• Journal of the Korean Geographical Society
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• v.36 no.2
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• pp.191-210
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• 2001

본 연구는 지리교육의 내용 선정과 조직에 대한 기초 연구로써, 우리나라 제 7차 사회과 규과정에서 명시하고 있는 지리교육의 방향, 내용 및 조직을 분석하고 뉴욕주의 2000년 에 제시된 그것과 비교하였다. 우리나라와 미국의 지리교육의 내용과 조직에 대한 연구는 양국의 교육과정 개발 관점에 대한 분석과 더불어 현대 사회에서 교과로써 경쟁력을 갖춘 지리교육의 방향 및 지리적 지식의 성격에 대한 논의를 바탕으로 한다. 뉴욕주의 지리교육은 <기본으로의 복귀> 분위기 속에서 지리교육에서 학습해야 할 6가지 핵심 요소를 추출하고 그에 따라 내용을 체계화한 반면 우리 나라의 경우 한국과 세계의 지역지리, 계통 지리의 내용을 나열적으로 학습하도록 하였다. 그러나 백과사전식 내용 구성은 정보화 사회에서 지리교육의 역할을 스스로 축소시키고 지리교육에 대한 학생의 관심과 흥미를 감소시키는 결과를 초래한다. 미국 뉴욕주의 지리 내용과 조직은 우리나라 지리교육과정의 내용 구성 방향에 많은 시사점을 줄 수 있다. 지리교육의 생장력을 키우기 위한 지리 내용은 현대 사회 및 학습자의 요구와 지리학의 경향과 쟁점에 근거하여 그 핵심 요소가 선정되어야 하고, 지역적 방법과 계통적 방법을 적절하게 결함시켜 역동적이고 흥미있게 조직되어야 한다.되어야 한다.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.1-20
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• 2023

The purpose of this study is to extract and analyze ecological citizenship elements in the middle school home economics textbook used in the 2015 national curriculum for the introduction of ecological transformation education in the 2022 national curriculum. As a result of the analysis, the content analysis of the ecological citizenship factor was validated by six experts who are incumbent middle school home economics teachers, and the S-CVI value was 0.97, ensuring the validity of the ecological citizenship factor analysis. The results of analyzing 242 ecological citizenship factors extracted from home economics textbooks are as follows. According to the content area of the 2015 national home economics curriculum, the 'human development and family' area had the highest presence of ecological citizenship factors followed by the 'resource management and self-reliance' area and the 'home life and safety' area. Among the categories of ecological citizenship factors, 'value⋅attitude' was the most frequent, followed by 'process⋅function' and 'knowledge⋅understanding'. For each textbook composition system, ecological citizenship elements were extracted in the order of pictures, text, activities, and supplementary materials. There was a significant variation in the number of ecological citizenship factors among publishers, indicating the importance of the textbook writers' perception, interpretation, and direction of writing. Based on these analysis results, ecological citizenship teaching and learning activities applicable to home economics education were presented. This study highlights the potential for practicing ecological citizenship education in line with the new orientation of the curriculum on ecological transformation education through home economics education. Furthermore, it provides valuable baseline data for the development and implementation of textbooks for the 2022 national curriculum.

• Journal of the Korean Society for information Management
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• v.39 no.2
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• pp.299-324
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• 2022

In this study, in order to explore the contextual elements of book use that were overlooked in the existing book recommender system research, for 15 avid readers with various book search backgrounds, the contents generated in 6 book search situations were collected through the think-aloud protocol. By using content analysis from the collected book use contents, not only the internal and external appeal factors affecting book use, based on the 'appeal factor', the theoretical concept of the readers' advisory service, but also information sources and search methods regarding book use were identified and categorized. The results of this study can be used to extract and reflect meaningful attribute data in the future book recommender system design process.

• Smart Media Journal
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• v.1 no.4
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• pp.84-89
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• 2012

The purpose of this study is to determine the criteria proposed by the research conducted to a group of life science teachers for the requirement of experience program in life science textbook of high school curriculum. A committee consisting of education experts has developed the research tool for the purpose described above. Research tool covered the degree to the necessity of experience program reflected in the subsection and in the context of the life sciences, and the section should be dealt with in the program. A total of 53 life science teachers responded to the survey conducted in 46 high schools of Dajeon city for a period of 1 month (April, 2012). Subsequent analysis of the investigation identified 15 demanding subsections to be reflected in the experience program including 'gene and life engineering'. Contents that need to be applied to the subsections are 32 items including 'the technology of life engineering and its utilization'.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.41-59
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• 2023

This study aimed at analyzing the educational needs of home economics teachers for food literacy cultivation education in secondary school home economics. A total of 192 home economics teachers were surveyed about their perceptions of importance and performance of food literacy education content categories and elements, and their priorities were identified. Among the 38 content elements presented, home economics teachers recognized that the current performance level was significantly lower than that of the importance over 34 content elements. Based on the Borich educational needs assessment and the Locus for Focus Model, we identified five content elements with 'very high' educational needs ('food security/food sovereignty', 'reducing food-related waste', 'food waste management and recycling', 'food-related waste recycling', and 'country of origin information'), and four content elements with 'high' educational needs ('genetically modified food', 'ethical food consumption', 'food additives', and 'eco-friendly agricultural products'). These results indicate that dietary education in secondary school home economics should emphasize both the production and disposal of food. The findings of this study suggest implications for the needs for a new dietary education in secondary school home economics that allows students to learn all stages of food system. These results can also be used as a basis for dietary education for cultivating food literacy in secondary school home economics education.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.183-195
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• 2005

The purpose of this study was to develop educational objectives and content standards for clothing life area based on the theoretical framework of home economics education. To achieve this, literature review and need assessment on curriculum contents for clothing life area were performed. and expert meetings and a workshop were held. The results were considered in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. The curriculum contents were developed according to educational objectives in the specific levels in the form of content standards. Specific concepts for each content standard were proposed. The curriculum materials proposed in this study can be applied flexibly to the future development of national curriculum and textbooks.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.525-535
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• 2016

The purpose of this study was to analyze the differences of elementary and middle school students' ICT literacy. For this purpose, this study implemented ICT literacy test for students in 250 elementary- and 250 middle schools. The main categories of assessment include two components of 'literacy ability elements' and 'literacy content elements.' The main results are as follows. In terms of city size, Large City had the highest overall scores of ICT literacy test for both elementary and middle school students among the three groups(Large City, Middle/Small City, and Eup(Middle Town)/Myeon(Small Town)). Also, in terms of gender, female students had relatively higher overall scores of ICT literacy test than male students for both elementary and middle school levels.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.475-478
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• 2011

지금까지 음악 정보 검색을 위한 다양한 내용 기반 음악 검색 및 비교 방법이 제안되었다. 그런데, 기존 연구들은 질의 방식 및 검색 카테고리가 변화함에 따라 상이한 방법을 제시하고 있어 음악 검색 방법을 통합하는 데에 한계가 있다. 이러한 문제를 해결하기 위해, 본고에서는 내용 기반 음악 검색의 일반화를 위한 내용 기반 음악 요소 검색(CBMER) 방법을 제안하였다. 제안 방법에서는 확률적 은닉 성분 분석(PLCA)을 사용하여 음원을 분해하고, 각 분해 요소로부터 오디오 특성을 추출하였다. 제안 방법을 사용하여 다양한 질의 방식 및 검색 카테고리로 내용 기반 음악 요소 검색이 가능함을 보이기 위해, 남성/여성의 목소리로부터 질의를 생성하여 목소리 성별에 따른 음악을 검색하는 실험을 수행하고 그 결과를 분석하였다.

• Communications of Mathematical Education
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• v.25 no.4
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• pp.693-734
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• 2011

The purpose of this research is to analyze the pedagogical content knowledge on the natural number concepts of Korean Elementary School Teachers. Shulman(1986b) had developed a tool in order to understand teachers' knowledge, as he defined three types of knowledge in teaching ; Subject Matter Knowledge, Curricular Knowledge, and Pedagogical Content Knowledge. Pang(2002) defined two types of elements including in the ways of teaching ; individual element, and sociocultural element. Two research questions are addressed; (1) What is the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? ; (2) What factors are included in the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? Findings reveal that (1) the Korean Elementary School Teachers had three types of the pedagogical content knowledge on the natural number concepts; (2) Teacher Factors were more included than Social-Cultural Factors in the pedagogical content knowledge on the natural number concepts of the Korean Elementary School Teachers. Further suggestions were made for future researches to include (1) a comparative study on teachers between ordinary teachers and those who majored mathematics education in the graduate school. (2) an analysis on the classroom activities about the natural number concepts.

• Journal of Science Education
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• v.35 no.2
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• pp.250-261
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• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.