• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.451-458
• /
• 1998

The trends of plant-related teaching and learning of elementary and secondary schools were presented in this paper. The textbooks of other subject matters except biology were analyzed for their plant-related learning contents. It was suggested that interconnection exists between biology and other subjects in the relations with plant-related learning materials. A total of 331 books were analyzed from 143 elementary schools, 117 middle schools and 71 high schools. 1. Among the learning materials, 264 species of plant were presented in elementary schools textbooks, 295 in middle schools, and 283 in high schools. Other subjcets had more various plants than biology. 2. Korean language, social study and home ecology had more plant materials than other subjects with not only simple citation but scientific concepts and inquiry activities. As this plant-related materials is considerable for school education and science curriculum. 3. The available plants in daily life - resource plants, edible plants, demonstration plants and engineering-related plants - were cited in other subjects. Interconnection of plant-related materials with biology and other subjects will provide basis of STS education and subject integration.

• 한국정보교육학회:학술대회논문집
• /
• 2006.01a
• /
• pp.276-282
• /
• 2006

정보화 사회에 이어 고도정보화 사회가 되면서 학교에서도 컴퓨터를 활용한 교육의 중요성이 날로 높아지고 있으며 학습자 서로의 도움을 중시하는 협동학습 또한 점점 더 강조되고 있다. 이에 초등학교 국어과의 연극단원을 가르치는데 학생의 발달 단계에 맞는 연극 유형을 알아보고 협동학습의 여러 모형 중 집단탐구모형에 기초하여 모둠 구성원들이 주도적으로 연극 유형을 골라 스스로 탐색, 토의 한 후 실제로 연극을 할 수 있는 시스템을 설계했다. 연극 학습의 특성상 초등학교의 교과서에 나오는 극본을 조사하고 이를 실제 학습에 활용 가능한 10가지 연극 유형으로 분류하여 학생들이 적합한 유형을 선택하거나 활용할 수 있도록 제시하였으며 가능한 동영상 자료를 중심으로 시스템의 컨텐트를 구성하였다.

• Journal of Korean Library and Information Science Society
• /
• v.51 no.1
• /
• pp.281-303
• /
• 2020

The purpose of this study is to structure the system of reading strategy contents and seek a subject linkage method through using it. In order to establish the contents of reading strategy, the 2015 Korean High School Revised National Curriculum's contents system and advanced research were looked at. From that curricula, text areas(the types and fields, meaning structure) and cognitive strategy(reading methods and skills) are deduced and categorized. In addition to reading techniques reorganized by referring to worksheets of advanced researches, the system of reading strategy contents was made. As the result of applying it to the learning activities of "he Integrated Society" and "he Integrated Science" a subject linkage to learn the learning contents proposed providing a variety of reading materials related to the subject and running extended reading programs.

• Hwankyungkyoyuk
• /
• v.18 no.2 s.27
• /
• pp.44-54
• /
• 2005

The emphasis in environmental education for children should be on awareness, appreciation, and sensory experiences. By offering children opportunities to experience the elements of nature that surround them, teachers elevate children's comfort level and familiarity with the natural world. But many children have little contact with nature, because of urban living, hurried schedules, TV's attraction, and the low value most schools place on outdoor activities. So, teachers have to expand the real out-of-door experiences into the classroom by sharing and making accessible books focusing on nature and the natural environment. Namely, quality children's literature is an excellent vehicle for extending a particular experience or introducing new ones. Building on outdoor experiences through stories encourages children to explore more deeply what they have observed and experienced-concepts are reinforced, new knowledge gained, vicarious experiences provided. There are three-fold classification of environmentalism, especially environmental ethics, and three-aspects of the history in children's literature. The analytical results of this study are as follow. The environmental ideology in elementary Korean textbooks varies from 'egocentrism-didacticism' to 'ecocentrism-fantasy'. This finding has implication for selecting children's books and teaching environmental contents in elementary school. Therefore teachers and parents need to get ready to receive ecocriticism.

• The Journal of the Korea Contents Association
• /
• v.20 no.5
• /
• pp.23-36
• /
• 2020

This study indicates there is a need for delivering key academic vocabulary to students with multi-cultural backgrounds before they enter middle school and thus select academic vocabularies necessary for satisfactory middle school education and self-directed learning methods using a more focused selected academic vocabulary list. To this end, we first examine the vocabularies appearing in the main Korean language, math, social studies and science textbooks used in the first year of middle school and compile the most practical academic vocabulary list. Then we offer a selection method for the main academic vocabulary from these compiled vocabularies. We also propose a self-directed vocabulary learning model for using these selected academic vocabularies and an academic vocabulary learning application as a prototype. As a result, students with multi-cultural backgrounds will be able to adapt to middle school education more quickly when they learn the necessary academic vocabularies on their own using the academic vocabulary learning application.

• Journal of Korean Classical Literature and Education
• /
• no.32
• /
• pp.119-158
• /
• 2016

In this thesis we set forth the reasons for teaching classical river novels in secondary education, and investigated the guiding principles for content design of high school literature textbooks. Although classical river novels have great significance in cultural and narrative histories, they were previously consistently disregarded in secondary education. First, we looked at the need for including classical river novels in the secondary school curriculum to create a well-balanced education of classical novels, to link this with modern river novels, to teach the narrative styles and esthetics of river novels, and to let students understand the various cultures of the late Joseon Dynasty. Second, we examined two ways of educating students about classical river novels. For exclusively teaching classical river novels, we recommended the means of teaching and provided detailed guidelines by which they can be taught, as well as provided complete information about the family tree, the story unit, and the scene deployment. To establish the link between classic river novels and their modern counterparts, we recommended the process of teaching accession and transition of tradition by introducing the commonalities and the differences across three generations stories, besides discussing the viewpoints of female writers. When classical river novels are introduced in literary textbooks, students will realize the existence of such novels though they may not understand all aspects of the novels. We suggest that teaching and introduction of classical river novels in secondary education as soon as possible.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.2
• /
• pp.185-205
• /
• 2013

In this study, to begin with, it was discussed to gather vocabularies which are expected to be vocabularies related to four fundamental rules of arithmetic and classify them according to kinds and groups, to demarcate vocabularies related to four fundamental rules of arithmetic for using in elementary school mathematics which are associated with addition, subtraction, multiplication, and division directly. Next, the basic vocabularies related to four fundamental rules of arithmetic were discussed. At this time, regarding vocabularies related addition, subtraction, multiplication, and division as coming from the verb add, subtract, multiply, divide respectively, vocabularies that contains the stem of each verb were considered as the basic vocabularies related to four fundamental rules of arithmetics. Following it, vocabularies which assist the operation and indicate the result of the operation were included, then, vocabularies related to four fundamental rules of arithmetic for using in elementary school mathematics were demarcated and presented according to the following criteria. First, a newly coined verb or derivative using the noun form of a certain verb as a root should not be used. Second, such vocabularies of which examples do not exist or rarely exist in textbooks/workbooks should not be used, even though they are registered in mathematics glossary book published by ministry of education or Korean dictionary published by the national institute of Korean language. Third, vocabularies which are not replaceable and vocabularies which have some didactical reasons for using them should be used.

• Journal of The Korean Association For Science Education
• /
• v.33 no.2
• /
• pp.478-485
• /
• 2013

"GukMinSoHakDokBon", published in 1895, is the first national textbook designated by the Education Institute. Ten of the 41 chapters consist of scientific contents. In this thesis, some the contents are reviewed in detail and studied to see what significance it has in view of science education. The scientific contents described in "GukMinSoHakDokBon" include Plants Change, Clock, Camels, Wind, Hive, Respiration, Crocodiles, Nature of Animals, and Chemical Elements. For that kind of diversity, it was told that "GukMinSoHakDokBon" was not considered for normal students, and there were many ambiguities due to in sufficient explanations. Some of the contents were even technically wrong. So it has been noted that the scientific contents of "GukMinSoHakDokBon" have more significance in providing new information at that time but not in understanding newly-organized scientific knowledge. However, it is obvious that the early science education in Korea is composed of the methods of reading "GukMinSoHakDokBon". This is a common figure, which can be found in "Willson's Reader", the elementary reading textbook in the U.S. in the 1860's or "小學讀本" by the Ministry of Education in Japan. One thing remarkable is "GukMinSoHakDokBon" induced students' interests through the use of storytelling method for introducing some unfamiliar scientific knowledge. There is no doubt that "GukMinSoHakDokBon" has a very positive role in increasing students interest and intelligence. These advantages are being actively applied in the present model of storytelling education these days. Therefore, "GukMinSoHakDokBon" can be regarded as both a language textbook and an early figure in science education, and it can be also considered that "GukMinSoHakDokBon" has a significance not only in approaching scientific substances theoretically but in using storytelling methods to deliver unfamiliar and strange knowledges to students.

• (The) Research of the performance art and culture
• /
• no.43
• /
• pp.203-228
• /
• 2021

This thesis examines the play education method shown in the elementary school textbook 'Enjoy Play'. If the educational methods of the curriculum other than plays were presented in the order of 'Understanding play - Appreciation of Works - Creation of Works', the method of drama education is presented sequentially in the order of 'Understanding play - Creation of Works - Appreciation of Works' in the order of 'Understanding play - Artwork - Appreciation' have. Even if such a curriculum considers the study linked to the subject of 'Plays', students may not feel the 'burden' of 'creation', and by simplifying the understanding of 'spoken language', it is rather the characteristic of 'Korean language'. It may also make it difficult for students to feel the attraction. In addition, empathy through the conflict situation of the play or comparison with the actual conflict is mainly presented through the translation of foreign works or the expression of a fairy tale and fantastic world that is far from reality, so the burden of inferring the right life problems can be confirmed. Theatrical expressions and plays and plays learned through textbooks are partially different depending on the educational goals to be achieved. The result of this study is that the course of textbooks for elementary and upper grades may correspond to the problem of expressing 'Plays', but it is regrettable in leading students to think about ways to solve life problems in detail through 'Plays'. It is also necessary to emphasize the importance of expression that makes students realize how to express themselves autonomously in the way of expressing their feelings, but on the other hand, on the other hand, it is necessary to share empathy with feelings first, understand these feelings, Therefore, it was suggested that training to infer expressions and emotions by learning individual expressions through methods of expressing emotions and a process of educating students to voluntarily accept shared emotions are also necessary. Sharing and expressing emotional emotions through 'play', and participation through cooperation and division of labor through the process of performing.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.3
• /
• pp.81-96
• /
• 2020

This study aims to identify implications for the role of home economics in consumer education in middle schools focusing on building consumer competency. To this end, the content in middle school textbooks of home economics and other subjects, written according to the 2015 revised curriculum, were analyzed. This study examined consumer education content based on the consumer competency measurement index developed by the Korean Consumer Agency, and reviewed different foci presented by subjects. This study also investigated how the knowledge, attitude and practice, which are components of consumer competency, are presented. The major findings of this study can be summarized as follows: First, consumer competency content, presented in textbooks of home economics and other subjects, were comprised of citizenship competency(65.3%), transactional competency(27%), and financial competency(7.7%). Second, in terms of content on the consumer's citizenship competency, little attention was paid to consumer rights, revealing an imbalance between responsibilities and rights. Third, despite its importance, the "utilization of information and communications technology" in transaction competency, and "consumer participation" in citizenship competency are insufficiently covered in the home economics. Fourth, social studies was the subject that most extensively covered the content of consumer competency. In terms of scope, home economics dealt with most of the sub-fields. Fifth, even when the same content of consumer competency was covered, it was presented differently by subject. Sixth, there was a lack of connection between components of consumer competency-knowledge, attitude, and practice, with a disproportionately high emphasis on knowledge. In conclusion, this study concluded that consumer education content of middle school subjects is insufficient to enhance consumer competency.