• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.243-252
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• 2018

In this study, we compared 8th graders' macroscopic and microscopic conceptions related to the properties of substances. A test for the basic particle concept and a test for the macroscopic and microscopic concepts of melting point, solubility, and density were developed and administered to 371 students. Their responses were classified into 4 categories on the bases of their understanding of the macroscopic and microscopic concepts. The proportions and characteristics of each category were also analyzed. The analyses of the results revealed that the students who understood the macroscopic concepts had various misconceptions at the microscopic level. Many students had difficulty in understanding not only microscopic concepts but macroscopic concepts. The microscopic responses of the students who did not understand the macroscopic concepts hardly corresponded with their macroscopic level responses. The students who responded correctly to the test for the basic particle concept also had difficulty in understanding the concept of the properties of substances. When they understood the macroscopic concepts, the proportions of the students who understood the microscopic concepts were high. On the bases of the results, educational implications for effective teaching and learning of concepts related to the properties of substances and for improving the future national curricular are discussed.

• Journal of Science Education
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• v.33 no.1
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• pp.142-151
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• 2009

The purpose of this study is to investigate how much the programs of astronomy museums reflect the contents and objectives of current science curriculums. To attain the aim, comparison and analysis on the museum programs and science curriclum have been made. Five domestic astronomy museums have been selected. The contents and forms of their programs have been studied and appreciated by assessment instruments for astronomy museum programs. The assessment instruments were devised in consideration of both the science curriculums of the Ministry of Education(1997) and the achievement and evaluation criteria of the Korea Institute of Curriculum and Evaluation. The findings of this study are summarized as follows: The astronomy museums reflect most of the learning elements of science curricula concerning astronomy. These results indicate that the astronomy museum as an informal education institute is comparatively well connected to science education. The 5thgrade science curriculum reflected mostly on the museum programs, and too many of the astronomy museum programs were in forms of panel exhibition. Science curricula fared well but they failed to reflect the curricular objectives, which resulted in relatively low assessment scores. It is suggested that the findings of this study can be a foundation and act as guidance for selecting and developing astronomy museum programs which include the contents of the science curriculums more substantially.

• Journal of the Korean association of regional geographers
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• v.20 no.2
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• pp.230-244
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• 2014

This study is to analyze the effects of geography class using taboo games on developing student's ability to think. After playing taboo games in which students explain keyword without using presented taboo words, worksheets of participants were analyzed with interviews to demonstrate what kind of thinking skills are working. The results of the analyses are as follows. First, while divergent thinking is applied to students who explain keyword in taboo games, convergent thinking is applied to students who listen to and guess them. Second, as groups play a role as explainer or answerer in turn, they can learn divergent and convergent thinking together. Third, students seem to improve high-order thinking ability like decision-making, critical thinking, metacogniton through taboo games. Fourth, students have a tendency to use a variety of direct and/or indirect experiences (especially, from media) as well as cross curricular knowledge in order to explain keyword without using taboo words.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.19-41
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• 2019

In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.552-564
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• 2017

This study is aimed to overcome the limitation of traditional learning competence and career management system, and conducted to design the function of integrated ePortfolio and the elements of the system for administrative control of curricular and extracurricular program of the university as well as to develop a printout-based prototype in the context of S-university. Researchers deducted the main menus and functions of the integrated ePortfolio by two experts validification procedures, searched for the subfunctions, and secured their validity. Mainly 6 elements of integrated ePortfolio system are designed as follows: basic information, learning and competence management, course and career management, portfolio management, and community. Among these, the three elements of learning and competence, course and career, and portfolio management are assessed as excellent and differentiated from traditional ePortfolios. The study also developed a printout-based prototype of ePortfolio system and provided authentic guide for the ePortfolio system. At the same time, the result of the study contributed to increasing the sense of the developmental direction of the ePortfolio in the institute.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.161-183
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• 2018

The purpose of this thesis is to study the Korea's Education Foundation Act and Japan's Education Foundation Act in a comparative way. The frame of comparison consists of three dimension: syntax analysis, way of legal conceptualization, and the educational climate and institutionalization. Major findings are as following: 1. Legal subjectives are clear in Korea but not clear in Japan 2. Civil relationship rules Korean education while public legal order rules Japanese education. 3. Partnership rules Korean education while administrative initiative rules Japanese education. 4. Curricular mandate is given to teachers in Korean education while to administrative hierarchy in Japanese education. 5. Public nature of schools means public credential in Korean education while public monopoly in Japanese education. 6. Professionalism is adopted for Korean teachers while missionary perspective adopted for Japanese teachers. 7. Korean education is expected to be secular while Japanese education is expected to reconcile with the traditional religious belief in Japan 8. Develop education still strongly orients the Korean education while education for sustainable development the Japanese education In summary, civil law frame is adopted in Korean education while in Japan public law frame is adopted in legalizing their Education Foundation Act. National climate influenced the education legislation in the two countries. Japan has strong missionary climate while Korea has secular perspective to education. Thess differences colored the way of literary expression in the legal text of the Education Foundation Act in the two countries.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.1-26
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• 2008

The purpose of this study is to present the overall landscape of Comparative Education study in teacher training program at universities in Korea. The Comparative Education in Korea is relatively young without a lengthy tail on its name and still on the way of upgrading itself, however various efforts are gathering for the development of Comparative Education. With this understanding, this paper diagnoses the current status of Comparative Education in Korea by analyzing 1) the number of institutions which provide Comparative Education lectures for their teacher training program, 2) aims of Comparative Education teaching, 3) curricular and course titles, 4) teaching methods and textbooks, and 5) current issues and problems currently laid on Comparative Education in Korea designated by actual lecturers and professors who are in charge of Comparative Education lectures. The historical development of Comparative Education in Korea will be briefly presented at the beginning part of the chapter. To gauge the comparative position of Korean Comparative Education, the second half of this paper introduces the cases of Comparative Education at universities worldwide, presenting various countries' status of Comparative Education along with their developmental status. As the first research which pays an attention on the current figure of Comparative Education in Korea, it will form an impetus on why we should teach college students about comparative education and on what next step should be carried for further development of Comparative Education at universities based on the comparative understanding of other countries. Since it is in the transitional stage in terms of its development, it would be critical to have a self-analysis of the current status, which will help to lay the comprehensive understanding background for designating the future direction of its development.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.5-22
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• 2019

The purpose of this study is to analyze the factors that hinder the role recognition and role performance of teacher librarians and suggest some improvement methods. For this purpose, a questionnaire was conducted among 41 persons who participated in the first-level qualification training for teachers librarians at K University Secondary Teacher Training Institute in 2019.The results showed that there was a difference between the expected role and the execution role of the teacher librarians. In other words, teacher librarians recognize that they should teach information literacy as instructors and operate library-based instruction and cooperative classes as teaching partners. However, the most frequently played roles are reading education and library use education. They recognizes the cause as institutional limitations, such as the absence of a national level curriculum and the ambiguity of the role of specialists in school libraries. And it is perceived as a real problem such as the lack of partnership and recognition of their peers. Among the variables of teacher librarians, the higher their educational level, the more they perceived their peers as teachers. Based on this, some suggestions for strengthening the role of the teacher librarians' instructor and teaching partner were proposed in terms of including cross-curricular subjects of information literacy education, analyzing jobs and establishing scholarship system for school libraries.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.127-150
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• 2021

Recently, in the field of mathematics education, mathematical noticing has been considered as an important element of teacher expertise. The meaning of mathematical noticing is the ability of teachers to notice and interpret significant events among various events that occur in mathematics class. This study attempts to analyze the differences of pre-service secondary teachers' mathematical noticing and confirm the factors that cause the differences between them. To accomplish this, the items on class critiques were established to identify pre-service secondary school teachers' mathematical noticing, and each of 18 pre-service secondary mathematics teachers were required to write a class critique by watching a video in which their micro-teaching was recorded. It was that the teachers' mathematical noticing can be identified by analyzing their critiques in three dimensions such as actor, topic, and stance. As a result, there were differences in mathematical noticing between pre-service secondary mathematical teachers in terms of topic and stance dimensions. The result suggests that teachers' mathematicl noticing can be differentiated by subject matter knowledge, pedagogical content knowledge, curricular knowledge, beliefs, experiences, goals, and practical knowledge.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.113-139
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• 2008

The purpose of this study is to analyze the operating case of admission officer system of colleges and universities in USA, and to deduce its implications to Korean colleges and universities. In order to accomplish the purpose of this study, following methodologies were adopted: review on the related literatures, statistical data, and previous studies concerning admission officers of colleges and universities in USA, and in-depth interview with them. Historical and cultural background of university admission system of USA was analyzed. Case study on USA colleges and universities was divided with four parts such as determining factors of admission and admission methods, organization for admission affairs and its number of persons, work of admission officer and admission process, and cost of admission and salary. Implications to Korean colleges and universities were presented with three points such as overall implication, implication on materials for admission process, and implication on managing system of admission. Based on the analysis, discussion and implications, the conclusion and further suggestion of this study are as follows: First, actual authority of admission should be grant to admission officer. Second, not only non-curricular factors but also scholastic factors should be emphasized in role of admission officer. Third, education and training about work of admission officer and unification of criteria for admission should be held. Fourth, admission officers with various occupation background are needed. Fifth, work of admission officers should be extended to various work concerning university entrance. Sixth, cross-checking on marks of over two admission officers is needed. Seventh, in order to stabilize admission process, status of admission officer should be stabilized. Eighth, part-time admission officers are need to employ in season of admission. Ninth, authority of weighting high schools should be grant to admission officers in long term perspective.