• Journal of the Korean Society for Library and Information Science
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• v.37 no.4
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• pp.89-112
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• 2003

Reading activities and after-reading-programs were appled to students of 4 school years from 2 to 5 school year who read subject books separately, in order to activate reading activities after reading. After-reading-programs make, supply and utilize analytical reading materials of subject books for 5 days of reading camp and that consist of composition of impressions of the book, presentation of that reading discussion and a picture of impressions of the book. The results show that most of all composition describing their impressions of the book contributes to activation of reading activities after reading very much among four types of after-readings. The next reading discussion is effective and presentation Is also good. But a picture of their impressions of the book does not vet promote activation of after reading activities.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.638-644
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• 2004

The purpose of this study was to investigate students' views on the scientific model and to compare their views by grade, gender, and achievement. Relationships between students' views on the scientific model and epistemological beliefs were also investigated. Participants were 137 8th- and 112 11th-graders in Seoul. The results indicated that the students' views on the scientific model, on the whole, were adequate except the items concerning the 'models as exact replicas'. Male students or high-achieving students had more adequate views on the scientific model than female students or low-achieving students. However, there was no significant difference between 8th- and 11th-graders. In correlation analysis, students with inappropriate views on the scientific model were found to have traditional epistemological beliefs.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.407-434
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• 2008

This research is to analyze the descriptions in the statistic chapter of the grade 7's current textbooks. The analysis is based on the distribution concepts suggested by Nam(2007). Thus we assumed that the goal of this statistic chapter is to establish concepts on the distributions and to learn ways of communication and comparison through distributional presentations. What we learned and wanted to suggest through the study is the followings. 1) Students are to learn what the distribution is and what are not. 2) Every kinds of presentational form of distributions is to given its own right to learn so that students are more encouraged to learn them and use them more adequately. 3) Density histogram is to be introduced to extend student's experiences viewing an area as 3 relative frequency, which is later to be progressed into a probability density. 4) Comparison of two distributions, especially through frequency polygons, is to be an hot issue among educational stakeholder whether to include or not. It is very important when stochastic correlations be learned, because it is nothing but a comparison between conditional distributions. 5) Statistical literacy is also an important issue for student's daily life. Especially the process ahead of the data collection must be introduced so that students acknowledge the importance of accurate and object-oriented data.

• 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.

• Korean Journal of Culture and Social Issue
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• v.22 no.1
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• pp.65-85
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• 2016

In this study, we examined the longitudinal change of multicultural acceptability, peer relationship, and teacher relationship using latent growth curve modeling. This study used data from the second, third, and fourth waves of the middle school student cohort (N=2,178) of the Korean Children-Youth Panel Survey (KCYPS). The dependent variable was multicultural acceptability. The independent variables were peer relationship and teacher relationship. The major longitudinal findings of this study are as follows: First, peer relationships, teacher relationships and multicultural acceptability increased with time. Second, peer relationship showed a significant effect on the multicultural acceptability over time. Finally, the teacher relationship showed a significant effect on the multicultural acceptability over time. These results show differentiation with previous cross-sectional studies of multicultural acceptability. Furthermore, it is expected that this study will provide educational implications for the cultivation of multicultural acceptability.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.491-499
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• 2014

This paper studied the statistics such as the total number of syllables: the kinds of syllables: the frequency of syllables, the total number of eojeols, the kinds of eojeols(word phrases unique in Korean language), average length of eojeols and the frequency of eojeols in four different Korean textbooks for 7th-grade students. The results of the statistical survey are as follows: the number of syllables was 286,801; the kinds of Korean syllables were 1,350; the average frequency of syllables was 212.4; the number of eoieol was 109,393; the kinds of eoieol were 29,356; the average frequency of eojeol was 3.7; the average length of eojeols was 2.7 syllables, the longest one consist of 8 syllables.

• The Mathematical Education
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• v.53 no.4
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• pp.463-478
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• 2014

우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

• Korea journal of population studies
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• v.15 no.2
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• pp.104-124
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• 1992

형제수, 출산순위, 출산터울, 모성의 출산시 연령 등 가족형성 양상은 아동의 신체적 발육 성장 및 지능발달과 강한 관련성을 보여 왔음이 세계 여러나라 아동을 대상으로 수행된 연구에서 보고되었다. 본 연구는 형제수와 출산순위, 그리고 출산시 모성의 연령은 아동의 신체적 지능적 발달과는 역상관관계를, 출산터울의 길이는 순상관관계를 나타낼 것이라는 가설을 증명하고자 1984년 한국중학생 1,2,3학년 약 46,000명을 대상으로 수행되었다. 지역별 그리고 사회경제적 상태별 비교를 위하여 서울시 고소득층이 주로 거주하는 학구내의 중학교와 저소득층이 거주하는 학구내 중학교 각각 5개를 선정하고 강원도내 전형적 농촌의 중학교 12개를 선정하여 신장, 체중, 좌고, 혈구용적 지능지수를 측정하였다. 이들 측정치들의 평균은 학부모와 담임선생님의 도움으로 작성된 가족형성 변수별로 비교되었으며 다중 희귀분석과 부분상관분석으로 연관성의 통계적 유의성을 검정하였다. 동일연령의 신체적 발육성장 지표들은 도시의 고소득지역 아동들이 가장 우수했으며 다음이 도시저소득 지역 아동이었고 농촌아동이 가장 빈약하였다. 남녀별 신체적 발육지표들의 차이는 연령이 많을수록 더 현저했으며 연령별 지역별 차이는 남학생에게서 더 두드러졌다. 평균 지능지수는 도시고소득지역 남학생들이 월등히 높아 114.8인데 비해 도시저소득지역 남학생들은 106.1, 그리고 농촌 남학생들은 105.3이었다. 남학생보다는 여학생의 지능지수가 낮았는데 이것은 대만 아동들도 여학생이 모든 연령에서 남학생보다 낮았다는 보고와 일치하였다. 한편 도시저소득지역과 농총지역 학생들은 남녀모두 평균지능지수가 비슷하였다. 가족형성변수들은 혼란변수들은 모든 제어했을 경우에도 아동들의 신체적 지능적 발달에 독립적으로 영향을 미쳤다. 발육지표중에 지능지수와 형제수가 가장 가족형성 변수들과의 연관성이 강했다.