• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.65-78
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• 2013

The following experiment was designed to test the students' involvement in the interactive activities and objectives of the relevant chapters in the newly revised curriculum of 2007. The experiment was carried out with the purpose of understanding the level of participation of the Grade 9 students who have successfully completed the Grade 8 "Choice of Food and Diet" and "Table Manners and Dining Etiquette" courses with classified materials such as tables/diagrams/pictures, reading, and activity resources from Technology Home Economics textbooks. The chapters "Choice of Food and Diet" and "Food Preparation and Etiquette" generally emphasize the practical and experiential part of domestic life through using various activity resources; while the tables/diagrams/pictures and reading materials do not provide the students with first-hand experience, they support the students' learning by explaining the basic knowledge required for doing the activities and solving various problems. Within the main training courses, the objectives which the students achieved the highest marks were(in a descending order) "Table Manners and Dining Etiquette" (3.24), "Checking Nutrition Labels, Food Expiration Date, Country of Origin When Buying Food" (3.18), Additionally "Making Food" and "Planning a Healthy, Balanced Diet" hardly met the goals, the result of which shows clear relations to the well achieved objectives from the list of in-class activities that students directly participated in. Therefore, in order to increase the students' interest in the Food and Diet section of Technology Home Economics textbooks, it is recommended to encourage the students to actively engage in the class activities by developing various learning resources and teacher education/pedagogical materials, rather than following the conventional lecture-based teaching methods.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.11a
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• pp.261-262
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• 2009

기존의 교과서 평가를 위한 준거에는 Shmidt의 일반적인 교과서 평가 준거, Dover의 교과서 선택 준거, Huetteman의 교과서 평가 준거, Romey의 탐구성에 대한 교과서 분석법 등이 있다. 아울러 2007년 공시된 2007년 개정 교육과정의 정보 교과목은 2010년부터 중학교 1학년에 적용된 뒤, 중등학고 전체로 확대 시행될 예정이다. 따라서 본 논문에서는 기존의 교과서 평가 준거를 분석하여 새로운 정보 교과서의 비교분석을 위한 선택준거를 제안한다. 또한 제시된 선택준거와의 비교를 위해 정보 교과서 2종을 Hutteman과 Romey의 분석법을 적용해 평가하였다.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.1-21
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• 2019

Mathematics is one of the subjects in which learners seriously experience under-achievements in school education. Middle school level mathematics especially plays such a role as a bridge between elementary level informal mathematics and high school level formal mathematics that learners' under-achievements in the middle school level mathematics may yield more serious under-achievements later. Therefore it is crucial to prevent learners' later under-achievements that we analyze the status of under achievements including analysing various under-achievers' errors in the middle school level mathematics. From this point of view, we analysed errors of mathematics under-achievers in understanding the concept of the square root of positive numbers and related calculations in this paper. As the results of our research, we found some unexpected errors of 'some mathematics under-achievers regarding the mathematical symbol ${\surd}$ of square root as a parenthesis ( ), and others interpret $x=-2{\pm}{\sqrt{10}}$ as x=-2 or ${\pm}{\sqrt{10}}$.' that suggest the necessity of more various and in-depth discussions and researches of analysis on learners' errors and misconceptions in all areas of school mathematics.

• Journal of the Korean Data and Information Science Society
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• v.22 no.2
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• pp.297-311
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• 2011

This study is about research into 'National Assessment of Educational Achievement (NAEA)' and 'College Scholastic Ability Test (CSAT)' in 5 metropolitan cities and analysis of the result. The objects of study are the materials of mathematics grade of NAEA from 2003 to 2009 and mathematics items of CSAT from 1994 to 2010. The contents of the study are followings. First, the trends of mathematics score of NAEA in elementary, middle and high school is analyzed according to gender, establishment type and the type of school. Second, the trends of CSAT is analyzed according to gender and line (cultural science line or natural science line). Also the trends of application number for cultural science line and natural science line. Third, the trends of the achievement test score of 6th grade in elementary school, third grade in middle school, first grade in high school and the CSAT score in third grade in high school for the same group is considered.

• 대한공업교육학회지
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• v.37 no.2
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• pp.161-179
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• 2012

The purpose of this study was to develop 'energy education' program for Creative Activities in middle school. The subject of this study was carried out with secondary student of middle school in Daegu. The development of 'energy education' program for middle school creative activies was carried out preparation, development and application. The details of each phase are as follows; The preparation phase was consised of collecting and research datas, energy education programs andliterature review for development of program. The development phase was developed through program that based on setting goals, designing of teaching-learning plans, development of materials of teaching and evaluation. The improvement phase was to modufy energy education instructional materials by running CD validity test of the expert, (2) preliminary tests and field trials of students. More than 65% of students to take class of this program agreed with the program of 'energy education' in class of creative activities was appropriate.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.525-544
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• 2020

There are many factors that affect academic achievement, and the influences of those factors are also complex. Since the factors that influence mathematics academic achievement are constantly changing and developing, longitudinal studies to predict and analyze the growth of learners are needed. This study uses longitudinal data from 2014 (second year of middle school) to 2017 (second year of high school) of the Seoul Education Longitudibal Study, and divides it into groups with similar longitudinal patterns of change in mathematics academic achievement. The longitudinal change patterns and direct influence of mood and satisfaction were examined. As a result of the study, it was found that the mathematics academic achievement of the first group (1456 students, 68.3%) including the majority of students and the second group (677 students) of the top 31.7% had a direct influence on the mathematics class attitude. It was found that the mood and satisfaction of mathematics classes did not have a direct effect. In addition, the influence of mathematics class attitude on mathematics academic achievement was different according to the group. In addition, students in group 2 with high academic achievement in mathematics showed higher mathematics class attitude, mood, and satisfaction. In addition, the attitude, atmosphere, and satisfaction of mathematics classes were found to change continuously from the second year of middle school to the second year of high school, and the extent of the change was small.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.177-197
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• 2007

This study analyzes the theoretical background concerning problem solving, mathematization and real-life problems. Further it examines how middle school mathematics teachers and high school students of first grade recognize the real-life problems provides in textbooks concerning the area of geometry. Following those results found from this analysis, this paper reveals the issues and problems that we noticed through the analysis of real-life problems from textbooks, level 8 and level 9, Also we suggest the application of them along with the development of real-life problems for students' uplifting problem solving skills.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.170-184
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• 2001

At the Information Age, the significant influence of computer education taking role of computer literacy education as well a information literacy education has been magnified. Since 2000, the 7th curriculum reform has been influenced on Korean education system. Therefore, this paper suggests to implement in textbook duvelopment of cumputer education based on the 7th curriculum reform focused on middle school education. It includes the design of textbook, its contents and organization, various teaching-learning situation method, and evaluation including real situational problems fashioned to the educational paradigm shift.

• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.425-444
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• 2019

Comparing to the U.S. mathematics textbooks, this study examines the opportunity to learn statistical processes represented in mathematics textbooks reflecting 2015 revised curriculum. Analyzing four different kinds of Korean middle school mathematics textbooks and two kinds of corresponding U.S. textbooks for seventh graders, we found that the tasks dealing with all the phases of statistical processes were found only in the U.S. textbooks while not even one task in such a case was not observed in the Korean textbooks. To make matters worse, the proportion of the tasks dealing with only one phase of statistical processes was 93.3% of all the tasks in Korean textbooks. In terms of types of tasks, the types of tasks were very homogeneous in Korean textbooks, usually Types FPR or PR while more various types of tasks were found in the U.S. textbooks such as Types FRI, PRI, FR, or RI. In views of features of each phase in statistical processes, Korean textbooks heavily focused only on some particular statistical behaviors such as 'formulating a problem', 'collecting data', 'transforming data', and 'analyzing a part of data.' The findings of this study provide meaningful implications for improving statistics education and developing mathematics textbooks to enhance students' statistical thinking and problem-solving ability.