• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.159-178
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• 2003

This study analyzes on the reasoning in the process of justification and mathematical problem solving in our primary mathematics textbooks. In our analyses, we found that the inductive reasoning based on the paradima-tic example whose justification is founnded en a local deductive reasoning is the most important characteristics in our textbooks. We also found that some propositions on the properties of various quadrangles impose a deductive reasoning on primary students, which is very difficult to them. The inductive reasoning based on enumeration is used in a few cases, and analogies based on the similarity between the mathematical structures and the concrete materials are frequntly found. The exposition based en a paradigmatic example, which is the most important characteristics, have a problematic aspect that the level of reasoning is relatively low In Miyazaki's or Semadeni's respects. And some propositions on quadrangles is very difficult in Piagetian respects. As a result of our study, we propose that the level of reasoning in primary mathematics is leveled up by degrees, and the increasing levels are following: empirical justification on a paradigmatic example, construction of conjecture based on the example, examination on the various examples of the conjecture's validity, construction of schema on the generality, basic experiences for the relation of implication.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.1-8
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• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.927-934
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• 2021

AI(Artificial intelligence) is gradually taking up a large part of our lives, and the pace of AI development is accelerating. It is called ACT that develop students' computational thinking in the way artificial intelligence learns. Among ACTs, pattern recognition is an essential factor in efficiently solving problems. Pattern analysis is part of the pattern recognition process. In fact, Netflix's personalized movie recommendation service and what it named Covid-19 after repeated symptoms are all the results of pattern analysis. While the importance of ACT, including pattern recognition, is highlighted, software education for kindergarten and elementary school lower grades is much insufficient compared to foreign countries. Therefore, this study aims to design and develop textbooks for the development of artificial intelligence-based computational thinking through pattern analysis for kindergarten students.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.139-155
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• 2023

The purpose of this study is to improve the digital literacy of pre-service home economics education teachers by designing and applying 'teaching materials and methods of home economics education' class using the Metaverse platform in virtual classes during the Covid-19 pandemic. For this purpose, six lessons of the 'Teaching Materials and Methods of Home Economics Education' classes were designed and applied as a class using the Metaverse platform, and the effectiveness was analyzed. In this study, three types of classes(TBL, discussion, and PBL) were developed and evaluated. The results of the study showed that most of the learners were satisfied with the classes utilizing the Metaverse platform, and the effectiveness of the classes was shown in terms of learner-instructor interaction and the realism of actual classroom cases. Based on these results, it is expected that various home economics education classes utilizing metaverse platforms will be developed and applied to school sites to increase the realism of lessons.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.179-194
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• 2016

The purpose of this study is to find out how the reconstructed textbook for vocational high school students influences on students' scholastic achievement and affective domain when it is used in the class of vocational high school. To tackle the study problems, the researcher chose two classes of the first grade in G commercial high school and gave lessons to each of the two classes; one class, as an experimental group, was taught with the reconstructed textbook and the other, as a comparative group, was taught with the original textbook. The following results are derived from the study. First, it turned out in the post academic achievement test result, there is no significant difference between the experimental group and the comparison group, by significant level; .05. However, the prior academic achievement test result shows that the average of the comparison group is 0.44 points higher than the average of the experimental group, while the post test result shows that the average of the experimental group is 1.96 points higher than the average of the comparison group. Second, it turned out by the post affective domain test result, there is no significant difference between the experimental group and the comparison group, by significant level; .05, and any significant difference did not occur in all five areas. However, the whole point of the affective domain and the points of each area of experimental group are higher than those of the comparison group, and the degree of improvement in experimental group is also greater than that of the comparison group. In conclusion, the effectiveness of utilizing a reconstructed textbook in vocational high school math class can be expected in the long term.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.560-570
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• 2002

This study was focused on whether secondary science teachers have consistent, integrative scheme on the definition of atmospheric pressure and phenomena caused by air pressure. We had made questionnaire and let 94 science teachers answer. We sorted the responses according to their major, school and compared them with the description in textbooks. The result can be summarized into three findings. First of all, teachers whose major is chemistry have strong tendency to understand that atmospheric pressure is caused by molecular motion though it, in textbooks, is defined as the pressure by weight of air mass. The half of respondents believed that decreasing of atmospheric pressure in high altitude is due to molecular motions, while most textbook says decrease in the weight of air mass. Secondly, many science textbooks show that air mass expands, rises, becomes less dense and the pressure of atmosphere becomes low when it receives heat. So, most of respondents explained low pressure is formed by lower density. Thirdly, they answered that they just teach the phenomena of air pressure by using the textbooks which mainly deal with the present state rather than a principle. In conclusion, the science textbooks should present the exact description and consolidated structures of those concepts to prevent students from having misconceptions on air pressure. In addition, training program for science teachers would be necessary to reconsider and explore the natural phenomena in various viewpoints.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.389-395
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• 2020

This discussion is a study that proposes to introduce a strategy to positively interpret the narrative meaning in media language based on a generalized cognitive environment in order to activate correct media literacy in the era of cultural convergence. have. In particular, by using advertising content that has the most reinforced creativity related to cultural interpretation, it was induced to grasp the informational manifestation of that era and to reproduce meaning interpretation with relevance. In addition, it attempted to utilize an argumentative writing strategy in the process of reproducing Korean language learners' writing, which was capable of cognitive interpretation. The intention of the public service advertisement content developer always expects a positive effect in the social and cultural aspect, and the learner dreams of reflection and a correct future through the effect. The research on activating media literacy in the era of cultural convergence, which I intended, has not yet been much discussed. We hope that the proposed discussion of this study will be actively utilized in mass media language education of the contents of textbooks for Korean language learners, and we are sorry for the part that does not contain quantitative analysis contents, and we expect the results in subsequent thesis.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.169-179
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• 2016

This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.99-118
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• 2005

The purpose of this study is to examine visual elements in Korean high school English textbooks and compare the results with Hill's (2003) which attempted to analyze visuals in British EFL coursebooks. In this study, all 15 English textbooks of high school year 1 in Korea were selected and analyzed. On the basis of the analysis and comparison, the following results have been obtained. First, there were some similarities and differences between the two kinds of texts-Korean high school textbooks and British EFL coursebooks. One similarity was found in regard to the average of pictures and drawings. Second, it was found that in both cases, more pictures were used than the drawings. Third, with regard to the identity of the pictures and drawings used in both texts, there was a higher degree of the use of people than that of objects. Finally, it was found that the pictures and drawings were used more for decorative purpose rather than for the purpose of actual use in teaching and learning. The findings of the current study will shed light on visual impact in EFL coursebooks and explore ways to provide learners and teachers with meaningful learning and teaching experiences.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.51-57
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• 2010

When you look at computer training techniques, generally you will see an unbalanced focus towards the software applications being used. Office programs, including software applications, or simply the ability to operate has been assigned in the attempt to develop more information. Omitted, while a students thought process dealing with computer applications is usually clear and effective, the functional oriented tasks involved are time consuming. In order to keep up with the pace of today changing requirements, creativity and problems solving ability is a necessity. These are the areas in which both our training techniques are inefficient, and the resulting ability of student's is unsatisfactory. In this study of 5thand6thgradelevelcomputerteachingtechniques.