• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.88-94
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• 2012

This study was created to resolve the problems embedded in the formal measuring experiments to determine the earth's size in the current curriculum, to develop an updated measuring experiment to determine the earth's size and to establish its effect. For this study, pre-service elementary teachers, who had attempted the experiment of measuring the size of the earth when they were in middle school, performed the experiments in the existing national curriculum, and their responses, collected through in-depth interviews, were examined. To begin with, the pre-service elementary teachers conducted the experiment of measuring the earth size and they recorded the problems while performing it. At the end, an in-depth interview was administered. Based on the problems, an updated measuring experiment to determine the earth's size was suggested to be applied to the same contents and be analyzed through the in-depth interviews. Common themes which were mutually categorized and analyzed by the two researchers were obtained based on the records produced while conducting the experiment and the in-depth interview data. The teachers mentioned that the experiments for measuring the size of the earth in the current curriculum gave rise to difficulties in measuring precisely the angles between the string and the post. Also, there has been a scientific contradiction that solar altitudes were increased in a high latitude region, instead of decreased. For this reason, an alternative method has been developed to measure the earth's size using the distance and the solar altitude difference of two places. The teachers all agreed that by using the updated measuring experiment, they can acquire more precise measurements and it is easier, faster and consequently more effective than the existing methods. Through the results of this study, I suggest that the newly developed experiment by the researchers can overhaul the problems of the current experiments and it can be an effective alternative to the current experiment.

• Journal of Korean Ophthalmic Optics Society
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• v.2 no.1
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• pp.111-126
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• 1997

I concluded as follows after analyzing the problem of the curriculum in the Department of Optical Science at a college of professional education for the purpose of training desireable opticians. The years required for competing a course of study at the Department of Optical Science at a college of professonal education have to be extended from the present two school years to three years for the short run and have to be extended to four years for the long run. The distribution ratio of subjects in the slate examination should be readjusted and the field of contect lens. Also the system of the slate examination should strengthen by adding practical processing test with the present selective written examination. The Curriculum of department of Optical Science curriculum at a college of professional education should be reorganized reinforce experiment and practice, namely, the subject for experiment and practice, such as Making of specific glasses and Test method of phorpter etc, should be reinforced. The knowledge for goods should be included in clinical training and it is reasonable to constitute the theory vs the practice in the ratio of five to five. The number of the Department of Optical Science should be increased two or more for per forty students and it is desirabled that only the professors who major optical Science or opthalmic medical science, or have Optician Licence should give lecture. The experiment a practice should be enlarged and it is necessary to secure or to adopt practice hours, practice site, machinery and parts, practice assistant and etc. It is reasonable that clinical training include the knowledge of goods, business practice and etc. and that a practice examiner has the qualification as an optician who has education background higher that the college of professional education.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.39-61
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• 2012

Mathematical creativity is essential in school mathematics and mathematics curriculum and ensures the growth of mathematical ability. Therefore mathematics educators try to develop students' creativity via mathematics education for a long time. In special, 2011 revised mathematics curriculum emphasizes mathematical creativity. Yet, it may seem like a vague characterization of mathematical creativity. Furthermore, it is needed to develop the methods for developing the mathematical creativity. So, the goal of this paper is to search for teaching and learning models for developing the mathematical creativity. For this, I discuss about issues of mathematical creativity and extract the factors of mathematical creativity. The factors of mathematical creativity are divided into cognitive factors, affective factors and attitude factors that become the factors of development of mathematical creativity in the mathematical instruction. And I develop 8-teaching and learning models for development of mathematical creativity based on the characters of mathematics and the most recent theories of mathematics education. These models make it crucial for students to develop the mathematical creativity and create the new mathematics in the future.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.459-480
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• 2003

Purpose: This study was done to analyze the contents of nurses' ethical decision-making in four of hypothetical dilemma cases using the Cameron's Ethical Decision-Making Model of 'Value, Be, Do'. Method: Sixteen nurses who work at ICU at present or worked before, participated from April 10 to May 10 in 2002. The participants were interviewed three times each and for 40 minutes at once, with a structured questionnaire at their working places and locker rooms. The data was analyzed by a procedure of qualitative content analysis into three categories; what should I value, who should I be, what should I do. Result: 1) In consistency, most of subjects showed a unified voice in 'Value, Be, Do'. Exceptionally 8 subjects showed inconsistency such as 3 in active treatment to the incurable patients(case 1), 1 in treatment truth-telling to the terminally ill patients(case 2), 3 in conflict with uncooperative doctors(case 3), 3 in dying patients and euthanasia(case 4). Only one subject showed inconsistency in 3 dilemma cases. 2) Closing the interview procedure, the subjects evaluated Cameron's Model as it would help them build consistent value, carry right action, and cope to conflicts. Conclusion: On the basis of the results, it is recommended that nursing ethics should adopt the ethical decision-making model, and be applied to the curriculum of nursing colleges and continuing education program for clinical nurses.

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.19-37
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• 2012

This study aims to give a broad overview of family-related contents in home economics from the 1st national curriculum to the 2007 revised national curriculum, thereby contributing to value fulfillment, textbook research, and educational development of home economics. The findings are summed up as follows: First, this study looks at the change of family-related goals and contents in home economics tutorials by national curriculum. Family-related goals shift a focus from a member of nation to individual pursuit of happiness, and the scope of family-related contents expands from a part of family (i.e. understanding of children) to every aspect of family life. Second, family-related contents record a higher share in home economics textbooks at the later stage of national curriculum. Third, this study classifies the change of family-related contents in home economics textbooks by national curriculum into seven categories: understanding of human development, process of human development, parenting and parental roles, understanding of family and family transition, marriage and family development, family relationship and issues, and family well-being. In particular, 'understanding of human development' underscores fundamental principles between the 3rd~6th national curriculum, 'process of human development' broadens its initial focuses on infancy and the preschool period to every scope of human development after the 5th national curriculum. 'Parenting and parental role' continues to stress parental roles and duties plus childcare for infants and preschoolers. In 'understanding of family and family transition,' national curriculums show the biggest difference in family perspectives subject to social change, and later national curriculums feature various family types recently on the rise. In 'marriage and family development,' initial national curriculums construe marriage as a necessity, whereas later national curriculums emphasize it as a matter of choice intertwined with mature love and responsibility. With coming under spotlight in recent national curriculum, 'family relationship and issues' highlights communication and family views based on gender equality for family unity. 'Family well-being' constitutes a pivotal part in the 2007 revised national curriculum, and it has recently emerged as the hottest issue in the family area as it presents lifelong welfare.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.622-633
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• 2014

This study delineates the process of analyzing the illustrations in high school English I textbook. The goal of this study is to shed light on the issues related to producing better English textbooks. The methods include analysis of the illustrations in the textbook developed under the 2009 Revised National Curriculum and surveys of teachers and students' awareness about them. This study classified common features in the illustrations to devise four analysis criteria: cultural aspects, expression styles, expression techniques, and linguistic functions of the illustrations. The questionnaire was made for both teachers and students. The questions in the survey of teachers were about the relevance to the contents, the layout and formation, learners' interest, cognitive aspects, easiness of teaching and learning, and connectivity with language functions. In the survey of students, familiarity, interest level, learnability, favored expression technique and expression material were considered. The result of the surveys showed that the teachability and learnability are key factors in developing illustrations for English textbooks, and they should look familiar to the students.

• Journal of Science Education
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• v.43 no.2
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• pp.195-206
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• 2019

The study aims to find a way to guarantee high school students choose science subjects by exploring its necessity as a prerequisite for admission to university science and engineering major courses. For this purpose, a survey was administered to 516 science & engineering college students to investigate their cognition and completion of the prerequisite science subjects related to their major, department adjustment, and influence on their major of study. Among nine major clusters, Physics was identified as a science domain with a high relevance to majors in five major clusters, and Chemistry in three. The students who completed both science I and II subjects related to their majors responded most positively to the usefulness of prerequisite subjects to their studies. Suggestions include conditions for the opening of science II subjects, strengthening the connection between science subjects and IT, promotion of linkage between the prerequisite subject and major studies to assert students' choice of science subjects in high school.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.21-31
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• 2007

Elementary and Middle school have run the ICT grounding and utilization education following 'the management guide for the ICTE of elementary and middle school (2000.8.2). However, there is the Management Guide only without specific practical methods. By this reason, schools have the difficulties to enforce the ICTE curriculum. In this study, I developed the computer discretion activity textbook(two step) based on 'the management guide for the ICTE of elementary and middle school(2005.12) for the improvement of creativity and information utilizing ability.

• Journal of Fashion Business
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• v.17 no.1
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• pp.42-63
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• 2013

The attitude of Eco-friendly clothing is based on environmental awareness and Low-carbon green growth awareness. It can be developed through our education. I studied and analyzed the survey which targeted on highschool students whether the recognition of low-carbon green growth can be effected to the eco-friendly clothing attitude or not, and school education effect. The research shows the green growth recognition affects significantly to the eco-friendly clothing attitude. Also the study proves the education of green growth awareness and the eco-friendly clothing attitude informs the realizations of environmental and green growth concepts. The education of clothing habits affects our eco-friendly clothing attitude. Therefore this education is necessary for school curriculum and it must be expanded in any areas both in 'environment and green growth' course and 'home economics' courses in secondary education. The education of Eco-friendly clothing habit should be keep researched specifically and develop further and further.

• Journal of the Korean earth science society
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• v.24 no.5
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• pp.378-392
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• 2003

The purpose of this study is to investigate the depth of earth science teachers' concern over the 7th Science Curriculum and levels of their use of it in reality, using the tools "Concern" and "Levels of use" which are two important tools use in CBAM. The results of the study are as follows. How much concern do the earth science teachers have over the 7th Science Curriculum? There are seven stages (from 0 stage to 6 stage) of teachers' concern over the curriculum. o stage represents teachers' indifference to the curriculum and 98% teachers are placed in this stage. According to the study on teachers' teaching experience, teachers having from 10 to 14 years of teaching experience are the most indifferent to the 7th Science Curriculum, compared to other teachers. Which levels of use of the 7th science curriculum do earth science teachers choose in reality? There are five levels of use (from 1 to 5) of the 7th curriculum. 43.97% of teachers are placed in the 3rd level called "Mechanical level", which represents a teacher-concerned learning method with consideration of learners' response. According to the study on teachers' frequency of level of use in the fields of "Instruction objects, Instruction contents, Instruction methods, Instruction materials and Evaluation.", teachers chose high levels of use in the fields of "Instruction objects and Instruction contents" and low levels of use in the other three fields. What factors are barriers for earth science teachers to perform the 7th Science Curriculum in reality? 80.9% of teachers have trouble performing the 7th Science Curriculum in reality because of too much routine work, official papers, and lack of instructional materials, laboratories, training systems and workshops. The two biggest barriers among the above are routine work and of official papers. According to the study on teachers' teaching experience, teachers having from 0 to years of teaching experience have the most trouble in performing the curriculum in reality, compared to other teachers.