• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.2
• /
• pp.285-304
• /
• 2009

The operations of fractions are the main contents of number and operations in the elementary mathematics curriculum. They are also difficult for students to understand conceptually. Nevertheless, there has been little study on the addition and subtraction of fractions. Given this, this paper explored the connection between the national mathematics curriculum and its concomitant textbooks, the adequacy of when to teach, and the method of constructing each unit to teach addition and subtraction of fractions. This paper then analyzed elementary mathematics textbooks and workbooks by three parts aligned with the general instructional flow: 'introduction', 'activity', and, 'exercise'. First, it was analyzed with regard to the introduction part whether the word problems of textbooks might reflect on students' daily lives as intended, how different meanings of operations would be expected to be taught, and how the subsequent activities were connected with the original word problems. Second, the main analysis of activity part of the textbooks dealt with how to use concrete or iconic models to promote students' conceptual understanding of operations and how to formalize the calculation methods and principles with regard to addition and subtraction of fractions. Third, the analysis of the part of exercise in the textbooks and workbooks was conducted with regard to problem types and meanings of operations. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• Journal of Science Education
• /
• v.40 no.2
• /
• pp.116-130
• /
• 2016

The purpose of this study was to investigate the difficulties of science classes experienced by newly appointed elementary school teachers in terms of science content knowledge and teaching method, and to suggest some implications for their effective adaptation. We recorded science lessons conducted by 3 beginning elementary school teachers with less than 5 years experience and also analyzed their classes and interview materials. The results were as follows. First, difficulties that they experienced in science content knowledge was the possession of scientific errors or misconceptions, the lack of awareness and confidence in scientific concepts and principles, and the possession of negative concept about learning materials. Second, difficulties that they experienced in teaching method was the absence of reorganization of the textbook contents, using closed questions, one-sided instructions and explanations by teacher, the application of incomplete analogy, and the lack of understanding about experiment activities. The implication from this study is that beginning teachers need to be provided with curriculum oriented in experiment at teachers college and to participate in various types of educational opportunities.

• Journal of the Korean Society of Environmental Restoration Technology
• /
• v.1 no.1
• /
• pp.28-44
• /
• 1998

This study was conducted to suggest the ecological restoration strategies for the disturbed landscapes by theoretical study. Especially, it is aimed to suggest three objectives for restoration by using native plants ; (1) prevention or reduction of wind and water erosion, (2) provision of food and cover for variety of animal species, (3) improvement of the visual or aesthetic quality of disturbed sites. The main results were summarized as follows. 1. Cooperation between restoration ecologists and restoration practitioners is needed to delineate a scientific approach to restoration ; (1) Being aware of published literature that describes similar work and/or establish general principles. (2) Preparedness to carry out proper experiments to test ideas. (3) Preparedness to monitor fundamental parameters in a restoration scheme. (4) Providing information about the behavior of species. (5) Publish results. 2. There are three models of succession in theories of plant succession. The tolerance and facilitation models were recommended to ecological restoration. The inhibition model applies in most secondary succession, but the actual species which are introduced first may inhibit the germination and growth of slower-growing species, or they may prevent the growth of other species whose propagules arrive later. 3. The objectives of erosion control, wildlife habitat provision, and visual quality improvement are not mutually exclusive. However, many revegetation practices in the past have emphasized one of these aspects at the expense of the others. 4. A native plant community can be the model of ecological restoration. By stylization/abstraction of native plant community, trying to learn the most essential characteristics of community types - environmental factors ; dominant, prevalent, and "visual essence" species composition - in order to use such information in restoration. 5. After developing mass/spaces plan, match plant communities to the mass/space plan. In utilizing community grouping, there needs aesthetic ability to understand design elements. 6. Several hydrophytes such as Pennisetum saccharifluous, Themeda triandra, Cirsium pendulum show relatively good germination rates. In case of mesophytes and xerophytes, Arundinella hina, Artemisia princeps, Oenothera odorata and legumes seem to have quick-germinating abilities at barren sites. Pinus thunbergii, Rhus chinensis, Evodia daniellii, Alnus firma and Albizzia julibrissin can be considered as "late succession" woody plants because they show low germinating rates and slow growing habitat. 7. The seeds used for restoration should be collected within a certain radius of where it will be planted. Consideration in genetic issues in the collection and use of germplasm can increase the odds for successful restoration efforts. 8. The useful model in the "drift" pattern occurs so abundantly in naturally evolving landscapes. As one species diminishes in density, a second or third species are increased. Thus, dynamic interactions between species are created. Careful using of "drift phenomenon" in planting was recommended. 9. Virtually no stand of vegetation today is immune from the introduction and/or spreading of exotic species. Therefore, the perpetuation of a restored sites requires conscious monitoring and management. Thus, management would be the most important process in ecological restoration. 10. In order to keep the sites "natural", alternative management strategies would be applied in management ; Atenative management strategies are decelerating successional process, accelerating successional processes or modifying species composition. As management tools, mechanical, chemical, biological or environmental factor manipulation, e.g., fire could be used.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.9
• /
• pp.5955-5967
• /
• 2015

This study targets to recognize needs of adopting public management system in Urban Renewal Project. and to establish evaluation level of public management system using policy evaluation framework for establishing perspective and systemic level. Also, this study constructed basic principles as expanded concept like Public, expertise, participation, rationality, and sustainability based on previous studies and expert opinion. AHP analysis results are following. In case of upper level, post management and continuity are important factors. Also in case of under level, making stable economic system, honest operating system, reducing development costs, local development with self-sufficiency were important factors. through empirical results, the implications are following. First, public management system needs to develop a consistent principle from planning step to post management. Second, it is essential point that continuous retraining between involved people and drawing residents participate in progress activity. Third, when evaluating public management system, it is need that emphasize non-physical factor like conflict issue between stakeholder.

• 대한공업교육학회지
• /
• v.31 no.2
• /
• pp.41-63
• /
• 2006

The purpose of this study was to establish and apply 'term learning strategy' for learners whose basic skill, interest, and motivation for learning is lower, and to increase the learned capabilities of subjects' 'industry introduction', required for industrial technical high school students. Another purpose was to identify when the learning strategy established was applied, its affect on how well learners understood terms in a particular unit of material, and, after instruction presented in accordance with 'term learning strategy,' evaluate the ease with which subjects understood the teacher's explanation of the unit of subject, how well they understand the main concepts of the unit of subject, and to what extent the presentation interested and motivated the subjects. The researcher established 'term learning strategy' based on the principles of Garg's "Nine Steps for Events of Instruction." The study included 35 first grade participants purposely selected from 33 classes at 1155 students in K industrial technical highschool. Data was collected via tests and surveys. Results indicated that 'term learning strategy' facilitated thorough understanding of terms and concepts related to the unit of subject, as well as a better understanding of the teacher's explanation and increased interest and motivation in learning. In addition, the "term learning strategy" increased interaction among learners in the instruction setting. Finally, implications of this study and implementation recommendations for this instructional strategy were presented.

• Korean Journal of Organic Agriculture
• /
• v.7 no.2
• /
• pp.89-97
• /
• 1999

Through manifestation of the principles of commodity production spatial sharing of labour can be observed in the agriculture as well as in cattle production. Better adjustment of the production structure to the environment factors brings higher yields and more effective production. In being able to maximize the profit the entrepreneurs opt for producing output that closely matches to their featuring conditions. In contrary to the relatively high "mobility" of crop production animal husbandry and within this cattle production - as known - is strictly chained to forage production. On the basis of our economic research and as a result of multivariable analysis(factor analysis) it can be concluded that two variable groups(factors) are highly dominant in organizing profitable cattle production. First of them is the crop site factor (indicated by gold crown value), the second is the forage production feature(forage and grassland area and the yield of them). During recent years the weight of environmental factors suffered from devaluation. As a result of the central economic administration differentiating effects were suppressed and the chances of equalizing concepts strengthened. The outcome can be observed even today. In the regions, for example, being predominantly suitable for grass and forage cropping the milk and slaughter cattle production decreased. The same is ture for com and pig production regions. Unexploitment of local environmental features can be observed mainly in grassland management. Branches being potential user of grasslands hardly take them into consideration. Main method of rational use of grasslands is pasturing. Presence of pastures and the usage of them through cattle production is highly important not only for profitable production but also for maintaining ecological stability.

• The Journal of Korean Philosophical History
• /
• no.31
• /
• pp.321-346
• /
• 2011

This is a preliminary study in order to deal intensively with the overall characteristics of Korean military science in the future days. First off, the history of military science of China based on the precedent studies was recapitulated, and a comparative study on the acceptance process of the books on military art and science, as well as on understanding patterns of literati on the subject through literature searches, ranging from the Three Kingdoms Period to the Goryeo Dynasty in Korean peninsula, was conducted. In case of Korea, the Chinese books on military strategy, including Sun Tzu's the Art of War, had already been passed down during the Three Kingdoms Period, and broadly read by scholarly people. They had utilized diverse methods based on their knowledge of Confucianism. In the reference materials, the authors of Korean military strategy books had greatly relied upon the Chinese books on military strategies, however, they had made the military principles run in their own way. At the end of Goryeo Dynasty, 'Military Science' had been well established as a subject in academia, and this curriculum had been taught not only at the National Confucian Academy, Seonggyun-gwan, in the capital but also at the country public school ("Hyanggyo") in the province together with Confucianism. Because of the limits of reference materials, however, it was difficult to confirm whether or not such strategic experiences were actually led to the publication of the books on military art and science, or how many books on military strategies and tactics had been published up until the end of Goryeo Dynasty. But, the facts that there were not many publications of the books on military strategies during the era of Three Kingdoms and of Goryeo Dynasty don't mean that Korean military science had entirely relied upon the Chinese military art and science. For instance, such strategies, tactics and leaderships as exhibited in the process of the Great Victory at Salsu River ("Salsu Daecheop") achieved by General Eulji Mun-deok, as well as the Great Victory at Gwiju ("Gwiju Daecheop") achieved by General Kang Gam-chan could never happen by chance.

• Korean Journal of Comparative Education
• /
• v.27 no.1
• /
• pp.199-222
• /
• 2017

This study explores and compares how three guidebooks on intercultural education in Europe (Education Pack, Intercultural Learning, and Intercultural Education in Primary School) define their objectives, contents, methods, and evaluation in order to promote intercultural education to young people and adults. All these three guidebooks start with the underlying fact that difference is the reality of our societies and propose similar objectives. These guidebooks include furthering an understanding of the reality of an interdependent world, going beyond negative prejudice and stereotypes, and generating positive attitudes and habits of behaviors towards people from other societies and cultures. They also suggest similar contents for intercultural education, which all relate to the discovery of mutual relationships and the dismantling of barriers between people from other cultural backgrounds. However, with regard to methods, they show significant contrast: Education Pack and Intercultural Learning propose several stages that consist of imagining ourself from the outside, understanding the world we live in, being acquainted with other realities, seeing difference positively, and favouring positive attitudes, values and behavior, while Intercultural Education in the Primary School insists on positive learning, discussion and group work. Evaluation remains the least developed area in intercultural education; fortunately, the last guidebook treats this problem more seriously than the first two by dedicating a whole chapter to it. What is required of us now is determining how to adapt the principles and approaches of European intercultural education to Korean societies and schools.

• Journal of the Korean Magnetics Society
• /
• v.18 no.4
• /
• pp.131-135
• /
• 2008

The electronic structures, magnetism, and half-metallicity of the full-Heusler $Co_2TiSn$(001) surfaces have been investigated by using the all-electron full-potential linearized augmented plane wave method within the generalized gradient approximation. We have considered both of the Co atoms terminated(Co-term) and the TiSn atoms terminated(TiSn-term) surfaces. From the calculated density of states, we found that the half-metallicity was destroyed at the surface of the Co-term, while the half-metallicity was retained at the TiSn-term. For the surface of the Co-term, due to the reduced coordination number the occupied minority d-states were shifted to high energy regions and that cross the Fermi level, thus destroy the surface half-metallicity. On the other hand the surface states at the surface of the TiSn-term were located just below the Fermi level, which reduces the minority spin-gap with respect to that of the center layer. The calculated magnetic moment of the surface Co atom for the Co-term was increased by 10 % to 1.16 ${\mu}_B$ with respect to that of the inner-layers, while the magnetic moment of the subsurface Co atom in the TiSn-term has almost same value of the innerlayers(1.03 ${\mu}_B$).

• Journal of the Korean Society for Computer Game
• /
• v.31 no.4
• /
• pp.71-79
• /
• 2018

As the age that importance of convergence is bigger develops, there is growing different tries and changes in the education sector to train talents necessary for the future age. This paper is aimed at applying gamification factors that can attract elementary school students to participate in classes and cause interests as well as developing a STEAM program for elementary school students. Also, the purpose of this article is to propose educational values and possibility of the STEAM program which gamification factors applied to, and effective methods. For doing this, first, we conducted a study in relationship between the theological background and education on gamification factors based on literature surveys. Second, the STEAM program for elementary school students applying gamification factors and a program called 'My Little Building Forest' were developed. We made three-step contents for classes and activities and textbooks and kits and others with a theme, "principles of the cognitive science on depth perception". Third, developed programs apply to real classes as demonstrating them. We analyzed results through surveys on levels of satisfaction and interviews for teachers and others. Fourth, we discuss possibilities and values and limitations and others on the STEAM program applying gamification factors as we are based on results of analysis. We hope that we maximize impacts of the STEAM education through this education and contribute to train talents to lead age of the convergence.