• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.67-88
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• 2023

The aim of this study is to survey the process in which the curriculum standards of 'library and information life' are implemented as textbooks and to find implications for improving of textbook publication. In the development process of accredited textbooks, it is essential for the curriculum standards and textbooks to align, both in form and content. 『Library and Information Life』(2011) are recognized textbooks systematically developed based on curriculum standards. To this end, the level of response to the numbers of 'topic' in the curriculum standard and the numbers of 'midle unit' in the textbook was identified. As a result, elementary and middle school textbooks exhibited a "one-to-many" response level, where one topic spanned approximately around two middle units, while high school textbook tended to have a "many-to-one" response level, converging two topics into one middle unit. In the case of elementary schools, the curriculum standard follows a single content-system, whereas textbooks are developed separately for lower and higher-grade levels. Therefore, some adjustments, such as curriculum content and subject titles, need to be considered for each elementary school level.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.465-478
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• 2019

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of Science Education
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• v.46 no.1
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• pp.93-108
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• 2022

The purpose of this study is to develop a STEAM program that can be used in the high school credit system to be fully implemented in 2025, and to examine its validity and effectiveness. The STEAM program analyzed the 2015 revised curriculum centering on science, technology, and engineering through the 2015 revised curriculum analysis, and then selected the five latest issues: hydrogen fuel, climate crisis, data science, appropriate technology, and barista. In accordance with this self-developed program development format (frame), it was developed for seven months through a process of group deliberation. The draft of the STEAM program for 29 sessions of five types, developed to indirectly experience the career path and occupation of high school students, was verified through consultation with 2 STEAM education experts. It was applied at five different high schools for a pilot implementation. As a result of the pilot application, it was confirmed that the students' STEAM attitude significantly improved in the post-test than the pre-test, and the students' high satisfaction with the program was confirmed. In addition, through an interview with the pilot application teacher, it was positively evaluated that 'the content and level of the program are suitable and through experience solving real-life problems, you can apply the content knowledge of related subjects and have an opportunity to experience careers.' Based on the results of the pilot application, the high school credit system STEAM program for students and teachers was finally completed in 29 lessons of five types. Through this study, the development and operation of the next-generation STEAM program that can be applied in the high school credit system should be actively developed, and a plan to improve teachers' professionalism so that the high school credit system can be established and operated properly for blended classes triggered by COVID-19. The necessity of design was suggested. This study is expected to be used as basic data for the development and operation of STEAM programs in the high school credit system, which will be fully implemented in 2025.

• 대한공업교육학회지
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• v.44 no.1
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• pp.52-71
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• 2019

The quality of school education is a key element for national education development. An important factor that determines the quality of school education is qualities of teachers who are in responsible for school education in the field. Therefore, it is necessary to hire competent teachers in the teacher appointment exam for the secondary school. This necessity is evident especially for vocational high schools and Meister high schools with the introduction of 2015-revised curriculum based on NCS that separates each three subjects, "Electrical, Electronics Communication" resulting in the change of question mechanism, which requires new designing of assessment and content area. So, this study analyzes curriculum in college of education for "Electrical", "Electronics", "Communication", 2015-revised curriculum based on NCS and the development of standards for teacher qualifications and assessment area and evaluation of teaching ability in the subjects of the teacher appointment exam, "Electrical, Electronics Communication" Engineering" in 2009. The assessment area and content elements of "Electrical", "Electronics", "Communication are extracted from the analyzed results and they are verified by experts' consultation and presented as follows; First, the assessment area and content elements of the "Electrical" subject were designed to evaluate the NCS - based 2015 revised curriculum by presenting the NCS learning module to the evaluation area and content element in the basic subject "Electrical and Electronics Practice". Second, the section of "Electronics" presented the assessment area and content elements applying the Electronic Circuit, basic subject of the NCS and it also added "Electromagnetics", which is the basic part of Electronics in the Application of Electromagnetic waves that could be applied to the assessment. Third, the assessment area and content elements of "Communication" consist of the communication-related practice that is based on "Electrical" and "Electronic", considering the characteristics of "Communication Engineering". In particular, "Electrical and Electronics practice" which adds network construction practice and communication-related practice makes it to be able to evaluate the communication-related practical education.

• Journal of the Korean School Mathematics Society
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• v.24 no.2
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• pp.191-216
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• 2021

This study analyzes how statistical literacy is implemented along with the statistical problem-solving process as described in the Statistical Estimation Unit of the textbook by the 2015 revised mathematics curriculum. The analytical framework was developed from the literature, and consists of 'context', 'variability', 'mathematical and statistical knowledge', 'using of technological instruments', 'critical attitude', and 'communication'. From the perspective of the statistical problem-solving process, the analysis revealed that many tasks equivalent to 'Analyzing Data' but lacked tasks related to 'Interpreting Results' and 'Formulating Questions'. As a result of analyzing the reflection of each element of statistical literacy, 'mathematical and statistical knowledge' was the most common task, but 'critical attitude' and 'using of technological instruments' were rarely dealt with. Based on the results of this textbook analysis, it was intended to provide implications for improving the curriculum and the development of textbooks for the growth of statistical literacy.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.177-198
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• 2019

The purpose of this study is to understand student's reading motivation by laying out self-selected reading program and running it at school libraries. The self-selected reading program based on self-determination theory ensures the autonomy of book selection. The self-selected reading program in this study provided a number of scope and recommended book lists in order to ensure the autonomy of book selection and developed integrated reading and writing. After finishing this program, the author measured 6 domains of reading motivation with participated students who completed this course. As a result, it turned out that autonomous motive domains excessively surpassed heteronomous motive domains. Such autonomy of book selection, one of the key features from self-selected reading programs, is expected to help making the best use of school library collections by recommended book lists and stimulating stable and sustainable reading habits driven by self-motivation.

• Journal of the Korean Applied Science and Technology
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• v.39 no.6
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• pp.892-905
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• 2022

This study attempted to derive high-risk groups of adolescent status delinquency(ASD) and to identify related factors. This study was conducted with 1,979 adolescents enrolled in the first year of high school, data from the 7th year of the 4th grade panel of the Korean Children and Youth Panel Survey. Classification and regression tree analysis method was used. The ASD group was 264, which was 13.3% of the total. The high-risk group for ASD is that is male who has a low perception of positive parenting style. Positive parenting style was found to be the most important influencing factor in ASD, followed by gender, emotional problems, relationship with teacher, and achievement value. In order to prevent ASD, it is necessary to develop a parenting education program and an intervention program specialized for male adolescents. In addition, interventions that comprehensively deal with emotional problems such as depression and social withdrawal are required, going beyond the previous interventions that focused on aggression. In particular, it has been found that relationship with teachers is the most important influencing factor in the school environment. Through education on the causes and consequences of ASD and training on counseling techniques, the promotion of relationships with teachers will act as a protective factor to prevent ASD.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Human Ecology Research
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• v.61 no.1
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.