• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.52-76
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• 2000

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.

• Korean Journal of Heritage: History & Science
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• v.57 no.1
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• pp.54-79
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• 2024

The purpose of this research is to fill the vacuum created by the tendency of bias towards China among the curators of Korean museums who plan exhibitions focusing on Balhae, and to share with researchers in the countries concerned various supplementary research materials that could deepen their understanding of the history of Balhae. These materials are based on analyses of the details of exhibitions about Balhae held in a particular Russian museum and the characteristics of and changes in the museum's operational policy. Thus, this research focuses mainly on the permanent and special exhibitions held by the Far East History Museum and Reserve, whose collection represents the archaeological achievements of Russia regarding the history of Balhae. The first part of the research focuses on the layout of the exhibitions presented by the museum and the museum's operational policy. It reveals that the museum's permanent exhibitions follow a diachronic arrangement of the local history, while the first and second special exhibitions featured exhibits that were selected from the collections of the Russian Academy of Sciences and arranged according to specific themes. It also examines the museum's policy for operating the exhibitions, focusing on the operational rules, the human resources deployed to run them, and the related educational and PR programs. The second part of the research examines such issues as local politics, economy, education and culture related to the exhibitions on Balhae's history, and connects them to the background and development of the exhibitions. This study reveals that the permanent exhibitions were intended to promote historical awareness of the local area by museum visitors, particularly those who visited the exhibitions while the city was hosting important events such as international summits. It also reveals that the museum's first special exhibition led to the promotion of Korea-Russia cooperation on exchanges in the fields of culture and tourism, whereas the second special exhibition involved no PR efforts or related events, which was probably due to the changes that have occurred in the relationship between Russia and its neighboring countries since then. The final part of the study focuses on the characteristic features of the exhibition narratives, and compares school textbooks on local history and history books for general readers with the contents of the exhibitions. The analysis of the narratives based on the development of time shows that the history of the Mohe (or Malgal) tribes has been combined with that of Balhae, while they are treated separately in school textbooks. As regards political history, the narrative was largely focused on officials in Balhae's central government rather than on Mohe warriors in the border areas. The maps of Balhae presented in the exhibitions highlight the importance of accumulating empirical data. As for the exhibition of material cultures, this study suggests that the museums should obtain more archaeological floral and faunal remains related with agriculture and hunting. It also points out that the narrative on the theme of foreign relations deals with the archaeological relics of Unified Silla together with those of the Turkic tribes. As for the theme of philosophy and culture, the narrative focused on the state ceremonies and rituals of Goguryeo, a theme that has attracted little attention among Korean academic circles and which consequently requires further study. In conclusion, this study is meaningful in that it suggests a number of research topics regarding the development of exhibitions and exhibition narratives about the history of Balhae by a prestigious Russian museum that specializes in this subject.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.119-158
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• 2016

In this thesis we set forth the reasons for teaching classical river novels in secondary education, and investigated the guiding principles for content design of high school literature textbooks. Although classical river novels have great significance in cultural and narrative histories, they were previously consistently disregarded in secondary education. First, we looked at the need for including classical river novels in the secondary school curriculum to create a well-balanced education of classical novels, to link this with modern river novels, to teach the narrative styles and esthetics of river novels, and to let students understand the various cultures of the late Joseon Dynasty. Second, we examined two ways of educating students about classical river novels. For exclusively teaching classical river novels, we recommended the means of teaching and provided detailed guidelines by which they can be taught, as well as provided complete information about the family tree, the story unit, and the scene deployment. To establish the link between classic river novels and their modern counterparts, we recommended the process of teaching accession and transition of tradition by introducing the commonalities and the differences across three generations stories, besides discussing the viewpoints of female writers. When classical river novels are introduced in literary textbooks, students will realize the existence of such novels though they may not understand all aspects of the novels. We suggest that teaching and introduction of classical river novels in secondary education as soon as possible.

• School Mathematics
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• v.9 no.2
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• pp.197-222
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• 2007

The study aims to reflect the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands in the light of the results from recent researches in geometry education and the direction of geometry standards for school mathematics of the National Council of Teachers of Mathematics in order to induce implications for improving korean geometry curriculum and textbook series. In order to attain these purposes, the present paper reflects the history of elementary school geometry education in the Netherlands, sketches the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands by reflecting general goals of the mathematics education, the core goals for geometry strand of the Netherlands, and geometry and spatial orientation strand of Dutch Pluspunt textbook series for the elementary school more concretely. Under these reflections on the documents, it is analyzed what is the characteristics of geometry strand in the Netherlands as follows: emphasis on realistic spatial phenomenon, intuitive and informal approach, progressive approach from intuitive activity to spatial reasoning, intertwinement of mathematics strands and other disciplines, emphasis on interaction of the students, cyclical repetition of experiencing phase, explaining phases, and connecting phase. Finally, discussing points for improving our elementary school geometry curriculum and textbook series development are described as follows: introducing spatial orientation and emphasizing spatial visualization and spatial reasoning with respect to the instruction contents, considering balancing between approach stressing on grasping space and approach stressing on logical structure of geometry, intuitive approach, and integrating mathematics strands and other disciplines with respect to the instruction method.

• The Journal of Korean Philosophical History
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• no.30
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• pp.259-282
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• 2010

Ethical value of Confucianism seeks to realize the ideal of life to the reality, through ethical life. It is discussed based on myself, which is the main ethical agent, in relationship with the others. These traditional values include universality in the homogeneous aspect such as humanism that has been commonly sought by the human race, or awe toward the absolute one. 'Pursuit of universality in the Korean context' ultimately seeks 'Korean ethics', that prevailed in Korea, based on the Korean traditional culture. Therefore, we should comprehensively understand this universality and diversity, so called 'us'. Through the understanding, we should play an active role of culture creators as noble persons that realize fraternity, along with respect to each culture. Studies on traditional ethics will not only be an important opportunity to look at the history and current status of ethics, but also it will be a cornerstone to understand the Korean mind-set based on the Korean culture. Recently, establishing Korean identity and recovery of ethics damaged due to anomie of value are key social issues. Studies on traditional value are not separated from this issue. If our adolescents are able to correctly understand the traditional ethics and pursue a life recreating it, they will be able to enjoy healthier life, contributing to a healthier society.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1094-1105
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• 2004

The effects of learning using Information Communication Technology(ICT) on the students' scientific inquiry ability and science-related affective characteristics were analyzed in Earth History and Crust Movement units of science textbook for eighth graders. For this study, two classes of middle school second students in Chung-nam were selected and taught for six week under different teaching methods. One class is the test class taught with ICT applied teaching materials and the other class is the control class instructed by a conventional method. One week before the experiment, both classes were given tests on scientific inquiry ability and science-related affective characteristics, and they were tested again after the experiment. The results of scientific inquiry test showed statistically meaningful differences in the experimental class and the control class. The experimental class showed statistically meaningful difference in scientific inquiry test. Science-related affective characteristics test showed no statistically meaningful difference in the experimental class. Among three scientific science-related affective characteristics, especially the one fields of interests showed statistically meaningful differences which suggest that learning using ICT has a positive effect on the expanding of students' science-related affective characteristics.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.385-399
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• 2001

In this study, the contexts and values of the movement called 'Science and Citizenship' during the 1930-50s are discussed in relation to the historical development of school science education in Britain and to the current STS movement in school science. A special attention is given to the activities and ideas of a then eminent biologist, Lancelot Hogben(1895-1975) who published a textbook-like science book, called "Science for the Citizen"(1938). From the beginning of the 20th century, there was a growing realization that British education system needed to be changed in order to provide school science teaching to a wider audience with more emphasis on the relevance, industrial and humanistic aspects of science. This was echoed by a lecture series called 'Science and Citizenship' which was reported in the School Science Review, then the only nationwide professional journal for science educators and by a group of professional scientists who had socialist ideas toward society. Hogben was one of the key member of the group and delivered the second lecture of 'Science and Citizenship', titled "Biological Instruction and education for Citizenship". Hogben's main idea, illustrated in this lecture as well as in "Science for the Citizen", was that science education should be a way of teaching citizen for promoting democratic society and to achieve that science need to be taught in more integrated, utilitarian and humanistic manners, for example by showing the usefulness, relevance, historical and democratic aspects of science. In addition, a summary of his own life and activities, the social background and socialist scientists of the time, and comparisons between 'Science and Citizenship' movement and the General Science movement in the UK as well as the progressive science education in the USA, and the STS education movement in 1980s are discussed.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.131-148
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• 2013

Euler's formula provides the topological characteristics of geometrical objects including polyhedra, and so an important mathematical concept. Descriptions on Euler's formula had been in the textbooks according to the 3rd through 7th National Mathematics Curriculum. However, they are gone after that. In this study, we focus on Euler characteristic and Euler's formula as an educational material for educations for the gifted or after-school educations. We first look at the mathematical history and the applications of Euler's formula and national curriculums to search for its mathematical and educational meaning. We further make a suggestion for a learning environment which provides a better education relying on search activities, not just depending on memorization, illuminated from the education of Euler's formula.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.381-402
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• 2011

In this paper we study formulae of the triangle's area. We solve problems related with making new formulae of the triangle's area. These formulae is consisted of some elements of triangle, for example side, angle, median, perimeter, radius of circumcircle. We transform formulae $S=\frac{1}{2}acsinB$, $S=\frac{abc}{4R}$, $S=\sqrt{p(p-a)(p-b)(p-c)}$, and make new formulae of the triangle's area. Some formulas are received in the process of Research and Education program in the science high school. We expect that our results will be used in the Research and Education program in the science high school.