• Journal of Engineering Education Research
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• v.17 no.4
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• pp.87-94
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• 2014

The purpose of this study was to conceptualize the idea of engineering between science and technology, to classify the types of K-9 engineering education, and to develop content standards for it. The primary goal for an engineer is to design, create, and produce new tools, machines, and systems for practical means of human by exploiting technology and science. Engineering is the professional art of using technology, and the practical application of science and mathematics to achieve the optimum conversion of the resources of nature for the benefit of humankind. We reviewed the literatures and documents for background research, had surveys, and interviewed with engineers and educators to set the frame of the content standards for K-9 Engineering education and to construct standards for each sub-component. We developed and suggested the content standards for K-9 engineering education by examining and revising it.

• Proceedings of the Korean Society of Community Living Science Conference
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• 2009.09a
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• pp.94-94
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• 2009

농업계고등학교 교과서는 농촌어메니티를 학습할 수 있는 최적의 교재로서 농촌어메니티 교육내용을 개발함으로써 청소년의 올바른 농업 농촌 가치관 형성 및 국민적 공감대 확산에 이바지하고자 한다. 대상 교과서는 농업계고등학교 교과서 39종으로 이루어졌으며, 연구방법으로는 우선적으로 1~5단계의 내용분석 척도를 설정하여(1단계는 어메니티 개념에 따라 반드시 수정이 필요한 내용, 2단계는 어메니티 개념에 따라 수정이 필요한 내용, 3단계는 어메내티 개념이 포함되었는지 판단할 때 크게 문제가 없는 내용, 4단계는 어메니티 개념이 포함되어 있는 좋은 내용, 5단계는 어메니티 개념이 포함되어 있는 교과서의 모델이 될 수 있는 내용) 판정하였다. 그 결과 1단계 어메니티 개념에 따라 반드시 수정이 필요한 내용을 선정하여 교과내용을 개발하였으며, 이는 어메니티 관점에 맞추어 실시하였다. 또한 내용분석을 통한 교과서 구분을 하여 A, B, C 유형으로 나타내었다. A유형은 내용분석의 결과 판정 1 또는 2의 분석 내용이 20개 이상 나온 교과서, B유형은 내용분석의 결과 판정 1 또는 2의 분석 내용이 10~19개 나온 교과서, C유형은 내용분석의 결과 평정 1또는 2의 분석 내용이 10개 미만으로 나온 교과서를 의미한다. 교과내용 개발 결과 총 262건의 교과내용 개발이 이루어졌으며, 문장 132개로 50.38%, 사진 105개 40.47%, 삽화 22개 8.35, 그래프 0.76%, 표 0.38% 등의 순서로 나타났다. 총 262개 개발내용중에서 '사회자원의 시설'부분에 대한 관점 77개로, '사회자원의 경제활동'에 대한 관점 64개, '문화자원의 경관'에 대한 관점 50개 순으로 집계되었다. 그 다음은 '자연자원의 자연'에 대한 관점이 47개, 문화자원의 역사'에 대한 관점이 9개, '사회자원의 공동체 활동'에 대한 관점이 14개 순으로 나타났다. 자연적 자원 18.31%, 문화적 자원 22,52%, 사회적 자원 관점이 59.16%로 '사회적 자원 관점이 가장 많은 것으로 나타났다. 이는 농업계고등학교 교과서에서는 농촌어메니티의 사회적 자원이 강조되어야 하며, 문화적 자원, 자연적 자원의 순서로 강조될 필요성이 있다는 것을 뜻한다. 즉 농촌어메니티개념의 확립을 이하여 현재 농업계 고등학교 교과서에서는 시설, 경제활동, 공동체활동 같은 '사회적 자원'을 보강하여 강조할 필요가 있음을 나타낸다.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.4
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• pp.169-188
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• 2012

This study aimed to analyze the characteristics of the bibliographic description of ISBD Consolidated edition published in 2011 and to grasp the considerations in applying the rules of ISBD consolidated edition to KCR4. For achieving this, the four aspects were analyzed such as the description area and data elements, the resource types, the punctuation, and the order of the elements of ISBD Consolidated edition(2011). The characteristics of ISBD Consolidated edition are as follows. First, the content form and the media type area are added in new 0 area and elements are designated by mandatory to confirm to FRBR. Second, content form, content qualification and media type replaced GMD in title and statement of responsibility area. Third, the prescribed punctuations were retained even when this results in double punctuation, and individual square brackets were preferred than entire square brackets when using square brackets to all elements in same area. Fourth, the order of elements in description was set out by patterns of data elements in areas, therefore could reduce the confusion of the order of elements. ISBD Consolidated edition as an international standard would make various rules to maintain the uniformity, but also respects the bibliographic practices of individual countries. Therefore, each country must revise its own rule to conform the ISBD Consolidated edition as well as reflect its unique situation. In Korea, since KCR4 was developed based on the previous edition of ISBD, it should be revised to confirm to the ISBD Consolidated edition. Therefore, this study is expected to contribute to the revision of KCR4.

• Journal of the Korean Geographical Society
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• v.33
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• pp.26-36
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• 1986

이 글에서는 다음의 내용을 다루었다. 1. 자료와 분석방법 2. 강수량의 연변화유형과 강수지역, (1) 연강수량의 분포특성, (2) 강수량의 연변화유형과 공간분포, (3) 강수지역

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.1-8
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• 2018

The aim of this study was to analyze the cultural contents represented in elementary school English textbooks for grades 3 and 4 based on the 2015 revised Korean national curriculum. An analysis of cultural contents was conducted on the basis of Morgan(2001)'s five category criteria. Among the five aspects of culture, 'practices' relevant to daily life were presented most frequently in the textbooks followed by 'products'. English textbooks showed a relatively low frequency in 'perspectives' and 'communities' areas of culture. 'Persons' did not appear at all in all eight textbooks. It revealed that there was a serious imbalance in the representation of textbook about cultural contents. In conclusion, there should be balanced cultural contents for the students to have a balanced cultural awareness and to accept cultural diversity and differences. In addition, textbooks should include more various cultural materials and activities for the students to develop four key competencies suggested on the 2015 revised Korean national curriculum.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.27-44
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• 2020

In this study, we extracted geometrical learning content that is treated similarly in elementary and middle schools, and analyzed the differences between how this study is handled in elementary and middle schools. The analysis tools used in this study were developed by referring to the research results presented by Merrill. Merrill classified the study results into two dimensions: 'performance level' and 'content type', and 'teach station' and 'proposal type' by presenting the contents in the textbook. Based on this classification, this study was conducted. According to the results of the study, nine achievement criteria were extracted as learning factors that were treated similarly in elementary and middle schools. The extracted learning elements were systematically analyzed through analysis tools. The results of this study are expected to provide significant implications for the improvement of mathematics learning and for the improvement of new curricula.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.57-79
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• 2022

Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsak(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum. First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning. Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.

• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.1
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• pp.25-44
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• 2017

This study was to suggest display of RDA resource type in OPAC efficiently. Literature reviews and users test and preference survey were used as research methods. The 4 ways for the display of RDA resource type were suggested. First, GMD and the resource type code(bcode2) invented by library itself as well as leader/06, 007, and 008 field should be used for converting AACR2 resource type to RDA resource type in the bibliographic records. Second, RDA resource type vocabularies applicable to Korean cataloging environment should be designed and described in 33X subfield ${\blacktriangledown}9$ and detailed resource terms described in 34X should be also expressed in OPAC. Third, two option is suggested as content type and carrier type display separately and as content type and carrier type combination. Fourth, 336, 338 filed, leader/07 bibliographic level, 008/30-31 Literary text for sound recordings, 34X field were useful to develop user centered resource type icon. This study would be able to increase the utilization of RDA resource types and help the users to understand the RDA resource type in OPAC.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06b
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• pp.70-72
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• 2006

디지털 TV 방송의 시작과 함께 온갖 종류의 정보를 쌍방향으로 전달할 수 있는 데이터 방송이 가능해졌다. 그 중 연동형 데이터 방송은 방송 프로그램을 전송하면서 그 프로그램과 관련된 데이터를 같이 제공하는 서비스이다. 본 논문에서는 TV 방송을 보면서 퀴즈 자막을 내보내고, 리모콘을 통해 즉각적인 정답확인이 가능한 데이터 방송 애플리케이션 Xlet을 개발하였다. 더불어 자막으로 내보내지는 퀴즈의 내용 및 유형 등을 제어하는 퀴즈 자막 편집기를 구현하였다. 프로그램 PD는 퀴즈 자막 편집기를 통해 퀴즈의 유형과 내용, 글자의 크기와 색상, 자막이 나가는 시간등을 선택하고. 제어된 내용을 파일에 저장할 수 있다. 실제 TV상의 에뮬레이터나 PC상의 에뮬레이터에서 데이터 방송 마스터 프로그램을 실행시키면 방송이 시작된다. 이 때 편집기를 통해 만들어진 파일의 내용을 읽어와 PD가 지정한 내용과 시간에 퀴즈를 내보내게 된다. 이것을 보는 시청자는 리모콘으로 답을 입력하고 그 에 대한 정답 여부를 확인할 수 있도록 한다.