• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.3
• /
• pp.237-243
• /
• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• The Mathematical Education
• /
• v.58 no.2
• /
• pp.225-237
• /
• 2019

The picture of the mathematics curriculum should carry the complex role of relieving the difficulties of mathematics while conveying the core of the mathematics contents well. This study examined the precedence of picture and text harmony and the importance of emotional expression. The discussion of children's picture books became an important reference in this process. The understanding of the child's psychology and cognitive characteristics in the long history of picture books and the insight into the relationship between text and pictures will be important guidelines for elementary school textbooks. Based on these previous studies, this study found some impressive examples of Chinese, Japanese, Indian, and American textbooks on the two complementary relationships between paintings and texts and emotional expressions of paintings. If necessary, we compared these textbooks with Korean textbooks. Through this analysis, this study draws some implications for Korean textbook drawing and textbook production process. That is, the process of reading the picture and interpreting its meaning should be treated as part of the study of mathematics. The mathematical concepts to be dealt with or the sentence description of the problem should be concurrent with the design of the picture. The monotonous expressions and dialogues of characters in textbooks should be avoided, and the personality and emotions of characters should be more abundant and freely expressive.

• Journal of the Korean Chemical Society
• /
• v.66 no.3
• /
• pp.243-250
• /
• 2022

The purpose of this study was to investigate the inscription of North Korean Higher-Level Middle School 1 chemistry textbooks in the era of North Korean leader Kim Jong-un to understand North Korean chemistry education. The types and functions of inscription for each unit of the North Korean Higher-Level Middle School 1 Chemistry textbook were analyzed and compared with the inscription of the 'Chemistry I' textbook in South Korea. Inscriptions were analyzed by constructing an analysis frame based on previous studies. The analysis results were as follows. First, as for the types of inscription used in North Korean textbooks, photographs and illustrations were used the most, and graphs were used the least. Second, the functions of inscription used in North Korean textbooks had many exploratory and exemplary functions, and decorative functions were used the least. Third, there was no significant difference in type and function of textbook inscriptions from North and South Korea. The results of this study may be helpful in understanding North Korean chemistry education.

• The Journal of the Korea Contents Association
• /
• v.22 no.5
• /
• pp.667-684
• /
• 2022

This study analyzed the problems of skin beauty textbooks used in high school based on the NCS ability unit, and was to improve them. By the NCS standard, it focuses on the contents which can be learned during the high school course. The main results are as follows. First, the revision of textbooks is to contain NCS competency unit, which is excluded in spite of being taught. Second, Replacement is required for NCS 5 level beyond the high school. Third, the illustrated and photographic materials is revised to improve the understanding by maintaining consistency and visibility. Fourth, the contents on the practical skill need specific explanations and instructional materials. Fifth, to revise terminology and the notation system is needed in skin care. The results of this study can be used as basic data to develop an NCS learning module in the skin care field and high school textbooks.

• Journal of agricultural medicine and community health
• /
• v.35 no.4
• /
• pp.417-427
• /
• 2010

Objectives: This study was conducted to develop a Korean version of the Participatory Action Oriented Training (PAOT) program and training materials for improvement of agricultural working environments. Methods: The PAOT manual and checklist were developed on the basis of the original English version of the training materials, a questionnaire survey of agricultural health and safety professionals, and a brainstorming conference. Good example pictures were collected through visits to agricultural workers' houses, and an easily understandable picture was drawn by an animation specialist. A PAOT action manual and five types of action checklists were developed for use in different agricultural environments. Each action checklist contained six categories and 38 items of agricultural health and safety principles; the six categories were material storage and handling, work stations and tools, machine safety, physical environment, working schedule and organization, and basic health and safety management. Incorporating these training materials, a one-day Korean PAOT program was developed. Results: Among 307 candidate agricultural workers from four rural Korean villages, 94 workers (59 males, 35 females) participated in a PAOT from July 2007 to Oct 2008. The PAOT program was successful and the mean self-estimated satisfaction score of the participants was greater than 90%. Conclusions: A Korean PAOT program and training materials were successfully developed and applied to Korean agricultural workers. Although more studies are needed, it is expected that PAOT will greatly contribute to the improvement of agricultural working conditions and health and safety through the use of agricultural workers' self initiatives.

• 대한공업교육학회지
• /
• v.38 no.1
• /
• pp.49-67
• /
• 2013

The purpose of this study is to analyze the external systems and the units 'problem solving and invention' of the middle school technology and home economics 1 textbooks of the revised 2011 national curriculum in an effort to provide some information on the content system of invention education in technology class, as invention education was provided as part of a regular subject for the first time. The findings of the study were as follows: First, 'Technology and Inventions' chapter of Technology and Home Economics 1 Textbooks occupied 10-18% share, with the subchapter of 'Problem Solving and Invention' unit taking up 6.7-29% of the textbooks. Second, for most textbooks, 'Technological Problem Solving', 'Idea Generation' 'Multi-dimensional Projection Method', 'Expansive Thought-Processing Methodology', 'Converging Thought Methodology' and 'Invention in Everyday Lives' were included as main contents based on the accomplishment criteria presented in education process interpretation documents. Third, the detailed structures were generally made up as follows: Introduction (Broad Chapter Title, Subchapter Table of Contents, Introduction, Subchapter Title, Study Objectives, Open Thinking); Development (Unit Title, Thinking Ahead, Core Terms, Main Text, Study Helper, Activities, Research Exercises, Supplemental Readings, In-depth Study Topics, Technology in Everyday Lives, Reading Topics, Discussion Topics, and Career Helpers); and Summary (Subchapter Summary, Study Summary, Terms Summary, Writing Follow-up, Self Review, Broad Chapter Evaluation). Fourth, based on the analysis of figures included, photographs had the largest share, followed by figures, tables, and graphs. The photos were used to illustrate various inventions, invention methodologies, and exercise activities, while figures were included to depict the contents included in the main text, and the tables to assist to preparation of process diagrams or materials lists. Fifth, based on the analysis of content weights, greater weights were placed on 'Inventions and Thoughts', and 'Invention Experiment Activities,' while 'Understanding Inventions' and 'Invention and Patents' chapters did not have a lot of texts involved. Sixth, based on the analysis of content presentation methods, most textbooks combined figures, tables, illustrations and texts to discuss the topics. Based on the above study results, we suggest the following: First, a consistent education curriculum should be developed over the topic of invention; and second, more precise and systematic analysis of textbooks would need to be performed.

• Journal of the Korean earth science society
• /
• v.43 no.2
• /
• pp.312-323
• /
• 2022

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.9 no.2
• /
• pp.247-252
• /
• 1998

Neuroleptic malignant syndrome(NMS) is an acute, potentially fatal, idiosyncratic reaction to neuroleptic medication. Early recognition and intensive care are crucial. An important issue is whether NMS will recur after initial recovery and subsequent use of neuroleptic medication. The authors presented with a male adolescent who had suffered a bipolar disorder manic episode and been taking clozapine after recovering from MNS. He had been admitted into a psychiatric ward once before and similarly diagnosed. On the second admission, he showed muscle rigidity, autonomic instability, mild fever, severe diaphoresis, and altered mental status on the fourth hospital day following a haloperidol injection. He was diagnosed with NMS, according to the clinical signs and laboratory data. After the use of antipsychotics was discontinued, he was moved to intensive care unit and given dantrolene. His condition began to improve about 48 hours after the onset of NMS. Due to manic behavior, he returned to the psychiatric ward. On the 21 st hospital day, clozapine was administered to counter the manic symptoms. The final dose was 350mg and showed good remission signs without further recurrence of NMS.

• Korean Journal of Psychosomatic Medicine
• /
• v.20 no.1
• /
• pp.40-49
• /
• 2012

Objectives : To examine emotional and psychological characteristics associated with suicide attempts in depressed patients. Methods : A sample of 37 inpatients diagnosed with major depressive disorder or depressive disorder NOS was divided into two groups : lifetime suicide attempters(N=15 ; 40.54%), non-attempters(N=22 ; 59.46%). Beck Depression Scale(BDI), Beck Anxiety Scale(BAI), Hamilton Depression Rating Scale(HDRS), Hamilton Anxiety Rating Scale(HARS), and MMPI-2 were used to evaluate symptoms severity and psychological characteristics. Results : Suicide attempters scored higher on the BDI though there were no group differences on the HDRS and on the both anxiety scales. Also they showed higher scores on the F, Fb, Pa, RC1, DEP, HEA, PK, AAS among MMPI-2 subscales. Our findings suggest that suicide attempters among depressed patients undergo more severe subjective distress and difficulties in adjustment than non-attempters. Also they were more hostile to others and showed lower trust. Lastly, they showed more somatic complaints and substance related problems. Conclusion : The present study showed that suicide attempters among depressed patients have distinct emotional and psychological characteristics. MMPI-2 would be helpful to assess suicidal risk of depressed patients.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.167-175
• /
• 2016

This study aims to find out the meaning of characters used in science textbooks by analyzing the roles of the characters on the 2009 revised science textbooks and the extracted sentences and see if there are indications referable to compiling future science textbooks by finding out where the characters are efficiently used and where supplement is needed. Target textbooks among those developed for the 2009 revised elementary school science textbooks are the first and second semester of the 4th-grade. Methods used include analysis on the roles of character-containing questions using character role analysis whose illustration analysis frame is more supplemented/adjusted than those used in the foregoing studies, analysis on character-containing questions using the existing analysis frame, analysis/survey on good cases and cases needing supplement through consultation with a science education expert, two teachers, etc. The result shows that among types of character roles, motivation and material provision are more used than experiment guide, experiment, and observation results. Result of analyzing in-textbook characters by field shows that life sphere is more used than free exploration, energy, material, and earth. Result of analyzing question types shows the order of expanding, anticipatory, transferable and personal questions and there were no reminiscent and evaluative questions. Based on the result of this study, indications on how to use in-science textbook characters more efficiently and developmentally are needed.