• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.159-178
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• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.149-163
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• 2011

While the affective aspects are emphasized in the current mathematics curriculum in Korea, it is just indicated a superficial degree. Therefore in this study, based on consideration for internal representational system theories, a dynamic viewpoints of self-system processes, socio-constructivist perspectives, and motivation theories, we discuss the meaning of affective competency, the motive of mathematics learning, mathematical identity of students, social environments and affective experiences, then we suggest an affective frame in mathematical learning. Hereby, we suggest what should be considered in affect instructions and the alternative goal of mathematical education in affective aspects.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.539-544
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• 1998

The consistency and balance of objectives by objective domains in units, sub-units and instructional units were investigated. The 6th elementary biology curricular teaching guidebooks were analysed. Domains of objectives are cognitive, inquiry process, instrumental skill, creative, affective and STS. Cognitive objectives were most dominant in all units, sub-units and instructional units. But no objective for creative domain were suggested. In unit and sub-unit, proportions of objectives were cognitive, inquiry process, affective, instrumental skill and STS domains in order. Objectives for cognitive and inquiry process domains were more than others in instructional units, Except cognitive and inquiry process domains, objectives for the others were not consistent in all units, sub-units and instructional units. Especially, the percentages of objectives for affective domain decreased in units, sub-units and instructional units orderly. These resulted from teaching objective domains categorized formally, Thus, it is necessary to develope curriculum and textbook to be consistent and balanced with objective domains and reflect upon the characteristics of them.

• Journal of Science Education
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• v.33 no.2
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• pp.321-335
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• 2009

The purpose of this study was to design of instructional models for underserved science gifted students, especially developing the thinking skills. We made orientation and methodology to design of instructional models. According to these orientation and methodology, we designed instructional models that improving cognitive thinking and affective attitude of underserved science gifted students. Particularly, we designed instructional models that is composed of objective, activity, evaluation. According to the Bloom's cognitive educational objective taxonomy(cognitive thinking process) and Krathwohl's affective educational objective taxonomy(affective attitude), we designed integrated(cognitive and affective) and progressive 4 stages or steps instructional models.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.113-138
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• 2017

Questions of why, what, and how represent the new perspective on goal construct. This paper proposed a novel approach toward the goal construct as a dynamic decision-making process. A number of researchers have agreed that goals initiate and sustain human motivation. In spite of the consistency in emphasis on goals, there are apparent inconsistencies in definitions of goal construct across theories and research. These inconsistences hinder interdisciplinary communication about goal construct, which in turn leads to jingle-jangle fallacy. Therefore, on the basis of systematic literature review, I defined the goal construct as a multifaceted and hierarchical decision-making process to structure desired end-states. The first process is generating goals, which can be also called "why" process. During this phase, individuals generate cognitive schema about general direction of desired end-states based on the conscious and nonconscious interpretation of subjective experience. The second process is goal setting, which can be called "what" process. Here, individuals clarify contents of multiple goals and structure hierarchy and priority of them. The last process is implementing goals, "how" process. This process contains decision making about whether he/she decides to implement the goal or not and how to execute goal-directed behaviors. In the last section of this paper, I tried to suggest several practical applications of this new perspective for adolescents, who struggle with why-what-how to have goals in learning context.

• Journal of Korean Society of Transportation
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• v.25 no.3
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• pp.7-17
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• 2007

This study suggests ways to utilize the concept of environmental justice in order to improve the environment through strategies related to emissions. In Particular, this study explores ways to ameliorate the environment and traffic in consideration of environmental justice instead of simply aiming to reduce emissions. Real-time traffic information was gathered using ITS, it was input into a simulation model. and the level of present exhaust fume emissions was found. At the same time, based on current traffic situations, diverse strategies for reducing emissions were evaluated and appropriate executable alternative measures for ensuring environmental justice were provided.

• Journal of Software Engineering Society
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• v.13 no.3
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• pp.92-97
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• 2000

양질의 소프트웨어제품과 서비스를 생산하는 방법은 우수한 선례를 답습하거나, 성공한 선례를 해당 응용업무에 맞도록 발전시키는 것이다. 즉 프로세스들의 모임인 소프트웨어 프로세스를 각각의 소프트웨어 서비스와 시스템의 개발목적에 부합하도록 정의하는 것이다. 프로세스 모임은 정보화사업의 포괄적 관리가 가능하게하며, 사업제기부서가 소프트웨어 시스템에 대한 전반적인 의무와 책임을 갖게 하며, 정보화사업 감리에 있어서 감리 목표 정립과 감리의 시행을 명확하게 한다. 소프트웨어 서비스 및 시스템 개발에 있어서 적합한 프로세스의 모임을 목표프로세스 프로파일(Target Process Profile) 이라고 명명하였다. TPP을 정의함에 있어서는 정의할 대상시스템의 성능과 시스템의 효과성이 어느 정도 가시화되는 여건에서, 소프트웨어 서비스 및 시스템의 수명주기 목표, 수명주기 아키텍쳐 및 수명주기 계획을 도출한다. 즉 아키텍쳐 접근방법, 소프트웨어프로세스의 정착, 및 국제표준의 프로세스에서의 프로세스 모임규칙을 근간으로 하여 TPP의 프레임워크(Framework)을 시안을 작성하였다. 소프트웨어공학의 발전과정에서 프로세스 능력의 성숙도 기준으로 프로세스 모임을 이룬것에 추가하여, 논자는 ISO/IEC 15504 TR 프로세스간의 전후관계에서 TPP을 위한 작업산출물 도출방법을 정의하였다. TPP에 의한 정보화추진은 정보화시대에서 소프트웨어 품질 및 가격에서 경쟁력을 가져오는 요인이 될 것이다.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.55-62
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• 2014

This study is to reclassify the classifications or definitions of scientific literacy in scientific literacy researches since 1960s and grasp the classification trends of scientific literacy definitions. Sixteen articles have been selected among the articles that have been introduced in the two articles. Classification criteria are as follows: 1) "be learned," "competence," or "be able to function in society" as meanings of "literate," 2) "terms" or "description" as the ways of representing scientific literacy, 3) "singular structure," "hierarchical structure," or "parallel structure" as the inner structure of scientific literacy definitions. The results of this study are as follows: First, hierarchical structures in scientific literacy have almost always accompanied "terms" representing scientific literacy and also accepted the hierarchy between "be learned" and "competence," but not the definition of scientific literacy as functioning in society. All parallel structures in scientific literacy have accompanied the definition as functioning in society. And singular structure almost always appears in researches based on the views of scientific literacy in relatively recent times. Second, researches who have used "terms" as ways of representing scientific literacy have increased. Based on the results in this study, the meanings of scientific literacy have been emphasized in view of the ability of playing a role in a social context as well as learning and competence these days. To meet this movement in scientific literacy actively, science education community should get out of traditional teaching and learning scientific concepts and give emphasis on application in various context and social role of science learners.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.25-39
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• 2014

Existing curricula for the gifted and talented of informatics are inapplicable directly to the current educational fields because its educational objectives are abstract and impractical. In particular, after the gifted and talented of informatics was defined by korean educational development institute in 2005 and other institutes, there is not a clear standard definition. Curriculum for the gifted and talented of informatics also varies and is different in accordance with research institutes. Therefore, we propose the definition of the gifted and talented of informatics and then suggest seven educational goals and a curriculum for the gifted and talented as well as its detailed learning contents. Finally, for proving the validity for those suggestions, this paper is verified by conducting the construct validity with a content validity and a confirmatory factor analysis using SPSS 18.0 and AMOS 21.

• Journal of the Korean Geographical Society
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• v.31 no.1
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• pp.38-48
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• 1996

Value objectives have been relatively neglected in geography education. Then in this study I reviewed some value objectives and their contents which have been discussed in geographic education and curriculum in secondary education. Value objectives which are reviewed in geographic education, are regional consciousness, loving home country and nation, international understanding and citizenship, art of landscape, natural and environmental beauty, and human right. But values objectives in geography curriculum are included value incalculation: national development, participation in economic development, etc.. Namely development education is more emphasized than individual life and experience in geographic education. Value objectives should be on the basis of social education and citizenship education for geographic education. Futhermore, it is required to develop teaching methods which help student's socialization and social competence through geography education focused on value objectives and their content.