• Journal of Korean Society of Forest Science
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• v.110 no.4
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• pp.689-710
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• 2021

The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.295-322
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• 2021

This study was conducted for one semester through one group pretest-posttest design with 49 first-year middle school students to explore the effects of mathematics-centered STEAM class experiences on students' mathematical modeling abilities. The main results of this study are as follows: First, the results of the pre and post-mathematical modeling ability tests showed that the average score of posttest was improved compared to the pretest, and that the experiences of mathematics-centered STEAM classes provided in this study had a positive effect on improving the mathematical modeling ability of first-year middle school students. Second, STEAM classes were more effective in solving mathematical modeling problems that require students' creative and divergent thinking. Third, the content analysis of student responses for each subquestion showed that STEAM classes were especially more helpful in activating students' mathematical model construction and validating steps.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.193-212
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• 2021

This study is to support the school's mathematics exploration activities. Mathematics exploration is a very important mathematical activity not only for mathematics teachers, but also for students. Looking at the development of mathematics, it has been extended from one mathematical fact to a new mathematical fact. Mathematics exploration activities are not unique to mathematicians, and opportunities are equally given to all ordinary people who are learning mathematics and teaching mathematics. Therefore, the purpose of this study is to develop a method of mathematics exploration activities that teachers and students can perform in schools, based on mathematics exploration activities based on one mathematical fact. Specifically, the cosine law was selected as one mathematical fact, and mathematical exploration activities were performed based on the cosine law. By analyzing the results of these mathematics exploration activities, we developed a method to explore school mathematics. Through the results of this study, it is expected that mathematics exploration activities will be conducted equally by students and teachers in the mathematics classroom.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.123-136
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• 2001

우리나라 중학교 2학년 학생들은 제3차 수학.과학 국제비교연구인 TIMSS와 그 반복연구인 TIMSS-R의 수학 검사에서 최상위권의 성취 수준을 보임으로써 국내외 연구자들의 관심의 초점이 되어 왔다. 이 논문은 우선 우리나라 학생들이 높은 성취 수준을 기록할 수 있는 원인을 $\circled1$ 체계적인 수 세기 방식, $\circled2$ 상급 학교 진학을 위한 시험의 대비, $\circled3$ 수학 교사 의 능력, $\circled4$ 교육과정과 검사와의 관련성, $\circled5$ 검사에 대한 태도라는 다섯 가지 측면에서 탐색하였다. 또한 높은 성취 수준 이면에 드리워진 부정 적인 측면을 조망하여 $\circled1$ 공학적 도구 의 이용에 대한 소극성, $\circled2$ 실생활 관련 문장제에 대한 저조한 성취 수준, $\circled3$ 지역에 따른 성취 수준의 차이, $\circled4$ 수학에 대한 부정적인 태도의 네 가지로 요약하였다. 또한 TIMSS-R 의 수학 성취 수준에 대한 성별 차이를 $\circled1$ 친숙함/생소함, $\circled2$ 대수/기하, $\circled3$ 자유반응형/선택형이라는 세 가지 측면에서 분석하였다. 마지막으로 국제비교 연구의 결과는 국가별 평균성취 수준의 양적인 비교에 초점을 두기보다는, 성취도 이면에 깔린 다양한 요소에 대한 복합적인 고려와 깊이 있는 분석을 통해 수학교육의 현 상태를 점검하는 하나의 잣대로 이용해야 한다는 점을 지적하였다.

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.35-46
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• 2015

This study investigates the level of middle school students' achievement perceptions of the objectives of Home Economics education. A survey was conducted using a convenient sample from 360 middle school students, and 332 subjects were used in the final analysis. First, the level of achievement perceptions of objectives of Home Economics education showed a score of 3.46(SD = 0.80), which was slightly higher than the median. Second, the achievement perceptions of objectives of Home Economics education showed significant differences in gender, the grade level, school type, and the level of school records. Third, according to a hierarchical regression analysis, male students' middle school, coeducational middle school, grade, gender, and school record level had significant effects on their achievement perceptions of objectives of Home Economics education, and the explanatory power of these independent variables was 30%.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.239-247
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• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

• Journal of Science Education
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• v.34 no.2
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• pp.405-420
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• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.611-617
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• 2020

The purpose of this paper was to understand the mediating effect of academic achievement on the relationship between youth activity participation and career decision-making in middle school students. To this end, data from the KCYPS2018 (Korean Children and Youth Panel Survey 2018) were used, and this research proceeded with 2,471 middle school 1st grade students. This analysis method was a regression analysis to examine any mediating effect. And the findings are as follows. Middle school students' youth activities participation had a significant effect on career decision-making and academic achievement, and the effect of youth activities participation on career decision-making was mediated in part by academic achievement. Thus, a variety of youth activity programs should be developed and provided to middle school students to increase their motivation and academic achievement. Education and training for youth leaders and teachers should be provided to help middle school students make career decisions by operating youth activity programs in conjunction with the free semester system.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.427-451
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• 2018

This study aims to develop a family math program that can be experienced by the families in accordance with the 2nd Mathematics Education Comprehensive Plan and to spread the positive attitude and perception of mathematics to the people by applying the family math program for the family units. And this study aims to suggest some concrete ways to develop and apply family math sympathy programs. For this purpose, we developed over 24 activities for math tour, mathematical games, math activities, my home math, historical math, and e-world mathematics, which can be enjoyed by infants and students in the levels of elementary school and secondary school. And we applied these programs to 175 families eight times and surveyed them using a questionnaire. Based on the results, some implications related to the development and application of a family math sympathy program to disseminate a positive culture of mathematics were derived.

• Journal of the Korean Chemical Society
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• v.52 no.1
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• pp.96-106
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• 2008

The purpose of this study was to identify the actual conditions of operation in school and investigate the perceptions of science teachers and students regarding the 7th elective-centered curriculum of high school science subjects. For this study, a questionnaire survey was conducted for the selected subjects including 127 high school science teachers and 763 high school students in their third year who had experienced the 7th elective-centered curriculum. As a result of the study, concerning the way to present the elective subjects of science, many cases were the alternative way and the group-elective way in humanity courses while natural science courses had the alternative way and the free-elective way in most cases. In other words, in many cases, the right of elective was given within a limited range. The result of the investigation on science teachers' perceptions on the elective-centered curriculum was that negative views dominated as a whole. Especially, earth science teachers showed the most negative attitudes. The number of biology and chemistry teachers who supported students' right to opt subjects were lower than that of physics teachers and earth science teachers who were against it. To help students make a right choice, many viewed that the system of the college Scholastic Ability Test should be complemented in order to prevent any disadvantage to each elective subject or that it was necessary to have systematic and realistic career education. As the result of investigating the perception of high school students in their third year regarding the elective-centered curriculum, they were usually not very satisfied with it. As the reason for it, many said the selection right was limited. Many others also expressed that there were lack of public relations and education on subjects and careers. Based on these results, limits still exist in accepting all demands although there are a lot of efforts made to smoothly adjust supply and demand of science teachers as well as students' electives in the field of school. It is considered necessary to come up with counterplan and complements to prevent basic science from being neglected or lower academic achievement in the subject of science from happening, and at the same time to harmoniously deal with supply and demand of science teachers as well as the issues of students' demands given the actual conditions of school.