• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.747-770
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• 2012

In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.807-827
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• 2014

The purpose of this study was to extract and validate the educational goals and the subjects for developing a music gifted curriculum. Based on literature review and analysis of music gifted curricula in foreign countries, 19 educational goals and 18 subjects were derived from literature review and analysis of music gifted curricula in foreign countries. To validate the educational goals and the subjects, delphi survey was carried out twice with 26 expert panelists in the field of music, music education and music gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. The final set of educational goals for music gifted education included 6 skills related goals, 4 creative expression related goals, 4 knowledge related goals, and 2 attitude related goals. The final set of subjects included 4 major-specific subjects, 5 foundational subjects, 4 theory-related subjects, 3 integration and social participation related subjects. The results of this study can be used as baseline data to develop a music gifted curriculum by providing ideas for deciding what to teach and why to teach in music gifted education.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.203-208
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• 2010

본 연구는 디지털교과서의 문제 푸는 방법 찾기 조작자료가 실험반 학생들의 문제해결력에 긍정적 영향을 미칠 것인지, 또한 서책교과서로 공부한 비교반 학생들과 문제해결력에 있어서 어떠한 차이가 있는지를 분석하고자 한다. 아울러 디지털교과서로 공부한 실험반과 서책교과서로 공부한 비교반 학생들의 학업성취도, 수학 교과에 대한 태도 등에 영향을 미치는지를 살펴보고자 한다.

• Journal of the Korean earth science society
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• v.21 no.2
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• pp.103-115
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• 2000

The ability-grouping is the essence of the seventh educational curriculum, applied to school from year 2000, and its enriched-supplementary type will be carried out for science course. This study examines the effect of the enriched-supplementary ability-grouping within class to student's academic achievement and the attitude, related to science. Thus we developed teaching and learning methods with intellectual level about the subject of 'Water Circulation and Weather Change' in Middle-School Science 2. Then we tested 152 eighth graders who were divided into the experimental and control groups. The experimental one was taught through the ability-grouping for about six weeks, while the control through conventional lecture. The improvement of the experimental group in academic achievement was more effective than that of the control, and particularly to below-average students who ranked in lower thirty percent. The experimental one got more negative change in domain 'Science as a Subject, and in subdomain 'Anxiety in Science Lesson'. While outstanding students who ranked in upper thirty percent showed a significant positive change in subdomain 'Satisfaction in Teaching Method, the below-average were negatively changed in subdomain 'Anxiety in Science Lesson'. The current ability-grouping was suitable for the improvement of academic achievement, but not for the general attitude related to science. In order to enhance the ability-grouping effect in science education, we need to additionally consider student's interest and concern in grouping, and develop various teaching and learning methods together with proper textbook contents.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.97-114
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• 2015

This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.157-173
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• 2005

The purpose of this study is to clarify the effects of Home Economics instruction using motivation(ARCS) strategy on the learning motivation and academic attitude toward the subject. To accomplish the purpose, teaching-learning plan using motivation(ARCS) strategy was developed and the subjects for this study were 155 End grade male students randomly chosen from four classes at a middle school in Incheon Metropolitan City. In the 5th period instruction about 'utilization of resources and environment' unit, 76 students of two classes as an experimental group received the Home Economics instruction using motivation(ARCS) strategy, while 79 students of two classes as a comparative group took lecture type instruction. The results of this study were as the follows 1. Home Economics instruction using motivation(ARCS) strategy was more effective than the lecture type instruction to improve learning motivation and positive change in academic attitude toward Home Economics subject. 2. Home Economics instruction using motivation(ARCS) strategy was effective to improving learning motivation regardless of their levels of students prior learning motivation and learning achievement. 3. Home Economics instruction using motivation(ARCS) strategy was effective to positive change in academic attitude toward Home Economics subject regardless of their levels of students Prior learning achievement and at the aspect of prior motivation to learn, the high level students were more effective than the low level students. 4. According to responses of students and teacher for Home Economics instruction using motivation(ARCS) strategy, it was effective to improving active participation and interest for Home Economics instruction.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.05a
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• pp.131-135
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• 2003

과학영재교육의 중요한 목표중의 하나는 과학영재들의 과학에 대한 태도를 긍정적으로 변화시키는 것이다. 특히 태도와 같은 정의적 특성은 지적 특성에 비하여 후천적이고, 학습에 의해서 변화될 가능성이 크기 때문에(Marsh, 1990) 교육적으로 중요한 의미를 가지며 학생들이 성장하여 과학에 관련된 직업이나 활동을 하는 데 매우 중요한 역할을 한다(Oliver, W Hill, Pettus, W. C. and Hedin, B. A 1990). Anderson(1981)은 과학에서의 정의적 영역을 흥미, 태도, 가치, 통제의 소재, 학문적 자아개념, 불안, 선호 등의 7가지 영역으로 나누고 이 중에서 불안요인을 학업성취 및 태도에 가장 강하게 영향을 주는 요인으로 구분한 바 있다. 이처럼 과학 관련 태도나 과학 불안도는 학생들의 과학관련 활동이나 성취에 중요한 요인이 되고 있으나 이와 관련된 연구는 극히 미미하다. 지금까지의 태도 및 불안도에 관한 연구들은 일반학생들을 대상으로 하고 있으며 과학영재들을 대상으로 한 연구는 전혀 이루어지지 않았다. 따라서 본 연구는 과학영재교육원에 다니는 194명의 과학영재들을 대상으로 하여 과학영재 수업을 받은 후 과학 관련 태도와 과학 불안도가 변하는지, 과학 관련 태도와 과학 불안도는 어떠한 상관이 있는지, 그리고 남$\square$녀 집단의 차이가 있는지를 영재수업을 받기 전과 후의 검사를 통하여 알아보았다. 본 연구에서는 과학영재들의 과학 관켠 태도를 측정하기 위해‘고등학생을 위한 과학 관련 태도’검사를 사용하였다. 이 검사는 Fraser(1981)가 개발한‘TOSRA’(Test of Science-Related Attitudes)와 Munby(1983)의‘태도 측정 도구 조사’에서 문항 선정이 이루어졌다. 적절한 단어 및 어휘, 일부 문항들의 부적절한 환경 상황 등을 고려하여 40 문항 중 21문항을 수정하거나 삭제하고 문항내적 상관이 낮은 4문항을 제거하여 최종 30문항을 제시하였다(고유곤, 1996). 이 검사의 문항 내적 신뢰도 $\alpha$ 는 0.9 이었다. 검사 문항은 4개 범주과학에 대한 태도, 과학의 사회적 의미, 과학 교과에 대한 태도, 과학적 태도 등과 각 범주의 하위 문항으로 되어 있다 과학 불안도 측정 검사 도구는 중$\square$고등학생들의 과학불안도 측정을 위해 김범기(1993)가 개발한 것을 사용하였다.

• The Mathematical Education
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• v.59 no.2
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• pp.147-166
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• 2020

Textbooks are important resources in support of teaching and learning mathematics competencies which are emphasized in the most recently revised mathematics curriculum. This study analyzed how six mathematics competencies and their sub-elements are implemented in the mathematics textbooks for the fifth and sixth grades. A total of 465 activities or items in the targeted textbooks were analyzed. The findings of this study showed that both the communication competence and the reasoning competence were the most frequent competencies, followed by the problem solving competence. In contrast, the other three competences (i.e., creativity and integration, attitude and practice, and information processing) were less popular. Detailed analyses of sub-elements according to each competence revealed that one or two specific sub-elements were emphasized within a competence. Whereas "expressing one's idea" was the most prevalent sub-element in the communication competence, both "analyzing mathematical facts" and "observation and conjecture" were the most frequent in the reasoning practice. Specific sub-elements were jointly implemented within or across competences. "External connections of mathematics and integration" in the creativity and integration competence was carried out in relation to "recognition of values" in the attitude and practice competence. This paper also included some examples of activities or items showing how specific sub-elements of each competence were reflected on. This study is expected to provide implications on how to implement mathematics competencies throughout the textbooks.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.41-53
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• 2005

This study evaluated middle school teachers' perceptions and demands for changing in Food and Nutrition sections of Home Economics and also identified variables related. Teachers expressed unfavorable attitudes to the usefulness of contents in real life, and clearly perceived the importance of a basic theory of nutrition in general and adolescency among 12 items related with Food and Nutrition section. Most of the teachers pointed the way in which textbooks are described and organized were heavily oriented into lectures, more than creative discussion and diverse activities. The insufficient materials for teaching-learning were also pointed as barriers in improving the level of quality of Food and Nutrition sections in middle school Home Economics textbooks. Teachers had strong beliefs that textbooks, based on 7th National Curriculum, should be changed and improved not only in contents but also in organizations. Cognition of teachers on the appropriateness, in terms of quantity of contents, competitiveness for developing students' capacity. level of quality, and interests among students and teachers, was consistent and independent indicator of their needs for changing. These results suggest that the next textbook should include more materials for teaching-learning designed to expand students' capacities and develop critical thinking skills. Effective educational curriculum should integrate sufficient activities together with detailed instructions. Creative activities may allow students to learn and connect these activities to the contents in Food and Nutrition section of Home Economics curriculum.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.