• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.223-224
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• 2020

2015 개정 교육과정에서는 컴퓨팅 사고력을 갖춘 인재를 함양하기 위해 소프트웨어 교육 및 정보 교육을 강조하고 있으며, 다양한 학문에서의 융합이 제시되고 있다. 그러나 소프트웨어 및 정보 교과에서의 융합교육의 현황이나 방법에 따른 결과 도출, 효과성 검증 등에 대한 연구는 미비한 실정이다. 따라서 본 연구에서는 초등학교 실과 교과서 1종, 중학교 정보 교과서 1종, 고등학교 정보 교과서 1종을 각기 다른 출판사로 무선 표집하여 융합교육 현황에 대해 분석하였다. 분석 결과, 교과서 내에 융합교육의 시도가 1~2회 정도의 융합교육의 시도가 있었음을 확인할 수 있었다. 이러한 변화는 긍정적이라 볼 수 있지만, 충분하다고 판단할 수는 없다. 그러므로 이를 보완하기 위하여 현행의 교과서를 보완해 줄 수 있는 융합교육 자료가 요구된다는 시사점을 도출하였다.

• Journal of Korean Classical Literature and Education
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• no.35
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• pp.5-46
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• 2017

This study aims to investigate the context of materials in literature textbooks and the awareness about the educational value of classical literature, as part of an interest in literature education phenomena. This study accepts the premise that textbooks affect the practice of classical literature education and, in particular, materials in textbooks are chosen according to the intentions, demands, and perspectives of education in specific social conditions. I divided the educational value of classical literature into two categories, classical and literary value, and investigated the actual conditions and context of materials of literature textbooks based on the 2009 revised curriculum and the 2011 revised curriculum. Classical literature is generally alienated and excluded; contemporary literature materials are mostly included and organized in the domains of 'the role of literature', 'reception and production of literature' and 'literature and life.' In addition, the tendency to heighten classical value and diminish literary value is deepening. In order to solve the problem that classical literature is only included as the product of the past, changes must be made not just to the curriculum, which are external changes, but to the awareness of the essence of classical literature, which are internal changes. Above all, generality as 'literature' and the sense of distance about space and time as 'classic' should be connected to various relationships which respond to problematic situations and the demands of learners. Based on the relationships, we can expect a rich diversity of contexts and aspects of included classical literature. In addition, an extension of the width and scope of included classical literature is anticipated. The reduction of workload, the advent of the concept of capability and the dissolution of traditional literature concepts are the changes of external environment, which is continuously requiring renewed investigation into classical literature beyond simple appropriateness.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.1-19
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• 2003

The challenge of education reform and the demand for textbook revision were inevitable as to help people manage changes in the twenty-first century. The 7th educational program not only has different educational goals, purposes and methods compare to the previous 6th program, but also introduces an epochal plan so called "free-choice learning" which involves considerable choices on the part of the learner as to what and which subject to learn. For the education on mathematics, applying computer and calculators to the studies were one of the goals educational process. This research encompasses ways to approach computer application in the 7th high school s on mathematics. The main contents of our paper are analysis of 16 different kinds of high school textbooks, its status of uses in each textbooks, math relating programs, use of computers, use of programs, use of computers in each textbooks and use of internets.internets.

• Proceedings of the Costume Culture Conference
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• 2003.04a
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• pp.57-58
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• 2003

전 세계적인 온라인 이용의 증가는 대학에서 학생들을 가르치던 전통적인 교수법에 커다를 변화를 가지고 있다. 학생들은 정보의 이용이나 과제의 제작, 제출에 있어, 사이버 공간을 적극 이용하고 있으며, 이미 거의 모든 고등교육기관에서 수강신청, 강의 평가나 성적 조회 등은 온라인을 통해 이루어지고 있다. 또한 오늘날의 변화된 소비자인 학생들에게는 온라인 강의보조자료가 학습에 더욱 효과적이라는 연구결과가 보고되고 있다. (중략)

• The Korean Journal of Applied Statistics
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• v.17 no.2
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• pp.359-371
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• 2004

The goal of this article is to examine the problems and crisis of statistics departments, and to explore the means of settlement.

• Proceedings of the KHMA Conference
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• 2012.05a
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• pp.389-389
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• 2012

• Journal of Science Education
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• v.45 no.1
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• pp.129-141
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• 2021

With the change of the undergraduate medical education system, many medical schools have recently run or developed a medical education curriculum. The premedical curriculum should be designed according to the sequencing and level of the medical curriculum, but there were no discussions on the standards or evidence for the basic science-related subjects. Therefore, this study examines Physics I, Physics II, Life sciences I, Life sciences II, Chemistry I, and Chemistry II, which are the subjects of need assessment exploration. The need assessment used mean, mean difference, and Borich demand, The locus for focus of memory degree and importance, and the result was converted into 76 keywords. The results of this study are expected to be used as basic data for the development of subjects related to basic science in premedical curriculum.

• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.398-404
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• 2013

In this study, the analogies in the chemistry domain of middle school science textbooks developed under the 2007 revised National Curriculum were analyzed. A total of 235 analogies were found in 27 middle school science textbooks analysed, which means that one analogy per 10 pages was used on average. The number of analogies found in each textbook considerably varied depending on both publishing company and chemistry domain. Functional analogies, verbal and pictorial analogies, analogies with abstract target and concrete analog, enriched analogies, everyday contexts analogies, student-centered analogies, and analogies with low systematicity were frequently used. On presenting the analogies in the textbooks, the term analogy and description about the limitations of the analogies were rarely mentioned. In comparison with the analogies in the science textbooks developed under the 7th National Curriculum, the frequency of analogies per page was increased. There were positive changes in the aspects of representation, extent of mapping and artificiality. No differences, however, were found in the patterns of the other aspects.

• Journal of Korean Home Economics Education Association
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• v.26 no.2
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• pp.31-49
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• 2014

The purpose of this study is to examine how the father involvement suggested in the Home Economics textbook through the development of gender-equal society and provide the basic data for the development of a standard for the father involvement in the viewpoint of gender equality. For this, the father involvement depicted in the main text, photos, and illustrations included in the Home Economics textbooks were examined. A total of 34 Home Economics textbooks written based on the curricula from the 1st Curriculum up to the 2007 Revised Curriculum were analyzed centering on the contents and the quantity of the text, supplementary materials, photos, and illustrations. The following are the results of the analysis. First, the Home Economics textbooks based on the 1st to 3rd Curriculua only described the traditional father involvement, and photos and illustrations did not specifically describe the role of the father. Second, the Home Economics textbooks based on the 4th to 5th Curricula began to show changes such as the image of the father sharing household responsibilities. Third, the Home Economics textbooks based on the 6th Curriculum suggested more active involvement of the father such as sharing the equal responsibility for the upbringing of children and sharing responsibilities for child care and housework. Fourth, the Home Economics textbooks based on the 7th Curricula up to the Revised Curriculum of 2007 emphasized the father's involvement of upbringing children. Especially, a variety of contents including the domestic responsibilities of the father, the correction of the "work-first" attitude, and gender equality related contents were suggested to promote gender-equal society further. Said results show that the contents related with gender equality and the descriptions about the father role in the viewpoint of gender equality are steadily increasing in Home Economics textbooks. However, there were still problems such as the gender-role division regarding the involvement of the father in the family and temporary responses to social demands. Open debates between the experts in the education of Home Economics and experts in family life may be required in order to improve said problems.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.