• Research in Mathematical Education
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• v.14 no.2
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• pp.173-194
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• 2010

This study examines the differences and similarities of mathematics teachers' subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees' mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp.3-18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.

• Journal of the Korean Geographical Society
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• v.39 no.1
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• pp.132-152
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• 2004

The critical point in this research is that the research on the phenomenon "teaching geography" should include how various elements consisting of the phenomenon are interrelated with each other in diverse angles, not deal with only teaching methods. This research focused on the relationships of the three components of teaching geography : contents of geography subject matter; learner; and scaffolding. Firstly, the characteristics of contents of geography subject matter were analyzed. Geographical knowledge was classified into four categories based on the way of perception. And then the selected geographic contents for this study were done didactic transposition into materials for geography education. These can be presented in a specific classification system from a context of geography education. Secondly, four categories of learning styles were divided by the way learners perceive and process information : Diverger; Assimilator; Converger; Accommodator. Each was connected with learner′s preferred contents of geography subject matter. The correlation between divergers and typical CulturalㆍHistorical Geography and Environmental Geography was high. So was between assimilators and typical Physical Geography and UrbanㆍEconomic Geography. Learners of Converger style tend to prefer GIS and Cartography. Finally, Regional Development and Regional Environmental Problems were highly correlated with accommodators.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.67-85
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• 2005

This study investigated elementary teachers' subject matter knowledge and pedagogical content knowledge of fractions. The subject for data collection were 12 in-service elementary teachers and data were collected through written test problems. The finding imply that most elementary teachers understand fraction construct as part-whole, show low level of understanding of operator, ratio, and measurement constructions and word problem posing, using models, and developing the algorithms to divide fractions. The research results indicates that experienced teachers possess poor knowledge of fractions against novice teachers.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.65-79
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• 1996

This study proposes a model curriculum for Vocational Home Economics High School in the 7th Curriculum Revision. The model in the study is first drawn from the assumptions that reflect ever changing demands of industrial society for Home Economics education. Another perspective employed in the study is historical analysis that focuses on the evolution of the Vocational Home Economics Curricula from the 1st through the 6th revision. This study also employes comparative research tools for the national level comparison such as USA, Japan, Taiwan, and Korea. The proposed model curriculum in this study is concluded from those step-by-step studies as follows：1) Problem definition and design in current curriculum for Vocational Home Economics high school； 2) Needs and roles analysis of Vocational Home Economics high school for the future； and 3)Historical analysis of our curriculum revisions in the past and coparative analysis with other countries. Authors conducted this research project for 3 month period from June 15, 1996 to September 15, 1996. During this period, authors collected the data and information through those method as an extensive literature review, survey and interview, and curriculum specialist conference. The key and critical features of the proposed curriculum in the study are as follows：1) In the numbers of department, a proposed model curriculum offers 8 as opposed to 6 in the 6th revision, reflecting two additional departments of “Elderly Welfare”and “Cosmotology”. 2) In the statement of educational objectives, a model curriculum emphasizes a more concrete statement to each specific skills according to the changing societal needs. 3) In the numbers of total subject matters, there would be 40 in the new as opposed to 23 in the current curriculum. Among these changes, 17 would occurr in the newly introduced subject matters, while 11 would simply change the subject matter name. Among 40 subject matter, “Introduction to Computer” and “Home Economics in Vocational Education”would be required subject matter. 4) In the total numbers of required unit for graduation in three years, a model offers 86∼132 unit. A maximum unit for each subject matter would be 12.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.29-38
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• 2019

The purpose of this study was threefold: to design and develop a smart teaching and learning system based on flipped learning for elementary subject matter education; to apply the system to the elementary classroom; and to examine the effects of the system on students' achievement and satisfaction levels. The system was composed of a video part, a date part, and a learning line part. Presentations, preinstructional videos, and spreadsheets were created for the flipped classroom. The results of the analyses indicated that the teaching and learning system positively influenced students' achievement and satisfaction levels. The study concluded with the implications of the study and suggestions for the future study.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.481-498
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• 2004

The purpose of this study was to compare and analyse the subject organization and teaching units of middle school science curriculums and science textbooks, by studying the organization of subject matter and content scope and level of middle school science subject in South and North Korea. As a result of this study, the composition, scope, and level of content between middle school science textbooks in South and North Korea were similar. However, the study found that science education objectives, separated science curriculum subject organization, economical efficiency weighted format and organization of science subject matter, result-centered experiments, the enlightenment of Kim Ilsung and his son in North Korea science education were very far from the desirable direction of science education. Therefore, the view on level-based curriculum and organization of the science curriculum should be integrated, and preparation of student-centered organization of textbooks and expansion of science-technology-society content is needed before unification. And also, the united Korea science curriculum shouldn't simply compromise or neutralize between middle school science curriculum in South and North Korea. They should make a future-oriented plan for information and globalism society.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.439-450
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• 2012

This paper explores effectiveness of integrating Problem-Based Learning with Web 2.0 technologies in Computer subject matter education for improving quality of lessons and adapting of social needs for pre-service teachers. Students have studied about computer subject matter for 4 times. The process of leaning have recorded by Web 2.0 tools that is one of the cloud services. Also the students have written reflection journals about experiences of PBL process and results. The PBL process and reflection journals have been analyzed by qualitative data analysis. Conclusions are drawn as to potential for the use of Web 2.0 tools for PBL in computer subject matter. The results of the analyses showed the following: 1) Increasing the understanding of the computer subject matter education, 2) enhancing students' competence in using ICT potentially, 3) cultivating teaching and learning strategies on Web 2.0 environment and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.221-237
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• 2011

This paper focused on three drawbacks exposed in subject matter related to solid figures in elementary school math textbook. First, general solid figure are introduced before rectangular parallelepiped and cube in fifth grade math textbook, and prism and pyramid in sixth grade math textbook are introduced. Second, the process of abstraction from concrete objects to solid figures is insufficient in sixth grade math textbook. Third, some definitions in subject matter related to solid figures are inconsistent and ambiguous. The following four suggestions can be put forward as a conclusion based on these results. First, subject matter in textbooks must be correspond with that in curriculum. Second, it is necessary to inform teachers of range of subject matter through teachers guide book and manual for curriculum definitely. Third, each grade subject matter in math textbooks must be reexamined. Fourth, regular modification of math textbooks must be possible institutionally.

• Journal of Science Education
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• v.43 no.1
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• pp.94-118
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• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.195-203
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• 2018

This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.