• Journal of Korean Home Economics Education Association
• /
• v.35 no.3
• /
• pp.21-45
• /
• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.3
• /
• pp.41-63
• /
• 2021

The purpose of this study was to investigate the nutritional knowledge and eating behavior of middle school students in Gwangju area in order to provide basic data for the development of home economics curriculum that can help the students form healthy eating habits. For this purpose, a self-administered questionnaire was distributed to middle school students in Gwangju area. A total of 330 questionnaires were collected by convenience sampling and analyzed using SPSS(Statistics Package for the Social Science) Version 20.0 for Windows. Results of this study are as follows. First, school curriculum session ranked top(31.82%) on the list of sources for middle school students to acquire nutrition knowledge. Second, the mean score of nutrition knowledge of all respondents was moderately high(14.33 points out of maximum 20 points). In terms of nutrition knowledge by gender, female students had a higher level of nutrition knowledge in the 'Food' domain than their male counterparts(p<0.05). With regard to nutrition knowledge by grade, Grade 9 showed a higher score than Grade 7 and 8(p<0.001). Third, the mean score of eating behavior of all respondents was at an average level(69.75 out of 100 points). In terms of eating behavior by gender, male students showed a higher score than their female counterparts(p<0.05). In particular, male students had higher scores than female students for the following items: "I exercise regularly after school"(p<0.001); "I regularly eat meal three times per day"(p<0.01); "I don't skip breakfast"(p<0.01); and "I don't eat sweet food often"(p<0.01). In terms of eating behavior by grade, Grade 9 showed higher scores than Grades 7 and 8 for the following items: "I eat meal out of thankfulness for those who have prepared food"(p<0.01) and "I eat grains for every meal"(p<0.01). Finally, with regard to eating behavior depending on the level of nutrition knowledge, the 'Upper' and 'Middle' groups had higher scores for eating behavior than the 'Lower' group, indicating that a lower level of nutrition knowledge resulted in a lower score in eating behavior. Based on the above results, home economics teachers responsible for dietary education should have a greater sense of mission and pride and make more efforts to improve nutrition knowledge and eating behavior of middle school students.

• Journal of Korean Elementary Science Education
• /
• v.42 no.4
• /
• pp.560-576
• /
• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• Journal of The Korean Association For Science Education
• /
• v.18 no.4
• /
• pp.493-502
• /
• 1998

Science curricula of public and government institution schools from 1895 to 1910 in Korea were studied And through tracing people in charge of science education actual status was researched. The result of the study showed that 'physics, chemistry, nature' in the regular course for normal schools and 'department of science' in the short course were used for in the curriculum. Subject of nature were educated by SaitoKinji. 'Science' was educated by MatsumotoSoji in Department of Japanese Language at Foreign Language School and 'science of nature' by Hase in Department of German Language. 'Nature' and 'physics and chemistry' were taught by ShideharaTahira at Hansung Middle School which was established in 1899. MoriTamejo was in charge of subject of nature at Hansung High School which was a new name since 1906. It was also revealed that'physics and chemistry'were taught at Industrial Professional Institute. In short during the era of Taihan (Korea) Empire science education at public and government institution schools were entirely performed by Japanese. Furthermore the first time when professionals majored in natural science began to assume responsibility for science education was during late part of Taihan Empire and before that time tradition of science education was maintained by'non-professionals'like ShideharaTahira.

• Journal of the Korean earth science society
• /
• v.43 no.2
• /
• pp.312-323
• /
• 2022

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.

• Journal of The Korean Association For Science Education
• /
• v.32 no.1
• /
• pp.113-128
• /
• 2012

This study explored to what extent Korean science teachers perceived socioscientific issues (SSI) as an effective instructional tool for creativity and character (CreActer) education; which was recently announced as a main goal for the Korean National Science Curriculum 2009. The guiding research questions were as follows. (1)How do science teachers conceptualize the relationship between creativity and character in the context of science classes? (2) What do science teachers think about the possibility of CreActer education through SSI in science classrooms? Thirty science teachers participated in individual interviews (each lasted 20-90 minutes). In the results, the teachers' perceptions on CreActer education and SSI for CreActer education were categorized into four profiles. Eleven teachers in Profile A thought that creativity was positively correlated with character education because their understanding of creativity and character embraced a very broad range of elements. They mentioned that addressing SSI in the science classes would be satisfactory to cover those elements of CreActer education. Six teachers in Profile B mentioned similar elements of creativity and character of Profile A, but reported that, in their experience, creativity was often inversely correlated with character. However, they responded that addressing SSI would be a good way to integrate creativity and character in the science classes. Ten teachers in Profile C believed there was no relationship between creativity and character, but took a positive stance on CreActer education through SSI. Unlike Profile A and Profile B, they tended to regard character as only an interpersonal virtue. And three teachers in Profile D had a narrow perspective on CreActer education. Not only did they think creativity had no relationship with character, but also disagreed that CreActer education would be activated by addressing SSI in science classrooms. The results imply that SSI could be used as an effective instructional tool for CreActer education, but this can be possible when science teachers expand their view on CreActer education.

• School Mathematics
• /
• v.19 no.2
• /
• pp.229-248
• /
• 2017

This study investigated the factors that should be considered when teaching proportional expression and proportional distribution through literature review. Based on these results, we analyzed and compared Korean and foreign mathematics textbooks on proportional expression and proportional distribution longitudinally and horizontally to search for desirable methods of organizing the unit of proportional expression and proportional distribution in mathematics textbooks. For longitudinal analysis, we took the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we selected the mathematics textbooks of Japan, Singapore, and China. In each textbook, the contents and the order in relation to proportional expression and proportional distribution, the definitions of terminology, and the contexts and the visual representations for introducing related concepts are selected as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about proportional expression and proportional distribution. Based on these results, we suggested some implications for writing the unit of proportional expression and proportional distribution in elementary mathematics textbooks.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.2
• /
• pp.462-471
• /
• 2018

Even though software (SW) education has not been considered part of the current national kindergarten curriculum, in practice there is growing interest in adopting it. Teachers would be expected to play a key role in the successful introduction and implementation of new educational changes, such as SW education. In preparation for its adoption in ECE, it would be useful to determine ECE teachers' perception and attitudes toward early childhood software education. For this study, 219 ECE teachers' level of concern toward SW education was surveyed using the Stages of Concern Questionnaire. It was found that the teachers' level of concern was the highest at stage 0-Unconcerned and that they had high levels of stage management, personal and informational concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, the pattern aspect close to critical non-user ever appeared to some extent. In addition, a significant difference in the level of concern was shown at all stages depending on the awareness of the necessity for SW education. The teachers with SW training experience showed a higher intensity only at stage 0. There was a statistically significant difference in stages 0 and 6 depending on the future implementation decision. These results will be utilized as a resource in building an ECE teachers' support system according to their level of concern about SW education.

• Journal of Educational Research in Mathematics
• /
• v.17 no.4
• /
• pp.333-357
• /
• 2007

One of the most important issues in mathematics education is to restore the educational foundation of school mathematics, which requires fundamental discussions about 'What are the reasons for teaching mathematics?'. This study begins with the problematic that mathematics education is generally pursued as an instrumental know-ledge, which is useful to solve everyday problems or develop scientific technology. This common notion cannot be overcome as long as the mathematics education is viewed as bringing up the learners' ability to work out practical problems. In this paper we discuss the value of mathematics education reflecting on the theory of 'two fold structure of mind'. And we examine the ideas pursued by mathematics educators analyzing the educational theory of Plato and Froebel. Furthermore, we review the mathematics educational theory of F. Klein, an educator who led the reformation of mathematics education in the early 20th century and established the basic modern philosophy and curriculum of mathematics education. In particular, reflecting on the 'two fold structure of mind,' we reexamine his mathematics educational theory in the aspect of the mind cultivation so as to elucidate his ideas more clearly. Moreover, for the more deep discussion about Klein's thoughts on the mathematics education, his viewpoint on tile teaching of 'functional thinking' for the mind cultivation is reexamined based on the research results found in the developments of mathematics education after Klein. As the result we show that under the current mathematics education, which regards mathematics as a practical tools for solving everyday problems and an essential device for developing science and technology, there is a more important value for cultivating the human mind, and argue that mathematics education should contribute to the mind cultivation by emphasizing such an educational value.

• Journal of The Korean Association of Information Education
• /
• v.22 no.4
• /
• pp.473-489
• /
• 2018

Computer and Information Literacy(CIL) is one of Key Competences in 21st century. Many countries, including Korea, have adopted related contents in their national curriculum for conducting software education. With this movement, many book-type instruction materials for software education have been developed in Korea. However, it is scarce to find researches that evaluate the instruction materials from the perspective of CIL. In this study, we selected 4 instruction materials which were distributed by government with 'SW centered society' web site as well as were developed to teach physical computing for elementary students. Also, we analyzed if they can foster students' CIL. First of all, the evaluation framework was developed based on 'The Manual for Authorized and Approved Textbook' and 'The 2018 ICILS(International Computer and Information Literacy Study) Assessment Framework'. Then, 12 school teachers who have professional insight of software education evaluated the 4 instruction materials with the framework. Averaging the score given by evaluators, we determined that which instruction materials were superior or not. Finally, we figured out the characteristics of superior and inferior instructional materials. Based on the results of this study, we suggested implications for developing instruction materials for physical computing education to build students' CIL.