• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.150-167
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• 2021

Since the advent of tertiary curriculum, middle school history education has been focused on political history, but many students perceive history as a simple memorization subject and complain about difficulties in abstract learning. The researcher saw this problem as caused by the history curriculum, and carried out this study for the purpose of proposing a revitalization of cultural property education in the middle school history curriculum. First, through the analysis of prior research, the usefulness of cultural property education, such as nurturing creative talent and realizing interactive history classes, was revealed, and the problems of the current political history-centered middle school history curriculum were pointed out. Afterwards, as a result of conducting an opinion survey on middle school 3rd grade students and social studies teachers, it was found that first, both middle school students and their teachers thought that the current political history-centered history had much room for improvement. Second, all groups agreed on the necessity of cultural property education in history education. However, in reality, it was found that it was not easy to sufficiently educate students about cultural property in a political history-centered curriculum. Third, teachers thought that it was necessary to improve the current history curriculum in order to enhance cultural property education. Based on these findings, the researcher suggested an improvement plan for the 2015 revised history curriculum. First, in the 'nature of the subject' section, cultural properties and historical materials should be included, and in the 'objective' section, politics, economy, society, and culture should be included. Contents related to cultural properties should be added to the sub-themes in the 'content system and achievement standards', and cultural properties-related contents should be further reinforced in the achievement standards, 'teaching, learning and evaluation'. It was suggested that this section should include cultural property learning and historical material learning, and guidance on teaching and learning methods of cultural property education should be added. If these aspects are reflected in the 2022 revised curriculum that is currently being developed, cultural property education will be improved, and more lively history education will be provided to students.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.267-285
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• 2016

This study presents a comparative analysis of newly developed curriculum of Travel Geography as the career elective subject in high school for the 2015 revised curriculum in Korea and Tourism Geography in China. Travel Geography Curriculum comprises subject objectives, the contents organization, and achievement standards which reflect the core concept of geography. It utilizes travel as the topic and frame to raise the availability, interest and empathy in the geography classroom. The main research contents are comparative analysis on the similarities and differences of the subject character, goal, content, teaching-learning method and assessment of the national geography curriculum in Korea and China. Practical implications are presented for textbook compilation of the Travel Geography and its Practice classroom teaching-learning.

• Korean Architects
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• s.513
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• pp.76-78
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• 2012

2012년 벽두에 힘들고 어려운 건축설계시장의 근본적 문제점이 건축사의 적극적 권리주장의 부족함에 있지 않나하는 의문을 던져봅니다. 불합리한 제도의 개선과 관련 법 정비는 누군가가 해주는 것이 아니라 건축사 개개인의 인식과 실천하는 행동이 단체와 정부를 움직이게 하는 것은 아닐까요? 민주주의의 성취와 민주시민으로서의 권리는 그렇게 이루어졌다고 합니다. 인류 역사가 시작된 후 인간이 이룩한 큰 성과가 세가지 있다고 합니다. 하나는 문자의 발명이고, 둘은 법의 재정이며, 마지막으로 회계(복식부기)의 시작이라고 합니다. 이것을 건축에 대비하면 근대화된 도서의 도입, 관련 법 그리고 대가기준으로 볼 수 있겠습니다. 현대 건축은 BIM, IBS, 친환경인증, 에너지인증, 전문화된 설계와 인증 등으로 복잡함을 더하여 가고 있으나, 대가기준과 관련 법의 정비는 노력과 관심이 더 필요한 것 같습니다. 이에 건축설계의 법과 제도에 관계된 업무와 사례를 중심으로 5회에 걸친 기획연재를 준비하였습니다. 좋은 사례 발굴과 지속적인 관심이 있기를 바라며, 향후 더 좋은 내용으로 발전되기를 바랍니다.

• Korean Architects
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• s.515
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• pp.68-71
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• 2012

2012년 벽두에 힘들고 어려운 건축설계시장의 근본적 문제점이 건축사의 적극적 권리주장의 부족함에 있지 않나하는 의문을 던져봅니다. 불합리한 제도의 개선과 관련 법 정비는 누군가가 해주는 것이 아니라 건축사 개개인의 인식과 실천하는 행동이 단체와 정부를 움직이게 하는 것은 아닐까요? 민주주의의 성취와 민주시민으로서의 권리는 그렇게 이루어졌다고 합니다. 인류 역사가 시작된 후 인간이 이룩한 큰 성과가 세가지 있다고 합니다. 하나는 문자의 발명이고, 둘은 법의 재정이며, 마지막으로 회계(복식부기)의 시작이라고 합니다. 이것을 건축에 대비하면 근대화된 도서의 도입, 관련 법 그리고 대가기준으로 볼 수 있겠습니다. 현대 건축은 BIM, IBS, 친환경인증, 에너지인증, 전문화된 설계와 인증 등으로 복잡함을 더하여 가고 있으나, 대가기준과 관련 법의 정비는 노력과 관심이 더 필요한 것 같습니다. 이에 건축설계의 법과 제도에 관계된 업무와 사례를 중심으로 5회에 걸친 기획연재를 준비하였습니다. 좋은 사례 발굴과 지속적인 관심이 있기를 바라며, 향후 더 좋은 내용으로 발전되기를 바랍니다.

• Korean Architects
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• s.514
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• pp.64-67
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• 2012

2012년 벽두에 힘들고 어려운 건축설계시장의 근본적 문제점이 건축사의 적극적 권리주장의 부족함에 있지 않나하는 의문을 던져봅니다. 불합리한 제도의 개선과 관련 법 정비는 누군가가 해주는 것이 아니라 건축사 개개인의 인식과 실천하는 행동이 단체와 정부를 움직이게 하는 것은 아닐까요? 민주주의의 성취와 민주시민으로서의 권리는 그렇게 이루어졌다고 합니다. 인류 역사가 시작된 후 인간이 이룩한 큰 성과가 세가지 있다고 합니다. 하나는 문자의 발명이고, 둘은 법의 재정이며, 마지막으로 회계(복식부기)의 시작이라고 합니다. 이것을 건축에 대비하면 근대화된 도서의 도입, 관련 법 그리고 대가기준으로 볼 수 있겠습니다. 현대 건축은 BIM, IBS, 친환경인증, 에너지인증, 전문화된 설계와 인증 등으로 복잡함을 더하여 가고 있으나, 대가기준과 관련 법의 정비는 노력과 관심이 더 필요한 것 같습니다. 이에 건축설계의 법과 제도에 관계된 업무와 사례를 중심으로 5회에 걸친 기획연재를 준비하였습니다. 좋은 사례 발굴과 지속적인 관심이 있기를 바라며, 향후 더 좋은 내용으로 발전되기를 바랍니다.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.411-424
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• 2014

This study tries to establish the evaluation standards of the service quality of local cultural festivals in an effort to identify public awareness of those festivals. Also, based on the importance-performance importance-performance analysis on the service quality, this research is aimed at finding ways to enhance service quality and to improve operation plans in more efficient ways for the maximization of visitors' use of festivals. Ultimately, the current study seeks to make a contribution to improving the quality of local cultural festivals. The results of the correspondence t-test analysis of importance and performance revealed that significant differences were found in following items of five factors; 1) in the responsiveness factor, the presence or absence of rest space, facility guide, communication, and installation of public restroom/cleanliness 2) in the certainty factor, food prices and staff members' kindness 3) in the reliability factor, all items including festival pamphlets (to the festival venue), guidance facilities/signposts, hospitality, schedule information, and quick responses 4) in the tangibility factor as well, all items such as the awareness of local culture, benefits, and storytelling 5) in the empathy factor, diversity of events and festival contents.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.459-476
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• 2011

In this study, as a teaching way of classes by achievement level, low level students have taken five-minute tests that could be efficient in remedial feedback, and we have investigated the students' improvements of their assessment in mathematics through each of the unit tests. The results show that the five-minute tests with low level classes helped them develop mathematics problem-solving skills and also form positive attitudes about mathematics. More studies of the various methods must be done so that low level students can develop their abilities to solve mathematical problems skillfully.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.57-80
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• 2021

The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.219-229
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• 2024

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

• Journal of Science Education
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• v.48 no.1
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• pp.1-14
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• 2024

The Korean Science Education Standards (KSES) were developed to support the establishment of a domestic national science curriculum to respond to future social and environmental changes as an action plan to improve scientific literacy in the context of science education. In this study, we analyzed the relationship between KSES and the 2022 revised middle science curriculum focusing its learning contents and learning objectives and sought effects of the successful implementation of the curriculum. As a result, the content system of the 2022 revised middle science curriculum was highly related to the categories of knowledge in KSES. Attempts to deal with the content related to the nature of science was also confirmed through content elements in science and society domains. In the case of achievement standards, it was focused on some areas of the performance expectations in KSES, but the level of statement of the achievement standards closely matched the level of middle school students as suggested by KSES. From these results, it was possible to confirm the high relationship between the 2022 revised middle science curriculum and KSES, as well as the possibility of using KSES as an international indicator for establishing future science education plans.