• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.141-160
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• 2017

At present, the whole world is characterized by openness, cooperation and integration as a society with information and the world, and it requires creative talents for this. The competitiveness of the nation depends on the cultivation of creative talents. It demands anthropological value by improving the competitiveness of the nation through cultivating creative talents to share and care, not to cultivate creative talents for personal desires and accomplishments. The purpose of this study is to develop a teaching - learning process to develop integrated creative talents by applying the characteristics of integrated education curriculum at the base of the 2015 revised curriculum. To do this, we first extracted the content elements of the Clothing Life area of the revised curriculum from the 1st to 2015 and the contents of the Clothing Life area of the technology and home Economics textbooks to which the 2009 revision curriculum was applied. Five topics were extracted according to content selection criteria And The Theme of 'The selection and management of clothing' was selected. Researcher developed a integrated thematic instruction Home Economics Education Clothing Life teaching - learning process (hereinafter referred to as "the process") focused on the theme of 'selection and management of clothing'. The Process was composed of 5 basic classes [basic inquiry - content 1 - content 2 - depth study - application]. The process considers integration within the curriculum and interdepartmental integration, and aims to improve the personality, creativity, and problem solving ability of consideration and sharing in the course of the integrated class. In detail, the curriculum goals of the home Economics Education curriculum and ITI goals are presented separately in the curriculum developed for each process. At the stage of the class, the element of creativity and the element of personal education were exposed and applied to the class. In Korea, new curriculum has been revised and announced from time to time, making it difficult for the teacher to carry out the class in accordance with the paradigm of change. Home curriculum is closely related to real life, so it is an appropriate subject for an integrated subject. It has the educational significance of the subject in that it allows students to integrate the creative and personal elements that are limited in other subjects. ITI process will be helpful to teachers who need to implement the 2015 revised curriculum in which the theme-centered integrated home Economics education teaching-learning process is newly introduced. It is necessary to follow - up research to verify the effectiveness of how to improve students' problem - solving ability and cultivate creativity.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.75-90
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• 2024

This study analyzed the vocabularies presented in the 1st to 2nd grade elementary school mathematics field review textbook according to the 2022 revised curriculum using a 9th grade vocabulary system and improved them. The result of the analysis shows that the frequency of vocabulary that was not appropriate for the students' level was found to be 6.67% in the first semester of the first year and 12.17% in the second semester of the first year. For the first semester of the second year, it was 11.73%, and for the second semester of the second year, it was 14.19%. This shows that the frequency of vocabulary that may be difficult for students gradually increases. Based on the analysis results, vocabulary that had a high difficulty level but was not essential in the textbook was deleted, and essential vocabulary or vocabulary that was difficult for students was presented with pictures added or revised in more detail. In addition, words that can be modified with similar words with low lexical difficulty were replaced and presented. In this way, research on vocabulary difficulty can identify aspects of vocabulary used in textbooks and can help develop high-quality textbooks by appropriately modifying vocabulary for effective mathematics learning.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.1-11
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• 2001

The computer subject emphasizes practice centered teaching. The materials can be used in such practice teaching play a role as resources improving poor practice teaching environment. Web courseware can be used as teaching-learning materials causing motivation and interest to learners and enabling learning activity meeting students' level and requirement. So, we developed 15 web coursewares as teaching and learning materials for middle school Computer subject in this study. The design forms of web coursewares we developed are different each other. And then, lead teachers to develope teaching and learning materials originally and to apply them to teaching variously. In addition, the practice parts of web coursewares were made of form of sham learning appling procedural simulation skill. It enables individual practice of learners, so we expect improving one to many instruction environment somewhat.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.215-238
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• 2016

The 2015 national revised curriculum was notified officially the last year. The intent and direction of the revision caused more or less change for mathematical contents to be taught and is expected to cause a considerable change in math class. In the level of elementary school mathematics, it turned that several contents were deleted or moved to the upper grades because the revision focused especially both on reducing students' burden of learning and on fostering the mathematical key competences. This study aims to examine the relevance of the change through investigation of the national curriculums for elementary school mathematics since 1946. The mathematical contents to be analyzed in this study were mixed calculation of natural numbers, mixed calculation of fractions and decimal fractions, position and direction of objects, are/hectare and ton, the range of numbers and estimating, surface and volume of cylinders, pattern and correspondence, and direct/inverse proportionality, which were changed in any aspect relative to 2009 national revised curriculum. Based on the results of these analyses, the discussion will provide some suggestions for setting the direction of elementary mathematics curriculum.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.123-138
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• 2017

It is necessary to examine how operation and management of instruction in school field be affected by the curriculum. This study examines the actual conditions of instruction provided by teachers while expecting to be adjusted the curriculum with respect to the consideration given to individual student needs and regional specialization by focusing on the subject of mathematics. Ultimately, the purpose of this study is to assess and expect how well mathematics instruction would be being conducted in accordance with the goals of the curriculum. Furthermore, while reflecting the experimental result on teachers' opinions of the previous curriculum, this study suggests alternatives and supporting plans so that at the teacher level the curriculum might be successfully implemented.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.17-33
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• 2005

The present study attempts to develop the 'Empowering Youth Program' to enhance adolescents' creativity to address a variety of social and relationship issues and verify the effect of the program. The program consists of 12 sessions and each session employs a variety of activities and teaching methods to engender the students' interest. The subjects of this study were 262 middle school students in Seoul and Kyoun99i province. They were randomly assigned to the experimental group and the control group. Several independent t-tests and ANCOVAs were performed for data analyses. The results of the analyses indicated that the 'Empowering Youth Program' was effective in both promoting adolescents' educational performance and enhancing their creativity. Furthermore, the program was found to be very effective in helping adolescents understand themselves, peers, and family members much better.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.239-251
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• 2019

The study aims to run a 'Process-based Evaluation' and find out its effectiveness in science classes for prospective elementary school teachers. The Process-based Evaluation performed in this study was performed during unit classes and scored when significance was recognized in the student's learning behavior. The conclusions based on the results of the study are as follows. First, students scored an average of 3.6 points on whether the process-oriented assessment conducted during class was appropriate as an assessment. Second, on the basis of the assessment presented by the students, the main positive content is "assessing the process, not the outcome", "contributing positively to class participation" and "promoting accident activities". Third, the negative contents of the assessment grounds presented by the students include 'lack of objectivity in evaluation methods and results', 'the individual tendencies of students are involved in evaluation results' and 'poor learning effects of the textbook knowledge'.

• Journal of the Korean Geographical Society
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• v.32 no.2
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• pp.197-215
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• 1997

The purpose of this study is to show practices of teaching method based on the type of knowledge in geography education. The results of examining the type of knowledge according to the five themes in guidelines for geographic education in america are as follows: the empirical-analytic knowledge-centered contents are suited for designing concepts inquiry-centered teaching. The historical-hermeneutic knowledge-centered contents are suited for designing problem solving-centered teaching. The critical knowledge-centered contents are suited for designing decision-making-centered teaching. In this shsdy, 1 emphasized teaching method based on the type of knowledge in Ceographv Education according to the responses of students and academic achievement. However, in practice l propose that teachers construct their lesson plans according to their various spheres of interest.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.547-558
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• 2007

The purpose of this study is to compare inquiry activities in science textbooks' physics contents for Korean secondary schools with those of Singapore in order to provide a reference for further improvement of inquiry activities in Korean science textbooks. We analyzed inquiry activities using the framework of Millar et al.(1998) and Chinn & Malhotra (2002). The results of this study are as follows: There are differences between Korean and Singaporean inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness'. In the area of 'learning objectives', the Korean textbooks have more activities associated with the learning of science content than those in Singaporean, whereas the Singaporean textbooks have more activities associated with the processes of scientific inquiry than in Korean textbooks. In the area of 'students' thinking activities', the Singaporean textbooks have activities like 'test a prediction', which Korean textbooks lack. The 'degree of openness' is higher in Singaporean textbooks than in Korean textbooks. And some differences in the area of 'authentic scientific inquiry' between Korean and Singaporean textbooks were also found. While the Korean textbooks do not have any activities associated with 'generating research questions', the Singaporean ones feature such activities. In the area of 'designing studies', the Singaporean textbooks have activities corresponding to 'selecting variables' and 'controlling variables', while the Korean ones never have such activities. The results of this study imply that it is necessary to balance inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness', and to present activities close to authentic scientific inquiry in inquiry activities in textbooks.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.320-333
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• 2018

The study introduced an actual American university program student's learning outcomes in instructional technology integration knowledge in order to acknowledge implication considering the current status of relevant Korean teacher training programs. With utilizing complete sampling (students enrolled in a master's program in Instructional Systems Technology at the N University in Fall 2015), the survey was conducted on knowledge, strategies and performance in instructional technology integration, and interview assessed deeper understanding of students' relevant competencies in their specific professional setting. The results and findings based on triangulation of the data confirmed that the students gained sufficient knowledge, and applied the relevant knowledge and competencies into their work setting. For future research, the implications were offered on reviewing Korean teacher training programs in professional competency development related to technology integration in teaching and learning.