• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.139-159
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• 2000

The experimental software such as Cabri II, The Geometer's Sketchpad, etc. provides dynamic environment which construct and explore geometric objects interactively and inductively. It has the effects on mathematics itself differently from other technologies that are used in instruction. What is its characteristics\ulcorner What are the educational implication of it for the learning of geometry\ulcorner How is mental reasoning of geometric problems changed by transformation of the means of representation and the environment to manipulate them\ulcorner In this study, we answer these questions through the review of the related literatures and the analysis of textbooks, teaching materials using it and curricular materials. Also, we identify implications about how the criteria for choosing geometic content and the ways of constructing context, for orchestrating the students' exploration with the secondary geometry curriculum, can be changed.

• Proceedings of KOSOMES biannual meeting
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• 2008.05a
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• pp.91-99
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• 2008

This paper compares the maritime education of two traditionally maritime countries, Korea and the Philippines, specifically, in their maritime transportation education. The subjects of this review focus on Mokpo National Maritime University (MMU) and the Philippine Merchant Marine Academy (PMMA). The paper presents the curricular and training programs of both institutions and shows the differences in the curriculum designs and methodology of delivery as contained in the requirements of Standards of Training, Certification and Watchkeeping 1978, as amended in 1995 (STCW 95). It also illustrates the social climate of the two countries and the attitude of maritime community in relation with the maritime programs offered by the institutions towards the quality of the fresh maritime graduates.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.470-475
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• 2021

This study aimed to explore alignments among three curricula based on the contents of the university level curriculum. The 2015 revised curriculum, International Baccalaureate(IB), and Next Generation Science Standards(NGSS) were selected for this study, and a college textbook was analyzed to compare the curricula. As the age groups studying the curricular were different, we reorganized them according to school ages prior to conducting the study. The results of the analysis were: first, the contents of the 2015 revised curriculum did not sufficiently elaborate on the natural hazards related to humans, unlike the university level, IB PYP, and NGSS curricula. Third, there are different ways of introducing scientific vocabulary curricula, meaning that the number of scientific vocabularies in the 2015 revised curriculum was less than that in the IB, PYP, and NGSS.

• Research in Mathematical Education
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• v.21 no.1
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• pp.35-46
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• 2018

In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.30-40
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• 2021

The purpose of this study is to verify the effectiveness the IoT program in online, and explore the applicability of the design course in consideration of design elements and realistic constraints for engineering education accreditation in online. For this study, IoT programs developed based on online classes were operated, and the effectiveness as a subject was verified through satisfaction surveys, competency test, and interview of participating students. In addition, by presenting design elements and realistic constraints in a online environment required to apply to engineering design courses, it is expected that they can be used as basic data in developing and operating actual design curriculum.

• East Asian mathematical journal
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• v.39 no.2
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• pp.199-227
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• 2023

The Korean government initiated an educational policy regulating academic acceleration in schools (e.g., regulating teaching or assessing above-grade-level content) in order to normalize public education and prevent the growth of private tutoring. To analyze whether the policy is achieving its intended goals, this study examined how high school mathematics teachers responded to the policy. The findings indicate four distinct teacher responses: the teachers would teach above-grade-level lessons in classes, but not assess them on a test; the teachers sought academic acceleration to prevent excessive private tutoring, although the policymakers thought that teachers' academic acceleration results in an excessive demand for private tutoring; the teachers were willing to teach above-grade-level content for students, but they were reluctant to teach below-grade-level content due to the time constraints; and the teachers recognized that the policy limited their curricular autonomy, even though it was intended to ensure their autonomy. Implications for mathematics teacher educators and policymakers are discussed.

• Educational Technology International
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• v.12 no.1
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• pp.47-66
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• 2011

This study examines strategies and obstacles encountered in infusing digital resources in the middle school mathematics and science classroom. It draws on data from principals, technology coordinators and math and science teachers in three urban middle schools in United States. All three of these schools have recently invested heavily in technology hardware and high speed Internet connectivity and as such they provide an opportunity to look beyond well documented obstacles such as outdated computers and poor Internet access. The logistical, preparatory, pedagogical and curricular challenges encountered by teachers within the study have important implications for professional development efforts aimed at improving science education through the integration of Web-based resources.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.1-18
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• 2001

The purpose of this research was to develop curricula for the department of marine products marketing in fisheries high schools. The specific objectives were as follows; 1) To investigate the demand of students, teachers in fisheries high schools, and workers in marine products marketing for the educational program. 2) To analyze the jobs of the marine products marketing fields. 3) To develop curricula for the department of marine products marketing on the basis of the theoretical background and the result of the objective 1) and 2). In order to achieve these objectives, domestic and foreign literatures, research reports, and theses were referred to in order to know the academic classification of fisheries economics and curricula of junior colleges and universities were collected and analyzed. To achieve the first objective, the degree of the students' knowledge of marine products marketing through fisheries management textbook was investigated. And the questionnaire survey of the demand was conducted on the subject of professors at the departments of fisheries management, teachers in the charge of the related courses and those who work for marine products marketing-related firms. The questionnaire was composed of 22 items about the knowledge of marine products marketing and 27 items about the job capacity. To achieve the second objective, the occupations were surveyed on the subjects of the works who work for marine products marketing. They were sampled randomly among the marine products buyers, wholesalers, auctioneers and salespersons. The results of this research were as follows; Taking grades and credits at each subject were made out on the consultation of the experts in marine products marketing. The curriculum of the professional subjects related to marine products marketing in fisheries high schools is suggested as follows; General Fisheries(10th grade, 6 credits, curricular discretionary class), General Oceanography(10th grade, 4 credits, curricular discretionary class), Fisheries Marine Transportation Information(11th grade, 8-12 credits), Marine Products Marketing(11th grade, 8-12 credits), Fishery Sale and Management(11th grade, 8-12 credits), General Fisheries Management(11th grade, 6-8 credits), Accounting Principle(11th grade, 4-6 credits), Marine Products Processing(12th grade, 4-8 credits), Commercial Law(12th grade, 4-6 credits), Management Practice(12th grade, 4-6 credits), Computer Practical Business(12th grade, 4-6 credits), Marketing(12th grade, 4-8 credits), General Marketing Management(12th grade, 6-8 credits), Marketing Information Practical Business(12th grade, 4-6 credits) Marketing Management I(12th grade, 4-6 credits), Marketing Management II(12th grade, 4-6 credits). If this curriculum is adopted, it will meet the demands of the educational aims and the industrial society.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.213-226
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• 2002

The purpose of this research is to direct the 7th national primary science curriculum to be performed properly. The research is based on the questionnaire to investigate the primary teachers' appreciation of the curriculum. The questions are about the general aspect of the 7th curriculum and special treatises on science curriculum. Questionnaires were distributed to 1000 teachers, and 822 teachers answered them. According to the survey results the teachers' thoughts were as following: First, there must be enough time to develop a new curriculum. It is not desirable to change the old curriculum totally. There should be some continuity between the old and the new curriculum. Second, teachers appreciated that the learning resources and supplements were helpful, and interested students. Teachers thought that If equipment at class or school was not enough. Third, according to them the hierarchical structure of science curriculum was appropriate, but the contents need to be improved. Fourth, most teachers restructured the 7th science curriculum to adapt it to the class and school. They cooperated with one another in teaching science, and applied diverse teaching-learning methods according to the curricular contents and the grade levels. Teachers tried to evaluate all aspects of the students with various methods, but they felt it was hard. They were not active in developing evaluation tools as a team, and in objectifying the information about students. Fifth, teachers felt it was hard to implement the science curriculum according to different levels of the students. Based on the survey of teachers' thoughts, the following can be suggested for successful implementation and reorientation of the curriculum. First, teachers need learning opportunities to appreciate and adapt the 7th curriculum creatively. Second, they need guidances in implementing the different levels of the curriculum, and the information about the appropriate resources for it. Third, we need to control the relative difficulty of the curricular contents, and reduce the hours and quantity of the study. Fourth, we need to improve the school equipment and facilities. Networking and cooperation among education-related institutions are essential for better education. Fifth, it is desirable to develop concrete and diverse teaming models.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.144-154
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• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.