• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.677-694
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• 2008

Mathematics and science courses have a deep connectednessGnterrelationship). This research analysis their connectedness focused mathematics courses. Textbooks which were used in seventh education process were used in this analysis and the connectedness was further analyzed. From this analysis, three norms study various cases where mathematics courses affect science courses. The three norms are defined by order of curriculum of mathematics and natural science courses that have interrelationship. Lastly, a method to organize to connect mathematics and natural science course is discussed in detail in two aspects. Thorough this research, improvement in study achievement ability is expected by positive effects of mathematics courses to science courses.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.33-44
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• 2014

To understand an educational curriculum at the national level is to check the status of the respective subjects involved. This study aimed at analyzing computer science education and educational curricula in Israel, a leader in fostering creative human resources, so as to suggest directions for computer science education in Korea. Israel's computer science education in middle schools is provided through integration with natural science and technology subjects, but in high school it is offered as an independent subject. In 2011, as the computer science educational curriculum for middle schools was developed, computer science evolved from an integrated to an independent subject. Accordingly, this study proposes the necessity to discuss the status of this subject from the viewpoint of integration and independence for computer science education in Korea.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.219-227
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• 2010

The identity of a subject could be established by justifying the educational value of the subject from various angles. Despite the huge necessity of information subject as one of basic disciplines, it cannot be said that the subject is considered valuable as a school subject. Even though that is selected as part of the revised curriculum and has textbooks of its own, it's actually disregarded in school education. The purpose of this study was to discuss the value of information literary subject as part of academic education in conjunction with computer science education, and to shed light on the value and objects of it as a school subject based on the characteristics of computer science education.

• The Science & Technology
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• v.34 no.7 s.386
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• pp.81-83
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• 2001

• 대한핵의학회:학술대회논문집
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• 1978.06a
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• pp.65.1-65.1
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• 1978

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.285-296
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• 2007

Graph is a major aspect of science textbooks. In this study, we investigated graph types and characteristics used in high school earth science subject by comparative analysis of science textbooks. The results of the analysis revealed that line graph and contour map was the most widely used graph types in earth science. Among line graphs, multiple line graph and YX graph was dominant. Comparing earth science graphs with other science graphs, earth science graphs exhibited superior in the number and variety. In earth science graphs, the portion of line graph was small, but the portion of contour map and scatter graph was larger than that of other science graphs. YX graph was the most specific graph type in earth science textbooks. The results of our study have implications for reform in function and structure of graph. We suggest that future studies be focused on students' ability of earth science graph interpretation.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.277-291
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• 2021

This study is to implicate for analyzing the expertise of Education for Sustainable Development (ESD) dealing with science-related social issues by reorganizing educational materials on climate crisis topics and analyzing in-depth class performance preparation and actual class by pre-service science teachers. As a result of the study, it was found that pre-service science teachers have the expertise to analyze the curriculum horizontally and extract subject-integrated elements, but it is difficult to perform convergent science classes by incorporating them into the social problem-solving process in actual classes. In addition, it was analyzed that through this study, pre-service science teachers came to think about the importance of having their own specialized expertise when they become school teachers through preparation for their classes integrating science-related social issues. Through the application of the reciprocal peer teaching applied in this study, giving pre-service science teachers of various expertise an opportunity to experience the process of designing and implementing integrated science classes while sharing their expertise will greatly help them improve their convergence education.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.161-162
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• 2006