• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.65-86
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• 2003

Mathematics textbooks are substitutive showing real characters of didactic transposition in pseudo-contextualization and pseudo-personalization. This study analyzed statistical graphs in elementary school mathematics textbooks according to the first to the 7th curriculum in Korea. It focused on the didactic principles used in those methods through those view of Didactic Transposition Theory. The features of the elementary school mathematics textbooks in Korea are investigated and described ethnomethodologically according to each curriculum periods in dividing bar graph, line graph, pictograph, graph of ratio, histogram. The teaching sequences and methods of the statistical graphs, order and methods of sub-learning activities, teaming data, matter of the learning activity indicator were summarized. Usually, the teaching sequences, excepting the graphs of ratio, statistical graphs are introduced in the second semester of each grade. The graph of ratio is introduced in the first semester of 6th grade. As a result of analysing sub-Loaming activities, using them increased from the first to the 7th curriculum and its form was fixed constructive and stable at the 4th curriculum textbooks. As a result of analysing the teaming data, the data of the social aspects are used more frequently and the data of the individual preferences trended more gradually. As a result of analysing the matter of the teaming activity indicators, concept-explanation question style were used more frequently. Statement-practice style and consideration style trended gradually. Concluding remarks are: First, the didactic transposition of the elementary school mathematics textbooks developed systematically according to the first to the 7th curriculum; Second, mathematics textbooks gradually introduced the positive learning style of activity and the learners' spontaneousness; Third, more concrete practice activities and reflective activities were variously introduced considering the level and interest of each elementary student.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.61-67
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• 2019

The purpose of this study is to apply self-leadership program using films to nursing students and to confirm the effects of self-leadership, empowerment, self-directed learning and happiness. The study participants were 60 nursing students, the data was collected from March 7, to June 13, 2017. The data was analyzed by frequency, percentage, mean, standard deviation, and paired t-test using SPSS WIN 24.0 computer program. The self-leadership program consisted of 13 sessions, and 14 films were used for self-management, self-training, and self-branding. The self-leadership of nursing students was significantly increased after education(t=-4.38, p<.001). In details, behavior-focused strategies, natural-reward strategies, and constructive thought pattern strategies were all significant. Empowerment also increased significantly after education(t=-5.83, p<.001), and personal skills, collective recognition, and self-determination were all significant. Self-directed learning were high after education(t=-3.31, p=.002), and learning plans and learning practices were significant. In addition, the happiness of nursing college students was significantly higher after education(t=-4.49, p<.001). As a result of this study, self-leadership program using movies can improve self-leadership, empowerment, self-directed learning and happiness of nursing students and It will be possible to apply as educational intervention in the future.

• Journal of Science Education
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• v.38 no.3
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• pp.525-542
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• 2014

This study was performed to look into the difficulty of students in understanding science stories in 6th grade science textbooks and to analyze those factors. To do this, 6th grader (N=65) were selected from J Elementary School located in Gyeonggi-do Siheung-si as study subjects. 26 science stories in 6th grade science textbooks were classified by field and context (complement of knowledge, science history of scientists, science in life, cutting-edge science technology, environment issues) in which the characteristics were investigated and analyzed. Also, a survey about the difficulty in understanding science stories(26 items) was conducted(65 students) and a semi-structured interview was conducted for students to clarify the meaning of collected data from surveys(4 students). As result of analyzing surveys on science story context in science textbooks and interviews, 4 fields of 'energy,' 'matter,' 'life,' and 'earth' were evenly mentioned. Science in life and complement of science knowledge were mentions most for context and this had relation with the characteristic of science textbooks to provide many opportunities to apply learned knowledge in actual social issues. Reactions of students on science stories were mostly positive that they help studying science, but there was also difficulty in well understanding science stories. Difficulty of understanding context, problems of context suggesting methods, difficulty of science terminology, lack of interest, and etc. were analyzed as factors. Specific causes were mentioned to be description type class, unimportant context, lack of explanation on suggested context, problem of pictures by students.

• Journal of Korean Tunnelling and Underground Space Association
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• v.16 no.3
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• pp.321-339
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• 2014

This paper concerns the development of a knowledge-based tunnel design system within the framework of artifical neural networks(ANNs). The system is aimed at expediting a routine tunnel design works such as computation of segment lining body forces and stability analysis of selected cross section. A number of sub-modules for computation of segment lining body forces and stability analysis were developed and implemented to the system. It is shown that the ANNs trained with the results of 3D numerical analyses can be generalized with a reasonable accuracy, and that the ANN based tunnel design concept is a robust tool for tunnel design optimization. The details of the system architecture and the ANNs development are discussed in this paper.

• Proceedings of The KACE
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• 2017.08a
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• pp.217-220
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• 2017

테크놀로지의 발전에 따라 교육에서도 테크놀로지를 도입하기 위한 움직임이 활발하게 진행되었다. 교육에서는 테크놀로지를 학생들이 학습 과정에서 겪는 문제점을 해결하기 위한 목적으로 활용하였다. 하지만, 교사들의 테크놀로지에 대한 전문성 부족으로 인하여, 교사들은 수업에 테크놀로지를 도입하는데 많은 어려움을 겪고 있었다. 테크놀로지를 기반으로 한 교사의 수업 전문성 발달을 위하여 테크놀로지 교수 내용 지식(TPACK)이 도입되었고, 교사의 TPACK 향상을 위한 연구가 많이 진행되었다. 최근에는 테크놀로지가 가진 한계점을 극복하기 위하여 새로운 테크놀로지 도구로써 프로그래밍이 주목받고 있다. 따라서 선행 연구에서는 프로그래밍을 기반으로 TPACK 교육 프로그램을 향상시키기 위한 교육 프로그램이 개발되었다. 본 연구에서는 김성원과 이영준(2017)에서 개발한 TPACK 교육 프로그램의 효과를 검색하기 위한 연구를 진행하였다. 교사에게 적합한 40차시의 TPACK-P 교육 프로그램을 개발하였고, 연구를 위하여 모집한 17명의 교사를 대상으로 교육 프로그램을 적용하였다. 또한, 교사의 TPACK 변화를 관찰하기 위하여 박기철과 강성주(2014)의 연구에서 개발한 검사 도구를 교육 프로그램 투입 전, 후에 실시하였다. 적용 결과, TPACK-P 교육프로그램을 통하여 교사의 TPACK은 통계적으로 유의미한 향상이 나타났다. 세부 영역에서는 Pedagogical Knowledge(PK), Technological Knowledge(TK), Technological Content Knowledge(TCK), Technological Pedagogical Knowledge(TPK), Technological Pedagogical Content Knowledge(TPACK)에서 통계적으로 유의미한 차이가 나타났다. 하지만, Content Knowledge(CK)와 Pedagogical Content Knowledge(PCK)에서는 통계적으로 유의미한 차이가 나타나지 않았다. 이러한 결과를 통하여 TPACK-P 교육 프로그램이 모든 영역은 아니지만, 테크놀로지와 관련된 지식과 교사의 TPACK 발달에 효과적인 것을 확인할 수 있었다. 본 연구에서는 TPACK-P 교육 프로그램을 통한 교사의 TPACK 변화를 검사 도구를 통하여 측정하였다. 후속 연구에서는 TPACK-P 교육 프로그램에 참여한 교사의 수업 전문성의 변화와 학교 현장에서 수업의 변화, 이에 대한 학생들의 반응을 측정하는 연구가 필요하다.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.257-270
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• 2005

Researchers of humane studies including philosophy acquire knowledge from understanding of their texts. They spent a lot time and efforts to retrieve, read and understand many texts relevant to their research fields using a metadata-based text retrieval system. In this paper, we develop a philosophy ontology that enables researchers to retrieve knowledge in the content of texts of philosophy. Our philosophy ontology includes concepts and their hierarchical and associative relationships defined by philosophy researchers. We propose a methodology for constructing text-based ontology comprised of three phases and fourteen steps. This methodology may be used to construct another ontologies for learning. Also, we introduce a case study for applying our philosophy ontology to acquire and interchange knowledge of philosophy between a professor and students during philosophy classes.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.646-655
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• 2017

This research aims to propose the necessity of conducting safety education to undergraduates majoring in social welfare studies and suggest a curriculum developing plan founded on social concern over safety along with its importance in the middle of changing welfare environment. I surveyed 12 experts with Delphi method conducted descriptive statistical analysis, and then verified reliability of the irresponses and validity of contents. As a result of the research, the curriculum was named as "Social Welfare and Safety" and proposed to be operated as "a regular course (3credits/3hours․2credits/ 2hours)". In terms of objectives and goals of the curriculum, 9 themes were proposed including "Establishment of safety awareness and necessity of safety management" and "Studying safety management methods depending on different types of facilities". For the curriculum contents, 20 themes were proposed including "Safety management by social workers" and "Countermeasures for safety accidents in social welfare facilities". In order for the new curriculum to be successfully conducted, follow-up studies should be conducted on details regarding operation of the curriculum such as curriculum operation manuals, curriculum guidelines, etc.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.479-487
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• 2000

To investigate the trend of earth science education researches published in ${\ulcorner}$The Journal of the Korean Earth Science Society${\lrcorner}$ during last 20 years, 106 articles were analyzed. The results show that the number of researches in earth science education has increased, especially in recent two years. From the perspective of areas. general earth sciences were studied more than other areas such as astronomy, geology, and meteorology. From the perspective of subjects, students, especially high-school students, were studied more than teachers. From the perspective of research methodology, survey including content analysis of textbooks or curriculum were most preferred. In contrast, literature study were never accomplished. From the perspective of contents, researches of leaching/learning were the most common. It is notable that few studies were about educational assessment or teacher training.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.3
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• pp.1071-1078
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• 2010

This paper measures the effects of the quality of the technology entrepreneurship educating program over participants' satisfaction and referring will. The paper focus on developing the best techno-entrepreneurship educating program alternative at the national level through evaluating and improving the quality of TEC Program (developed in NC State University in U.S. and applied in Korea). This paper applies SERVQUAL model to evaluate the quality of TEC program in affecting the participant's satisfaction and referring will, with collecting questionnaire sheets from participants of TEC program since 2007. The result of research show and confirm the high level of satisfaction and referring will existing among TEC program participants basing upon strong (+) correlation result between core components of SERVQUAL; tangibles, assurance, reliability and participants' satisfaction with referring will.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.370-381
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• 2021

This study compared and analyzed the chemistry curriculum of South Korea and Singapore. The analysis revealed that Korea's achievement standards in the chemistry subject comprised knowledge and skills, whereas Singapore's achievement standards comprised knowledge, skills, values, and attitudes. The scope of knowledge and skills of the Singaporean achievement standards-wherein each element was explicitly presented-were more extensive than that of Korea. The elementary school curriculum in both countries was structured to help students qualitatively understand materials in real life, whereas the middle school content was structured such that students could understand the topic of particles. Additionally, several differences were found in specific content elements; for example, the periodic tables were included only in the Singaporean content, whereas changes in the volume of gas according to temperature and pressure were included only in the Korean content. The Singaporean academic achievement standards, integrating knowledge, skills, values, and attitudes in science curriculum, can be used as a reference for adjusting and restructuring the Korean curriculum.