256 items did not appear in the teacher employment examination for 4 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test of content knowledge related to mathematics or the evaluation scope and evaluation content items.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.135-152
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• 2013

The purpose of this study is to navigate to the desired direction for the figure of number line through the extensive analysis of number line in middle school textbooks and literatures. For the efficient achievement of this purpose, three research questions were posed as follows: First, we compare the figures of number line in textbooks of Korea and other countries. Korean math textbooks mark the arrow on both sides of number line. But, however, coordinate plane was marked with arrow on only positive direction of number line. In contrast, the majority of secondary school textbooks in several foreign countries has the arrow only on positive direction. Second, the change in the figure of number line has been analyzed historically from two perspectives. From the first to 2007-revised curriculum, math textbooks of Korea were analyzed. Since the 6th curriculum, the number of textbooks with arrows on both sides has increased sharply. That is, textbooks with one arrow almost have disappeared. It is strange that any explanation for this abrupt change can't be found. The following analysis was also performed on published foreign literatures since Descartes. There was no arrow in the early figures of number line. But after 19th century, number lines with one arrow have begun to appear. Third, based on the previous study, we propose a reasonable way for the figure of number line. In fact, we claim that, in terms of linguistic symbols, the number line should be with only one arrow on positive side.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.249-263
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• 2006

The purpose of this study is to investigate the characteristics of 'best practire' in mathematics and suggest some solutions to several problems emerging in mathematics classes of secondary schools. The study was carried out by using qualitative research methods such as class observations and in-depth interviews with six teachers. Based on the collected data, we could sort out the major patterns which characterize 'the good mathematics teaching' at schools in Korea. The common characteristics of best practice in mathematics are drawn out from the six cases. The common characteristics include revising the curriculum and text books, realistic mathematics education, using ICT and meta-cognition, introduction with motivation and interest, performance assessment and managing differentiated small group. Results implied that six teachers used a variety of instructional methods and strategies which is related with the common characteristics of good mathematics teaching. Also these teachers not only improved their own classroom practices but also participated in various professional community of mathematics education and shared their practical knowledge. In conclusion assorted efforts from the government and the school principals as well as the teachers are prerequisite for practicing and spreading good mathematics teaching across the classrooms.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.342-356
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• 2001

Integrated science for high school is required in the present Korean National Sixth Curriculum and the Seventh Curriculum which will be effective in 2002. Currently, most science teachers in secondary school have concerns about teaching integrated science subjects and this continues to raise a significant problem for practical implementation of integrated science education in schools. In this paper, we discuss two reasons for these concerns that our analysis revealed: 1) Science teachers do not understand how to implement integrated science education and 2) there are insufficient teaching-learning materials supporting integrated science. Three different approaches to integration that have been suggested to overcome the problem of implementation are outlined here. They are the knowledge centered, social problem centered, and individual interest centered approaches. Reported here are the first two steps we undertook in preparation for testing the relative effectiveness of these approaches. First, we analyzed the content of the Korean Sixth and Seventh National Science Curricula, seven Korean integrated science text books, the American National Science Education Standards, and the American Association for the Advancement of Science Benchmarks looking for common themes. We identified in the analyzed materials the common themes: energy conservation, energy transformation, energy transport, energy degradation. We then used their energy related content to organize sets of concept structures, one set for each of the three approaches. These concept structures will provide the foundations for the development of integrated teaching-learning energy plans to be used in our research into the effectiveness of the approaches.