• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.480-497
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• 2021

This study intends to explore the content and organization characteristics of elementary school science textbooks in the astronomical domain from the perspective of understanding the astronomical spatial concept. This study analyzed the relevant unit of the achievement criteria in the 2015 revised science curriculum for the 'space' domain in elementary school science textbooks in comparison with that in secondary school textbooks according to the spatial concept analysis criteria by texts, illustrations, and inquiry activities. As a result, elementary school science textbooks were found to be organized around phenomena rather than concepts, targeting observable celestial bodies linked to real life in order to optimize the amount of learning content. However, the learning contents of astronomical observation related to observation and phenomena-centered real life should stimulate the curiosity and imagination of elementary school students and encourage their intellectual participation. Students need to be supported for understanding of the spatial concept to find an answer to the question of 'why'. The content organization for core concepts should be organized around the transferable spatial concept rather than simply focusing on presenting results by accurately describing the phenomena observed by students through scientific practice in order for students to answer various questions that arise in the course of scientific practice.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.251-265
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• 2017

Purpose: This study is an integrative review to analyze articles about sex education for school age children in Korean journals. This study explored the year, methods, major variables and key findings of previous studies. Methods: Five electronic databases and eleven journals of nursing in Korean language were searched to find studies done until 2017. 75 papers published from 1995 to 2017 were selected (43 were survey studies and 32 were intervention studies). Results: Among the intervention studies, there was no Randomized Controlled Trial (RCT) study. Most intervention studies were conducted to change sexual knowledge and sexual attitudes. Among the survey studies, Q methodology and content analysis were used. The subjects' sexual knowledge and sexual consciousness were measured low in some studies. The sex education for school age children was composed of elementary school students' perception, understanding and needs related to sex. In addition, sex education was carried out to improve students' informational aspects such as sexual knowledge, prevention of sexual violence and secondary sexual character as well as emotional aspects such as sexual attitude. However, research on sexual consciousness, sexual values and sexual identity was insufficient. Conclusion: In order to develop an effective sex education program for school age children, it is necessary to consider the degree of their perception, understanding and needs and reflect both the social and cultural aspects as well as the informational and emotional aspects.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.71-82
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• 2004

The purpose of the study was to suggest policy implications to support K-12 education, especially weak areas, through e-Learning, With the literature review and discussions among experts in the field of K-12 education, we identified three areas - support for neglected students, preference-based curriculum, and gifted education - as the ones e-Learning may contribute much, and discussed current situations and problems for the each area followed by policy implications accordingly. In addition, we suggest strategic bases for the policy implications, which were reform of the law and polices, contents sharing, and quality control of e-Learning.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.202-212
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• 2004

The purpose of this study was to examine the connection among inquiry activities related to 'Metabolism' presented in life science textbooks developed according to the national common basic curriculum. To perform this, the type, process and context of inquiry activities of life science textbooks were analyzed. The number of inquiry activities is gradually increased from elementary to secondary school. As result of analysis, types, processes and skills, and context of inquiry were not balanced according to textbooks and school levels. It is suggested that the framework of evaluating inquiry activities based on curriculum objectives be provided when developing science textbooks. It also implies that teachers need to reconstruct inquiry contents and activities suitable to school situations when they teach in the real fields of education.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.313-326
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• 1998

The purpose of this study is to verify the meaning of preformal proof and its didactical significance in mathematics education. A preformal proof plays a more important role in mathematics education, because nowadays in mathematics a proof is considered as an important fact from a sociological point of view. A preformal proof was classified into four categories: a) action proof, b) geometric-intuitive proof, c) reality oriented proof, d) proof by generalization from paradiam. An educational significance of a preformal proof are followings: a) A proof is not identified with a formal proof. b) A proof is not only considered from a symbolic level, but also from enactive and iconic level. c) A preformal proof generates a formal proof and convinces pupils of a formal proof d) A preformal proof is psychologically natural. e) A preformal proof changes a conception of what is a proof. Therefore a preformal proof is expected to teach in school mathematics from the elementary school to the secondary school.

• Journal of the Korean Home Economics Association
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• v.43 no.2
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• pp.19-31
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• 2005

The purpose of this study was to evaluate the microbiological quality and assure the hygienic safety of the Bibimbap production in elementary school foodservice in accordance with the HACCP(Hazzard Analysis Critical Control Point) program. The time-temperature relationship and the microbiological quality(total plate count and coliform bacteria count) were assessed to find the critical control point(CCP) during each of the production phase. In the pre-preparation phase, the risk factors of the raw ingredients exceeded the standard level suggested by Solberg et al. Mungbean starch jelly, egg and Kochujang were satisfactory in that no coliform groups were observed over the standard TPC level. In particular, there was a high the risk of beef from the early stages in terms of the coliform level. In the pre-preparation phase, green pumpkin had more coliform groups than the standard level even after washed, which calls for special attention to washing, sterilization, secondary infection of the handler, and the required time for pre-preparation of raw vegetables. In the cooking phase, the temperature of the soybean sprout and mungbean starch jelly decreased to 42$^{\circ}C$ and 26$^{\circ}C$, respectively, which was within the risk zone. In particular, mungbean starch jelly had a great risk factor even after boiling in hot water. During the storage stage before serving, a lot of ingredients were exposed to poor management of temperature and time and thus exceeded the standard level in the total plate counts. In particular, the microbiological count of beef was five times the standard level. Green pumpkins and soybean sprouts were left at 15-38$^{\circ}C$ that is within the risk zone for a long period of time after they were cooked. It is highly recommended that the time of the storage stage before consumption should be shortened and that proper devices should be used to prevent proliferation of bacteria. The number of TPC of the utensils was satisfactory enough, but the knife used exceeded the standard level and thus was a risk factor of bacteria proliferation.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.486-489
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• 2021

The purpose of this study was to investigate whether block-based programming language, which is currently being used in elementary and secondary schools, attracts students' interest and motivates them to learn. In addition, this study was to investigate how block-based programming language can help students improve their computing thinking ability and have a good effect on learning text-based programming to learn in high school. In addition, this study tried to study the direction of education linked with artificial intelligence and programming, which are popular in the era of the Fourth Industrial Revolution. The interest in software education has increased so much that software and information education from elementary school to high school has achieved quantitative and qualitative growth that can not be compared with before. However, in the field of artificial intelligence, discussions have begun, but we can not say that we have yet established ourselves in our education. We will discuss how block-based programming and text-based programming will be combined with artificial intelligence and educated.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.55-70
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• 2013

This study tried to redesign a robot curriculum and proposed it for the purpose of enhancing, supporting sustainable development of robot in educations. For doing so, this study referred relevant existing literacy contents at robot literacy educations, and defined a robot literacy education. In addition, this study presented elements of robot literacy by dividing them into five kinds. In relation with the scope of robot literacy education suggested here, this study proposed basic robot area, measurement and observation along with robots based on three elements of robotics, movement and expression made by robots, my own robot design, and comprehensive activity area. Regarding to development stages of robot literacy, the study applied the classical model of curriculum development by Tyler (1949), and intended to secure validity and reliability on the curriculum composition, and then developed a curriculum after analyzing mathematics and science curriculums in existing elementary, middle schools accordingly.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.109-128
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• 2013

The purpose of this study is to verify the validity of KEDI Leadership Inventory (Simplified) for elementary and secondary school student. The existing Leadership Inventory is outdated by excessive or insufficient items. To verify reliability and validity of this KEDI Leadership Inventory (Simplified), we analyze internal consistency of scale for reliability and construct validity, convergent and discriminative validity. criterion-related validity. The internal consistency of the scale is relatively high from .610 to .838 for elementary school student, and from .734 to .936 for secondary school student To verify construct validity, we analyze a confirmatory factor analysis using AMOS whether revealed that the structural equation model including 5 construct validity in KEDI Leadership Inventory(Simplified) showed fit index at a satisfactory level as follows. The major fit indexes are showed as follows; CFI (.954), TLI (.943), RMSEA (.068) in the scale for elementary school student, CFI (.935), TLI (.915), RMSEA (.070) in the scale for secondary school student. Futhermore, to secure criterion-related validity, this KEDI Leadership Inventory(Simplified) showed significant correlations with student's leader position in their classroom for r=.358 (p<.01), and gifted education students are significantly higher .50 than no gifted student. This KEDI Leadership Inventory (Sim'plified) is made up of parsimonious 20 items, so that teachers can be convenient to identify intra-inter personal leadership characteristics of a student and recommend the student for gifted education institution.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.1
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• pp.25-37
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• 2010

This study was attempted to analyze the change process of fisheries track's high school curriculum related with the 5th-7th revised national curriculum. To accomplish this goal, the nature and goals of fisheries track's high school were reviewed. First, it was found that the fisheries track's high school was classified into three groups; high school for special goal, characterization, and industry. And the goal of fisheries track's high school was designated to harmonize the general education and vocational education in high school goal. Second, the legal basis and system of national curriculum in fisheries track's high school were discussed. The legal basis of national curriculum in fisheries track's high school was prescribed to the 'Elementary and Secondary Education Act'. The system of national curriculum was composed the general guideline and subjects. Third, the change process of fisheries track's high school national curriculum was discussed. The system of decision, general guideline, and subjects in fisheries track's high school national curriculum were seemingly to be studied on the basis of the autonomy or diversity. In conclusion, the concrete content of fisheries track's high school national curriculum was not changed compared to the 5th-7th revised curriculum.