• Journal of Digital Convergence
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• v.19 no.9
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• pp.411-421
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• 2021

This study was conducted to compare the effects of student-generated questions (SGQ) and online quiz-based learning (OQL) applied to a physiology and a pharmacology course with 173 nursing students in total. The levels of learning motivation of all participants at 15th week decreased significantly compared with 8th week. There were no statistical difference on learning motivation, communication, and critical thinking between SGQ and OQL, and regardless of the order SGQ and OQL were applied. However, the level of learning satisfaction in students taking pharmacology course was significantly higher in OQL than SGQ (t=2.184, p=.003). We suggest that either SGQ or OQL or both SGQ and OQL be used throughout a semester in biological nursing science subjects without changing teaching strategy during a semester.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.103-118
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• 2013

The purposes of this article are to discuss how mathematics classroom in the departmentalized classroom system can be established for effective education, and describe current efforts within departmentalized mathematics classrooms toward achieving this goal. A departmentalized mathematics classroom would be most effective in improving education if implemented after comprehensive preplan for the specificity of the subject and characteristics of students depending on their grades and levels in their unique school environment. Continued investigation for effective communication of teaching and learning methods in a mathematics classroom will be a key component to set a departmentalized mathematics classroom up and to improve the quality of education.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.740-749
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• 2002

The purpose of this study was to survey junior high school teachers' and students' perceptions on the science textbooks. Subjects of this study were 113 science teachers and 715 students from junior high schools in Daegu and Kyungpook area. As statistical method, one-way ANOVA and t-test were used to check differences of the perceptions between teachers and students. Teachers had different perceptions by school location and class size, while students had different perceptions by school location, co-ed, class size, and grade level. Both teachers and students having the relativistic viewpoint on textbook knowledge regarded the knowledge as relativistic one, and preferred the student-centered textbooks. Teachers liked textbooks written by the student-centered view more than students did. Teachers had the more absolutistic viewpoint on textbook knowledge and on teaching, while students liked the electronic textbooks more than teachers did.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.135-143
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• 2001

Teachers' cognitive understanding of subject matter content have direct impact on the quality of students learning. In order to understand this, we need to investigate the relationships between the teachers' level of knowledge about the content and the instruction teacher provide for students. Professional development programs for computer education teachers include courses in computer science, curriculum studies, and the application of computers in the classroom. Effective teachers, however, have expertise in the subject matter content, know curriculum, and understand contextual knowledge for teaching computers in the classrooms. Although computer education have evolved for last 20 years, we have not yet made significant progress on researching "what" is the professional knowledge of computer teachers, and "how" they could be trained. Teacher's knowledge includes pedagogical and contextual knowledge of teaching the specific subject. The purpose of this paper is to understand the professional knowledge of computer teachers, and the adoption of PCK (pedagogical content knowledge). As a result of this paper, I hope to initiate further discussions and researches on PCK and its' implication for computer teachers and teacher preparation programs in Korea.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.249-270
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• 2006

This research is aimed to analyze the causes of junior high school students' problems that was showed in a poor way at learning mathematics. So this is for the purpose of providing the basic data for searching for a means of teaching-learning to understand stagnant students. 5 male junior high students in teaming-stagnation were targets of this research, and we used two kinds of questionnaire in the field to find out the causes of learning-stagnation. We searched these students for the causes from a different standpoint of learning habits and self-possessed manners in mathematics.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.383-385
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• 2022

Recently, as the importance of computational thinking skills has increased, several schools have opened and operated software courses for all students. Software education aims to creatively solve various problems based on coding, but it is difficult to motivate non-major learners who do not have engineering knowledge or are not interested in the IT field. Motivation for learning plays an important role in improving learners' concentration and learning efficiency. In this paper, a method of motivating non-major learners for software subjects was studied and the results were evaluated through a questionnaire.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.485-503
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• 2017

'Saembon' was elementary mathematics textbook in the Period of Syllabus in Korea. First I classified Saembons in five groups. And then I regrouped them into two kinds. One kinds were published under U.S. Army Military Government, and other kinds were made under Republic of Koera. Two kinds of Saembon were very different in several aspects. I showed how they were different through real examples. Finally I tried to explain that Saembons under Republic of Koera were better than Saembons under U.S. Army Military Government.

• Archives of design research
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• v.17 no.3
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• pp.221-230
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• 2004

Design textbooks for general education bring our attention to the education of design as a part of whole education. In this vein, this thesis tried to analyze and discuss on the current status of design education contents included in the 7th educational curriculum of the Art & Life. This study had a historical review of the contents of arts education as well as a review of theoretical contents in art education. Also this thesis analyzed five types of Art & Life text books currently used at high schools with weight given to the design and to the status of pictorial coverage in the text books. Finally, the thesis presented problems of design education through a comparative analysis of high school arts education and design education. Through the analysis, inequality of design contents in education was reported. It was clearly attributable to the backgrounds of text book writers. For example, authors with graphic design backgrounds tended to lack product and environment design concepts, while hand craft section of text books all showed a biased contents towards traditional Korean arts. In the analysis of pictorial coverage, similar to the composition of academic contents, coverage was concentrated in the graphic design areas; inequality in quantity of pictures found with a ratio of 1 to 4. In terms of areas of arts, design contents in text books were concentrated only in arts creation chapters among the 3 major areas of arts appreciation, understanding, and creation. Design education is attained in an atmosphere of creativity and the provision of ample teaching material. It is because diverse contents will generate the development of arts. When compared to design education curriculum of U.S. and Japan, these creativity put their focus of design education in the understanding and emotional contacts, so that every application is easily attained. In terms of expression learning, creativity and diversity of material are emphasized. From Kindergarten to middle, and high school periods, apparently the care contents of deign is emphasized. A textbook in the 7th education curriculum is one of the sources for education. In designing text books, learning process should be emphasized following subjects and natures of arts so that creativity can be achieved. Therefore, a systematic approach for design research and educational development for material would be needed in textbook design.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.331-339
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• 2017

Mathematics has kept the relationships with other studies constantly. However, there is not many researches about the integrated teaching-learning materials for mathematics. In this paper, we review the integrated learning theories and domestic research trends of the integrated learning for the mathematics. Through the literature review, we survey the integrated teaching-learning materials, which integrate the mathematics and other subjects for the secondary school. As a result, it can be seen that integrated teaching-learning materials of mathematics and science, social studies, arts, physical education, and korean literature have recently been developed to help raise awareness of the usefulness of mathematics. Further study on the revision and supplementation of these materials should be carried out based on this paper.