• Journal of The Korean Association For Science Education
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• v.4 no.2
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• pp.57-63
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• 1984

An inquiry approach in teaching science has been advocated by many science educators for the past few decades, and most elementary and secondary science curricula have incorporated it in varying degrees. It has been proven in recent studies, however, that there exists considerable discrepancy between the expectation of outcomes of the inquiry approach and the actuality. This in part implies that there is a somewhat urgent need for the systematic evaluation of the approach in teaching science. The purpose of this study is to develop a comprehensive instrument for evaluating inquiry teaching approaches embedded in science curricular materials. To develop a more valid and reliable instrument a set of empirical data was used in the developmental procedure, and most of the previous studies regarding inquiry teaching method and inquiry evaluation were consulted. The inquiry evaluation method developed in this study, called the Scientific Inquiry Evaluation Inventory (SIEI), is composed of three parts: (1) analyzing and coding each science process task of inquiry activity; (2) evaluating each inquiry activity as a whole; and (3) evaluating each science laboratory curriculum as a whole. The first part of the instrument consists of twenty science process categories and thirty subcategories grouped into four sections: (1) gathering and organizing data; (2) interpreting and analyzing data; (3) synthesizing results and evaluation; and (4) hypothesizing and designing an experiment. The science process categories are arranged according to the level of difficulty, psychological level of thinking, degree of creativity demand, and the model of the process of scientific inquiry, which is also developed in the study. The second part of the instrument contains four evaluation scales of inquiry activity: (1) competition/cooperation scale; (2) discussion scale; (3) openness scale; and (4) inquiry scope scale. And the last part consists of three methods for evaluating a science laboratory curriculum as a whole: (1) inquiry pyramid; (2) inquiry index; and (3) difficulty index. The instrument is designed to be used by teachers, science curriculum developers and science education evaluators for the purpose of diagnosing the nature and appropriateness of scientific inquiry introduced in secondary science curricular materials, especailly in laboratory work and field work.

• Research in Mathematical Education
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• v.15 no.1
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• pp.31-44
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• 2011

An impetus for reviving research in mathematical problem solving is the recent advance in methodological thinking, namely, the design experiment ([Gorard, S. (2004). Combining methods in educational research. Maidenhead, England: Open University Press.]; [Schoenfeld, A. H. (2009). Bridging the cultures of educational research and design. Educational Designer. 1(2). http://www.educationaldesigner.orgied/volume1/issue21]). This methodological approach supports a "re-design" of contextual elements to fulfil the overarching objective of making mathematical problem solving available to all students of mathematics. In problem solving, components critical to successful design in one setting that may be adapted to suit another setting include curriculum design, assessment strategy, teacher capacity, and instructional resources. In this paper, we describe the implementation, over three years, of a problem solving module into the main mathematics curriculum of an Integrated Programme school in Singapore which had sufficient autonomy to tailor-fit curriculum to their students.

• Korean Journal of Childcare and Education
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• v.20 no.3
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• pp.125-147
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• 2024

Objective: This study aims to implement an ecological transition education program for young children, based on a project approach, to investigate its effectiveness in enhancing sustainable development awareness, ecological literacy, and problem-solving skills. Methods: In this study, 56 five-year-old children from a preschool in S City were assigned to either a quasi-experimental group or a control group, with 28 children in each group. The project-based ecological transition education program for young children was conducted from July 14 to September 15, 2023. The experimental group explored the themes of 'marine life' and 'pets and animal welfare,' while the control group focused on different topics. The research employed independent sample t-tests and analysis of covariance (ANCOVA) for data analysis. Results: The project-based ecological transition education program effectively enhanced young children's awareness of sustainable development, ecological literacy, and problem-solving skills. Conclusion/Implications: This study is significant in developing an integrated, project-based ecological transition education program within a play-centered curriculum. It demonstrates how sustainable values can be effectively incorporated into play. Furthermore, the findings can serve as foundational data for implementing educational and childcare programs that nurture young children to become ecological citizens, leading sustainable futures.

• Journal of the Korean Geographical Society
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• v.38 no.5
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• pp.802-821
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• 2003

This paper aims to illuminate how the Naturalists' concern on geography and geography education, mainly in Comenius, Rousseau, Pestalozzi who have played key roles in the development of Naturalism, has developed and how the Naturalism has influenced on the development of geography and geography education. Starting from sensual realism, the Naturalism suggested the educational principle and methods adjusting to the Nature well as exercised great influence on the formation of modem school education toward popular common education. The geography took the firm position as subject in the curriculum of the Naturalists and achieved the rationale of existence as subject in curriculum with utility to expand human experience, thanks to Naturalists. The Naturalists developed several ideas on geography teaching method such as labouring activity-centered geography teaching based on strengthening sense and experience by 'look-and-see' approach, local geography-centered geography teaching with stress the local area as the focus of direct experience and living environment, and the real thing-centered geography teaching by fieldwork. Moreover, The Naturalists had an great effect on the geographer, Karl Ritter in terms of methodology of geography.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.165-185
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• 2018

The purpose of the study was to show the development process of the total instructional alignment based on the 2015 revised technology home economics curriculum, and to present the detailed aspects of this task. The results of this study were as follows: First, the clarity phase of the performance established the annual evaluation plan to ensure the consistency of the achievement standard, the learning objectives and the assessment objectives through an analysis of the curriculum. Second, the development phase of the performance tasks and the grading criteria analyzed the contents area and determined the performance assessment task. The performance assessment consisted of a portfolio and project activity types, and also comprised of knowledge markets, as well as e-NIE tasks, including individual tasks and collective tasks. Third, the performance assessment and the results phase were conducted after planning the class operation according to the instructors' directions and arrangement of the schedule into block classes. Afterwards, the performance assessment tasks were revised by the teaching-learning community and class reflection on practical application. As these results demonstrate, developing performance tasks that are centered on the learner's development processes can contribute to teachers' expertise and improvement of instruction.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.29-47
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• 2004

Two project-centered secondary school programs were studied as part of an effort to elucidate successful components for science reform-based curriculum development. The Teachers for Exciting Science (TES), and Foundational Approaches in Science Teaching (FAST) programs in Korea and U.S., respectively, are project-centered programs because their curricula are centered on the activities initiated and engaged in by the students. Students serve as principal investigators in their projects, and teachers serve as guides. Both programs were analyzed based on criteria such as curriculum design, teaching, lives of students, lives of teachers, evaluation of program, from the Third International Mathematics and Science Study (TIMSS). In the programs, teachers and students directed the development of curricula and their implementation. Students assumed teacher roles as mentors of other students. And emphasis was on development of communication skills through student-delivered talks and written papers, and professional development of teachers as educators and scientists. Participation in TES stimulated secondary school student interest in science, encouraged inquiry thinking, increased achievement in learning science, and promoted better awareness of science related to real life. FAST students practice laboratory and field techniques, experimental design, hypothesis formation, generalization, and practical implications of research as academic and applied disciplinarians. These project-centered programs have been successfully implemented in field, lab, and classroom curricula for secondary science education. Comparison of these programs will provide an opportunity for identifying key elements instrumental in successful implementation of guidelines for science education, as measured through successful outcomes.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Journal for History of Mathematics
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• v.17 no.4
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• pp.87-100
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• 2004

There is great enthusiasm among many mathematics educators to seek to understand how mathematical history can be employed to emphasize the usefulness of mathematics and to make it even more useful. This study focused on reviewing the history of mathematics to provide a 'source of insight.' In this study, the reasons for including the history of mathematics in the mathematics curriculum were divided into three domains: cognitive, affective, and sociocultural. Each domain included the followings: mathematical thinking and understanding; development of a positive attitude and increase motivation; and last, humanistic facets and sociocultural experience. At the same time, we need to develope a pedagogical approach that allows educators to use history properly. Furthermore, we must integrate the historical topics into regular curricula including the syllabus historically-informed grounds.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.50-57
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• 2021

Although the mathematics education process in AI education is a very important issue, little cases are reported in developing effective methods on AI and mathematics education at the university level. The universities cover all fields of mathematics in their curriculums, but they lack in connecting and applying the math knowledge to AI in an efficient manner. Students are hardly interested in taking many math courses and it gets worse for the students in humanities, social sciences and arts. But university education is very slow in adapting to rapidly changing new technologies in the real world. AI is a technology that is changing the paradigm of the century, so every one should be familiar with this technology but it requires fundamental math knowledge. It is not fair for the students to study all math subjects and ride on the AI train. We recognize that three key elements, SW knowledge, mathematical knowledge, and domain knowledge, are required in applying AI technology to the real world problems. This study proposes a modular approach of studying mathematics knowledge while connecting the math to different domain problems using AI techniques. We also show a modular curriculum that is developed for using math for AI-driven autonomous driving.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.33-42
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• 1989

By the comparative analysis of high school Home Economics curricula in the U.S., Japan and Taiwan, this study first attempts to understand the current Home Economics education and to access its treads for each country. Based on the findings of the analysis, the study also seeks to get the major implications of the analysis for the betterment of the Korea Home Economics Education. The main sources of information and data analyzed here are： 1) curricula for both Oklahoma and Ohio state as representatives of the U.S.； 2) Home Economics Teaching Guidelines in Japan； and 3) Home Economics curriculum in Taiwan. Content Analysis technique is applied in this study. The major elements of contents include：1) structure of the curriculum； 2) subject name； 3) unit (time) allotment； 4) goals； 5) subject areas and content composition； and 6) other related characteristics for the implementation of the curriculum. Summarized results of the study outline as follows： 1) Home Economics is offered as independently required subject with equal status to Mathematics, Science, and Social Studies subject in all three countries； 2) Sex discrimination is prohibited both in the U.S. and Taiwan, while in Japan sex equity is not secured for Home Economics educations； 3) Time allotment for Home Economics in Japan and Taiwan is similiar to that in Korea；4) Subject areas cover such fields as Foods and Nutrition, Clothing and Textiles, Home Management, and Human Development in all three countries, which is similiar to those of Korea. In addition, Consumer Education and Career Education are also covered in the U.S., whereas in Japan Child Care is offered； and 5) Curriculum can be utilized as instructional planning material due to the clear specification of instructional methods, materials, and evaluation methods on the curriculum, especially in the U.S. and Taiwan.