• SUVANNABHUMI
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• v.12 no.2
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• pp.53-80
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• 2020

Students of global development are often introduced to Southeast Asia by reading many of the influential authors whose ideas were derived from their experiences in the region. John Furnivall, Clifford Geertz, Benedict Anderson and James Scott have made Southeast Asia relevant to comprehending developments far beyond the region. It might even be added that others come to the region because it has also been the home to many key historical events and seminal social developments. However, when many of the best-known writings (and textbooks) of global history are examined, treatment of Southeast Asia is often scarce and in the worst cases non-existent. It is within this context that this paper will examine Southeast Asia's role in the interpretation of global history. The paper will consider the 'global history' as a historical production in order to depict the ways in which the construction of global narratives can be a reflection of the immediate needs of historians. Furthermore, the discussion will be historiographic, exhibiting the manner in which key global histories portrayed the significance of the region. Particular importance will be placed on the ways in which the region is used to present larger historical trajectories. Additionally, the paper will consider instances when Southeast Asia is either profoundly underrepresented in global narratives or misrepresented by global historians. Last, since the discussion will probe the nature of 'global history', it will also consider what the subject might look like from a Southeast Asian point of view. The paper will end by exploring the ways in which the region's history might be augmented to become visible to those who live outside or have little knowledge about it. Visual augmented reality offers great potential in many areas of education, training and heritage preservation. To draw upon augmented reality as a basic metaphor for enquiry (and methodology) means asking a different kind of question: how can a region be "augmented" to become (at least in this case) more prominent. That is, how can the region's nations, histories and cultures become augmented so that they can become the center of historical global narratives in their own right. Or, to put this in more familiar terms, how can the "autonomous voices" associated with the region make themselves heard?

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.253-263
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• 2023

This study explored the discrepancy between the text of a teacher's guide about straight and reflective light and the content knowledge of pre-service elementary teachers. A total of 455 questions and 543 answers generated by 279 pre-service elementary teachers after reading a 'Shadow and Mirror' unit in the teacher's guide were analyzed. The questions were classified according to the types of concepts and discrepancies, and the answers were analyzed for accuracy. The results of analyzing the concepts of questions revealed that the pre-service elementary teachers were most curious about the shadow in the straight concept, the mirror image in the reflection concept, and the light source in other concepts. The questions with a low correct answer rate due to incorrect- or non-answers, such as those concerning the superposition principle of light by reflection, the principle of experimental tools, and images by lenses, were only partially or not included in the teacher's guide. When the questions were classified according to the type of discrepancy, the frequency of questions due to knowledge deficit was higher than that due to knowledge clash. This demonstrates that the concepts that teachers need to know must be supplemented with the contents of the teacher's guide. Discrepancies due to knowledge clashes are often caused by conflicts between what is experienced in everyday life and what is presented in textbooks. Therefore, it is necessary to reduce the discrepancy between the texts of the teacher's guide and the knowledge of pre-service elementary teachers by including the differences between the actual context of everyday life and the context of the textbook in the teacher's guide.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.2
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• pp.247-272
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• 2019

The purpose of this study is to analyze the teaching of statistical graphs according to elementary mathematics curriculum. To do this, we set up three research questions as follows. First, what is the change in achievement standards related to the teaching of statistical graphs in elementary mathematics curriculum? Second, what is the change in the teaching of the drawing of statistical graphs in elementary mathematics curriculum? Third, what is the change in the teaching of understanding of statistical graphs in elementary mathematics curriculum? For the first research question, we analyzed the achievement standards related to the teaching of the statistics of the 2015 revised curriculum from the first curriculum. For the second research question, we analyzed how to provide students with the opportunity to draw graphs(number of drawings) and whether to present the basic frame of the graphs(frame provided). For the third research question, we analyzed questions in the textbooks based on the graph understanding; 'reading data', 'finding the relation between data', 'interpreting data', 'understanding the situation'. As a result of the analysis, the achievement standard in the curriculum has changed in the direction of fostering statistical thinking, and it has been changed to emphasize the interpretation of the graph so as to make the graph drawing easy. However, 'interpreting data' and 'understanding the situation' were still lacking.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.681-692
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• 2020

This study analyzed a textbook published for Korean culture education in a trend of communicative teaching methods, and suggested the ways for the integrated diversity of culture education with expression activities. This study set up the final goal of strengthening 'cultural competence' which is the next stage of 'cultural awareness' and 'cultural literacy' in the goal hierarchy for culture education, and analyzed not only the theme distribution but the patterns of expression activities in the textbook. It assumed that one of the most effective ways to achieve the goal is the convergence with expression activities in order to strengthen 'cultural competence' which aims to the creative culture production as well as the simple comparison between learners' mother culture and the target culture. This textbook is characterized by abundant visual materials, focus on the behavior culture and the information culture rather than the achieved culture. and media reading materials in diverse levels for utilization possibly in any proficiency levels. Also, it found out by analyzing the patterns of expression activities that the question forms inducing learners' speech and writing are restricted to a few patterns. Lastly, this study proposed the ways to achieve the goal "cultural competence" as follows: diversity of question forms, extension of expression activities and creative application in integrating the related activities.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.115-133
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• 2021

The purpose of this study is to develop a teaching-learning plans for middle school Home Economics that practices clothing life in response to climate change. Four steps of analysis, design, development, and evaluation were used for the research. 'Phenomenon and cause, impact (environmental, economic and social) and response (relaxation and adaptation)' were selected as educational content elements for climate change through reviewing the literature related to climate change. Six types of middle school Technology and Home Economics textbooks under the 2015 revised curriculum were analyzed using the selected content elements for climate change as the basis for analysis according to the data type(reading data, picture data, activity data) and clothing use cycle (production, purchase, use, and disposal). Based on the content elements of climate change in the clothing life area extracted through textbook analysis, a total of 12 teaching-learning plans in response to climate change were developed by utilizing various teaching and learning methods, data and media. The teaching-learning plans were designed based on an integrated understanding of the phenomena, causes, effects, and responses of climate change for the students to realize the seriousness of climate change and to exercise positive influence on families and society.

• Korean Journal of Heritage: History & Science
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• v.55 no.1
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• pp.199-222
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• 2022

It has been 100 years since the excavation of Geumgwanchong (Gold Crown Tomb), a tomb that was accidentally discovered in Noseo-ri, Gyeongju at the end of September 1921 during Japanese colonial rule. Although it is known for its discovery, not only in the Korean Peninsula but also in Asia and beyond, the excavation report was published in Japanese and English by the Government-General of Korea in 1924 and 1928, three years after the excavation. TOMB "KINKANTSUKA" or THE GOLD CROWN TOMB at KEISHU, AND ITS TREASURES) was published as a series of books and picture books. The excavation report was prepared by Kosaku Hamada (濱田耕作), who was a member of the Ruins Investigation Committee of the Japanese Government-General of Korea (later became the President of Kyoto Imperial University, Kyoto, Japan), and Sueji Umehara (梅原末治), who was commissioned to investigate the remains of the Japanese Government-General of Korea. In this paper, the preface was written in July 1922, about half a year after the excavation of tombs, which was much earlier than the official reports, in the 'Korean and Chinese reading book (稿本 高等朝鮮語及漢文讀本 巻五)' by Hamada Kosaku (濱田耕作) for high school students in Korea, which was titled 'New Excavated Artifacts in Gyeongju (慶州의 新發掘品)' with a subtitle '絶大의 發見', a slightly awkward expression in Korean, but it means 'a very big discovery'. The meaning has been introduced as a single unit, emphasizing its significance in terms of the achievements of the excavation of Geumgwanchong, academic and archaeological discoveries, and cultural history in Korean language rather than Japanese language. Since the manuscript was written immediately after the excavation, the excitement as an archaeological researcher at the time of the excavation and expectations for future research can be read as it is. In this paper, I would like to introduce the voice of the excited field leader of the Japanese Government-General of Korea after the excavation of Geumgwanchong in 2022, the 100th anniversary of the writing. In addition, the process from the discovery of the tomb to the preparation of the report was summarized in one chronological table to make it easier to understand the series of flows.