• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.137-158
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• 2023

This study aimed to analyze the shifts in the mathematics domains of the College Scholastic Ability Test (CSAT) since its inception in 1993, with the intent of identifying improvements for the future. The goal is to provide insights for exploring the direction of assessment in Korean high school mathematics education. To this end, we focused on the test system, content area, and behavioral area within the CSAT mathematics domains. Key findings include: first, the test structure influences the assessment factors and item types, in addition to the examination time and number of items. Second, by analyzing the content area, we established a correlation between the national curriculum and assessment area, and confirmed the importance of setting the assessment area. Third, the examination of the behavioral area tended to the item-type fixation, demonstrating the necessity of the ongoing modifications in evaluation item types. Building upon these findings, we discuss the direction of an evaluation that considers the evolving demands and shifts within mathematics education.

• Journal of the Korean Institute of Landscape Architecture
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• v.37 no.4
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• pp.42-51
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• 2009

The purpose of this study is to analyze the actual conditions of school forests using a field survey and to establish the construction methods considering satisfactions of students using a satisfaction inquiry. The results of the this study are as follows: many trees had the highest score whereas reduction of noise had the lowest score in the satisfaction analysis of 15 items. According to the result of the factor analysis, 3 factors were determined to be most important from 15 items of satisfaction, and they were Environmental Function, Educational and Recreational Function, and Ecological Function. Next, students were classified into 4 groups using factor scores by cluster analysis. Group I had very high effectiveness in the Environmental Function and group II had low effectiveness in all factors. Also, group III had very high effectiveness in the Educational and Recreational Function, and group IV had very high effectiveness in the Ecological Function. According to the analysis results of the character of the school on students' group, the satisfaction of school forests was high when students of group II were few and other group's students were similar. As these schools use a lot of parts of the playground for green space, there was more school forest than at other schools. Also, students of these schools were experiencing the school forest through educational programs. Therefore, school forests should be constructed by increasing the green area and considering the satisfaction factors of students through various experience and education programs and by the way utilizing wide space than adding the tree in the garden.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.85-103
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• 2019

This study aims to analyze the direction of the reading education programs based on the 2015 revised curriculum and to seek the plans for the school library and the teacher librarian to be able to contribute them. For this purpose, the types of school-based reading education programs in the report of 100 excellent school curriculum in 2016, which was first applied by the amended curriculum were analyzed through multiple intelligences. Upon the analysis results, the reading education programs in the schools showed to be operated with interpersonal Intelligence. Community-aligned reading was the most frequently operated in the primary schools while student reading club activities were the most common in the middle and high schools. In case of reading education program related to linguistic intelligence, the most commonly operated ways were reading books, writing with literatures, and writing book report, in primary, middle, and high schools, respectively. In case of reading education program related to spatial intelligence, media production type showed the most commonly operated in all types of schools. However, there was no reading program related to naturalist intelligence. Based on these analysis results, the plans to contribute the activation of reading education programs by school libraries under the 2015 amended curriculum were suggested in the aspects of development of connection programs with teachers, students and parents as the center of education community, installation and operation of maker spaces and enhancement of program management and inquiry-based learning competency of teacher librarians.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.347-358
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• 2019

This study used Q methodology for analogizing culinary arts major students' subjectivity through their participation of one of restaurant start-up experience program, called pop-up restaurant. The study tried to figure out particular structure of among students' responses and noticed five distinctive types. There were Increase learning effect type(Type 1, N=4), Collaboration of members importance type(Type2, N=8), Marketing PR need type(Type3, N=6), Restaurant business plan type(Type4, N=4), Industry work experience required type(Type5, N=3). The study also revealed that each type contained diverse characteristics figures in their own. The research finding could be used as fundamental source of future similar research but in other research methodology in the format of difference among students or diverse measuring point of time frame.

• Child Health Nursing Research
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• v.21 no.1
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• pp.64-73
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• 2015

Purpose: This study was conducted to explore the professional identity of elementary school health teachers. Methods: In-depth interviews with fifteen elementary school health teachers were conducted from July 2010 to August 2012. Qualitative data collected by the researcher including transcription and field notes were analyzed through an adapted methodology based on the Grounded Theory of Strauss and Corbin. Results: Fifteen categories, 35 sub-categories and 120 concepts were obtained. The key category that was consistently maintained in identity formation was 'keeping themselves being a teacher providing nursing' which has three styles, 'focusing on health education', 'combining nursing and education' and 'focusing on providing nursing care'. Conclusion: Results of this study will provide basic information for preparing manuals regarding the range of activities in school health teachers' jobs, improving promotion and merit payment systems for school health teachers, creating support programs for them, and contributing to the formation and establishment of their professional identity.

• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.214-225
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• 2018

In this study, we tried to find out how heat and thermal energy terms are defined and used in Korean science textbooks, and to see if there are any differences in the meaning of these terms used in different areas of science. For this purpose, the contents of 52 science textbooks of elementary, middle and high school published by the 2009 revised curriculum were analyzed. The definition of the term heat is given in the middle school Science(1) and the high school Physics I and II textbooks. Most textbooks define heat as "energy transferred due to a temperature difference (Type I)". Only one textbook of Physics I defines heat as "transfer of energy due to a temperature difference (Type II)". The definition of thermal energy is mostly presented in the middle school Science (2) and the high school Physics I textbooks. Physics I textbooks define the thermal energy as "molecular kinetic energy (Type III)", while Science(2) textbooks define it as Type I or "energy causes temperature change or phase transition of matter (Type IV)". In the texts of textbooks, heat is mainly used as the meaning of Type I or Type III. Thermal energy is mainly used as Type III, but it is also used as Type I in the high school Physics and Chemistry textbooks. The meanings of heat and thermal energy terms used are differed by the area of science. They are mainly used as type I or type III in Physics and Chemistry textbooks, and used as type III in Life Science and Earth Science textbooks.

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.1-8
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• 2018

The aim of this study was to analyze the cultural contents represented in elementary school English textbooks for grades 3 and 4 based on the 2015 revised Korean national curriculum. An analysis of cultural contents was conducted on the basis of Morgan(2001)'s five category criteria. Among the five aspects of culture, 'practices' relevant to daily life were presented most frequently in the textbooks followed by 'products'. English textbooks showed a relatively low frequency in 'perspectives' and 'communities' areas of culture. 'Persons' did not appear at all in all eight textbooks. It revealed that there was a serious imbalance in the representation of textbook about cultural contents. In conclusion, there should be balanced cultural contents for the students to have a balanced cultural awareness and to accept cultural diversity and differences. In addition, textbooks should include more various cultural materials and activities for the students to develop four key competencies suggested on the 2015 revised Korean national curriculum.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.409-435
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• 2014

This study examines relations between the 5th graders' fraction operation skills and error types on constructed-response items. As results, first, the participants have lower fraction operation skills on 'multiplication of fraction' than 'addition and subtraction of fraction'. Second, the participants have different error types depend on their constructed-response items. Most of error types which group with high ability made was 'leap of solving process', both groups error type with medium ability as well as low ability is 'misunderstanding of questions'. Third, the operation skills on 'addition and subtraction of fraction' have an influence on their operation skills on 'multiplication of fraction', and error types of 'understanding of questions' and 'understanding of solving process' have the most effects on the influence.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.15-23
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• 2008

This study analyzed the thinking types of pre-service chemical cell chemistry teachers according to grade and tried to find out how the education for pre-service teachers had influenced their thinking types. This study found that the pre-service education had failed to form scientific conceptions. Some pre-service teachers thought that college education couldn't help them understand the knowledge about chemical cell. In addition, they are lacking in scientific conception. Even some of them who thought college education was helpful had wrong conceptions. Most of the pre-service teachers' thoughts could not exceed the level of the high school chemistry textbooks. But, Juniors had more scientific conception than other grades through the group discussions about chemistry textbooks' contents in the course of "Theory of Science Teaching Materials". So, Pre-service education should include the pedagogical knowledge with content knowledge treated in secondary school science textbooks for educational effects.

• Journal of the Korean Society for information Management
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• v.40 no.1
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• pp.175-198
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• 2023

This study aimed to investigate the difference in response to reading as shown in book reports by personality type and interest type. For this purpose, personality type analysis data, interest type analysis data, and book report data written in subject reading activities were collected from 81 third graders at D Science High School in Daejeon. Topic analysis was conducted on the collected book reports, and the probability of a topic being mentioned was statistically tested according to personality type (thinking type, feeling type) and interest type (investigative type, types other than investigative). Subsequently, the conceptual connection structure of words was measured by keyword network analysis, and the analysis results of topic modeling were complemented by the centrality index. As a result of the study, the topic regression analysis showed statistically significant differences between thinking type (T) and feeling type (F) in topic 2 (understanding and studying) and topic 3 (reading and thinking), and statistically significant differences between investigative type and non-investigative type in topic 2 (understanding and studying). The results of this study can be used as a basis for tailored book recommendations and personalized reading education.