• 대한공업교육학회지
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• v.44 no.1
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• pp.72-93
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• 2019

The purpose of this study was to provide basic data needed to establish a system of career education which can offer necessary information for middle school students to select vocational high schools suiting to their talent and aptitude. For this, the study formulated research questions: how middle school students in Gyeonggi-do could acquire information related with entering high school; their level of understanding about general high school and vocational high school and their level of information requirement; real state and effect (level of helping them choose future school) of assistance activity for career education as provided by vocational high schools. For the analysis, the study developed a questionnaire and conducted survey for 4,459 3rd graders from 627 middle schools at Gyeonggi-do. Findings were as follows. First, methods of middle school students getting information related with entering high school turned out in the order of internet search (42.0%), consultation with family and friends (25.5%), consultation with teachers (24.0%). While, their methods of getting information related with entering vocational high school turned out in the order of briefing session by vocational high schools (39.4%), field trip to vocational high schools (24.9%), consultation with teachers from vocational high schools (15.7%). Second, the level of understanding (five points full marks) of Gyeonggi-do middle school students about high school by the type they wished to enter, and the level of information requirement (five points full marks) turned out 3.65 and 3.67 respectively for students who wished to enter general high schools, with the difference being 0.02. On the other hand, the level of understanding and that of information requirement turned out 2.92 and 3.25 respectively with the difference being 0.33, for students who wished to enter vocational high schools. Third, looking at the real state of participation of Gyeonggi-do middle school students in assistance activities for career education provided by vocational high schools, 79.4% of all students were participating. Activity with high participation ratio out of these turned out to be in the order of PR and guide book (booklet, brochure, etc.) for vocational high schools at 90.3%, briefing session prepared by vocational high schools on visit at 87.8% and video of vocational high school PR and introduction at 85.9%. The level of how these activities helped middle school students choose their high school was 3.45, showing more effect by 0.13 on students wishing to enter vocational high schools compared to those wishing to enter general high schools.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.390-403
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• 2015

The purpose of this study was to explore discursive-epistemic mechanisms in high school earth science lessons. A total of 11 video recordings of earth science lessons were collected from three inservice high school teachers. The video recordings were all transcribed and analyzed by employing the discourse analysis framework used in relevant previous studies. In analysis, we identified discursive-epistemic mechanisms as functional assemblies for fulfilling particular epistemic functions in the earth science lessons. The characteristics of these mechanisms were described according to their epistemic functions. The findings of the study were compared with those of previous studies to highlight the characteristics of discursive-epistemic mechanisms in the earth science classrooms. Analyses of middle school science lessons and of science lessons in alternative forms, as well as studies using extended research methods such as indepth interviews with teachers, were suggested as implications for future research.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.399-407
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• 2004

The purposes of the study were to examine students' attitudes toward science and to investigate the relationship between attitudes toward and achievement in science. In order to achieve the purposes, the data collected from the National Assessment of Educational Achievement in 2001 were analyzed in this study. Approximately 1% of students within the entire population of the Grades 6, 9, 10 were randomly selected for the National Assessment of Educational Achievement in 2001. Students at all grade levels had slightly positive attitudes toward science. Positive attitudes toward science were higher at elementary level. Male students had more positive attitudes than female students and the difference in attitudes between male and female students was statistically significant. Also, there were significant differences in students' attitudes toward science among regions including Seoul, metropolitan city, small city and town. In addition, achievement in science was significantly and positively related to attitudes toward science, that is, the higher the students achieved, the more positive their attitudes toward science.

• Journal of Industrial Convergence
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• v.19 no.3
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• pp.61-65
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• 2021

This study aimed to analyze effects of Arduino-based education for secondary school students through meta-analysis. Prior studies including journal articles and theses were selected through rigorous review. The researcher calculated the overall effect size and effect sizes by categorical variables. Research findings are as follows. First, the total effect size of Arduino-based education was 0.537. Second, the effect sizes by type of dependent variables were the affective domain 0.849 and the cognitive domain 0.479. Third, the effect sizes by school level were the middle school 0.796 and the high school 0.474. Fourth, the effect sizes by subject areas were music 1.255, science 0.562, technology 0.443, and information 0.429. Fifth, the effect sizes by types of programming were the graphic-based programming 0.543 and the text-based programming 0.376.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.70-85
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• 2024

The purpose of this study was to find out what impact climate action has on study participants and why climate action education is difficult in high schools. For this purpose, a basic qualitative research method was selected, and the study participants were five middle school students at the time of the activity. The results of this study are as follows. Due to the climate action in middle school, the participants' career path changed specifically and their climate literacy was cultivated. And climate action education in high schools was not enough. Environmental subjects that provide climate action education were difficult to open because they were not chosen by many students, and it was unrealistic to provide climate action education during creative experiential activities due to the burden of college entrance exams. The discussion points of this study are as follows. Climate action needs to be encouraged among middle school students because it helps shape career paths and cultivate climate literacy. Additionally, because sustainability is important in climate action, there is a need to establish specialized courses in climate action education in the curriculum of elementary, middle, and high schools so that climate literacy can be maintained consistently.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.371-378
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• 2020

The purpose of this study is to analyze the relationship between the eight topics in TIMSS 2019 8th grade chemistry domains and the Korea 2009 Revised Science Curriculum and the 2015 Revised Science Curriculum. For this purpose, four elementary and four secondary teachers participated in physics, chemistry, biology and earth science majors, and two science education experts participated in analyzing in which grades the content elements of the TIMSS 2019 science framework are covered in the Korean science curriculum. The study also analyzed whether the content of the Korean science curriculum matches the 246 items of 8th grade in the TIMSS 2019 assessment and reflects in which grades the eight topics are covered. The results of this study are as follows. First, among the TIMSS 2019 evaluation topics, topics not covered at all in the Korean middle school curriculum were periodic table, matter and energy in chemical reactions, the role of electrons in chemical bonds. Second, the topic of "the periodic table as an organizing principle for the known elements" needs to be introduced in the Korean middle school curriculum, and topics such as "familiar exothermic and endothermic reactions" and "factors affecting the reaction rates" need to be discussed in consideration of the flow of international curricula. Third, the next science curriculum should be structured so that the sequence of chemistry contents and scope, especially core concepts to be included in the elementary, secondary, and higher education curriculum is linked to continuity.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.57-75
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• 2022

The purpose of this study was to analyze the contents of middle school technology and home economics textbooks(family life area) that reflect the school career education goals and achievement standards in the 2015 revision of the Technology and Home Economics curriculum. Five different textbooks on middle school technology and home economics written based on the 2015 curriculum were selected and the school career education goals and achievement standards developed by the Korea Research Institute for Vocational Education and Training (2021) were used as a framework for textbook analysis. The results are as follows. First, the units that cover career education contents the most were 'life design and career choice(n=87)', 'developmental characteristics of adolescents(n=36)', and 'low birth rate, aging society, and work and family balance(n=31)'. The major contents of career education covered in technology and home economics textbooks(family life area) were 'search for various professionals(24.30%)', 'exploration of the changes in the future society(22.74%)', and 'exploration of the changes in the job world(18.66%)'. Thus it was found that the goals and achievement standards of school career education are evenly reflected in the middle school technology and home economics textbooks(family life area) based on the 2015 curriculum.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.207-254
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• 2009

We would like to give an introduction about Korean Tertiary Mathematics and curriculum in the early 20th centuryan Ttails like, when tertiary mathematics was introduced in Korea, who adiated it, and how it appeared in curriculum for college education were presented. From the late 19th century, the royal circle of the dynasty, officers, socd. Felites, intellectu. sculum in tand many foreatn my mionaries, who entered Korea, began to establish educational ulstitutions begulnearlfrom the nt80s. Kearl GoJongtannounced thescript for general education icentur. Most of the new schoo scadiated western mathematics as tcompulsory course in their curriculumiese introduced tertiary mathematics in most of the curriculumurse end curriculum in, lfrom nt85 to 1960. Since then, tertiary mathematics was tautit at most of the new private and public schools of each level and in colleges. We have investigated the history of Korean tertiary mathematics with its curriculum from 1895 to 1960.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.63-118
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• 2016

The purpose of this study is to examine the change in literary materials in secondary school Korean textbooks and literature textbooks as per the 2009 revised curriculum. Literary materials in secondary school Korean textbooks have increased student awareness of literary canons because these have been taught and learned through public education. Seodongyo, Gemangmega, and Gasiri in classical poetry and the tale of Heungbu, Pongsan Mask Dance, the Tale of Ch'unhyang and the tale of Honggildong(by Heo Gyun) in classical prose are published in secondary school Korean textbooks and literature textbooks as per the revised curriculum of 2009. A three-verse Korean ode and a classical novel are the most chosen genres in classical literature.

• Journal of vocational education research
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• v.36 no.1
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• pp.1-22
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• 2017

This study examined the process of admission selection of vocational high schools and meister high schools and how the process have been utilized by schools to select appropriate students and by students to make decisions for application in consideration of their interests, aptitudes, and career paths. To address the purpose of this study, Focus Group Interviews(FGI) were conducted with three groups of participants: vocational high schools and meister high schools teachers, high school freshmen' parents, and middle school teachers who had many students advanced to vocational and meister high schools. The findings indicated that during the promotion process, schools made efforts to attract students with higher GAP and provided information mainly regarding employment rate instead of curriculum or program of majors. Since schools usually visited middle schools where higher GPA students were, not all students had balanced opportunities of high school promotions and enough information about majors. For the application process, the schools placed a high value on scholastic performance while students applied high schools considering their interests, aptitudes, and career paths. In terms of admission type and criteria, the high school teachers reported no big differences between special admission and general admission while students took advantage from the special admission process which was less competitive than general admission. Based on the findings, a number of suggestions were made in order to improve the process of admission selection of vocational high schools and meister high schools.