• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.443-465
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• 2016

The study aims to compare our newest mathematics curriculum with Singapore's and analyse the differences of them. Because the levels of our mathematics education have been evaluated to be difficult to our students, we try to find that the evaluation is appropriate and there are other characteristics we have to notice carefully, and provide some implications for our mathematics curriculum. We mainly compared both mathematics curriculums focussed on the national documents of mathematics curriculum, and textbooks in the level of middle school. The results are following. Firstly, Singapore has three tracks based on students' abilities and there are three kinds of textbooks on the tracks. This is a different from our teaching on students level. Secondly, the introductions of our mathematics curriculum contents are not faster than Singapore's, but they have more concrete ranges of contents than us. Thirdly, the focus of Singapore's mathematics education lies on problem solving, and we can find some good examples of contents of textbook focussed on problem solving. Some mathematical concepts are introduced simply without any process of students discoveries or investigations, and the focus lies on the problem solving using the concepts. Fourthly, Singapore's mathematics textbooks are more emphasis on the internal connections than ours.

• 대한공업교육학회지
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• v.31 no.2
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• pp.64-82
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• 2006

This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

• Journal of the Korean Society of Child Welfare
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• no.40
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• pp.323-351
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• 2012

The purpose of this study is to analyze the process of relationships among participants in a group mentoring program. Sixteen youths who participated as mentees in a group mentoring program were theoretically sampled and participated in in-depth interviews. The analysis was based on Strauss and Corbin's grounded theory approach(1990). The result shows that the qualitative text data were classified into 14 categories and 31 sub-categories. Four different types of mentees' experiences were identified: 'expanded mentoring relationship', 'peer-oriented relationship', 'task-oriented relationship' and 'avoidant relationship'. Through a process analysis, four stages including 'stage of exploring', 'stage of establishing relations', 'stage of conflict' and 'stage of expanding relations' were discovered. Implications for social work intervention and policy development were discussed based on these findings.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.479-488
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• 2019

The purpose of this research is to derive competencies necessary for students with future convergent STEAM talents, and to explore ideal student images, teaching-learning strategies, evaluation methods, and teachers' competencies and their training methods for future schools developing students' competencies. In order to figure out the features of the future schools, 25 experts from related fields, including in-service teachers, administrators, and college students in science and technology, participated in a future workshop. According to the results, students with future convergent science and technology talents are expected to have flexible thinking and creative thinking competencies to solve problems in innovative ways rather than traditional ways. In other words, it takes the power to accept and accommodate unexpected situations and solve problems appropriately in those situations. To cultivate such competencies, therefore, future schools should also be flexible and proactive. Rigid schools delivering knowledge-based information make it impossible to cultivate flexible and creative talents. Future schools should change into leaner-centered project-based classes so that students can naturally cope with various situations and solve large and small problems, and prepare assessment systems that can provide feedback based on the student's performances rather than achievement standards.

• Journal of the Korean Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.7
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• pp.175-185
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• 2019

In order for learners with different characteristics to reach meaningful learning, the curriculum - class-assessment must be integrated. In this study, we classified the integration into three aspects: content compatibility, operator convergence, and institutional connectivity, and looked at the status of unifying special classes in general schools from each perspective. As a result of the study, in terms of content suitability, adjustment of the curriculum to those subject to special education-professorial revision-assessment adjustment was not performed well except for subjects where individualization professors were conducted. From an actor's perspective, the ambiguity of the roles of general and special teachers resulted in the inability of curriculum coordinators, educators, evaluators and others to agree or even minimal consultations. In terms of institutional linkage, the authority and role of curriculum coordination, professorial revision, and assessment coordination were unclear except for subjects where individualization professors were conducted. As an alternative to discuss and remedy these problems, it proposed increasing awareness of individualized education, compulsory consultation and institutional readjustment.

• The Journal of the Korea Contents Association
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• v.19 no.7
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• pp.402-411
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• 2019

The purpose of this study is to determine critical assessments and core competencies, and to determine the competence and discipline of self-assessment. We surveyed 511 students who graduated from 12 universities. Self-efficacy 24 items were measured on a 5-point scale, 8 core competencies and 52 detailed competencies were self - assessed from 0 to a maximum of 10 points. The higher the score, the higher the self - evaluation competency level. Statistical analysis was performed using SPSS 20.0 Ver., And a statistical significance level of 0.05 was considered. The self - evaluation competency level was the highest at 6.7 points in the clinical dentistry area, and the lowest at the evidence - based decision area of 5.7 points. Self-regulation was found to be positively related to the self-evaluation core competence level among self-efficacy sub-factors. As the students' self-efficacy affects subjective academic achievement and self-evaluation, it is necessary to develop and apply relevant programs to enhance critical thinking in curriculum, apply problem-based learning method, improve self-efficacy and leadership, It should be possible to cultivate.

• 재활복지
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• v.20 no.4
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• pp.55-78
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• 2016

This society faces problems from unequal access to quality education which eventually lead to unequal distribution on wealth. Specifically, those youths with disabilities have a higher risk of living in poverty and becoming marginalized. First established in 2009, the Dodream program has addressed the issue of poverty fixation by establishing long-term supports for households of youths or adults with disabilities through case management. This study analyzes the effectiveness of Dodream program for youths with or youths whose parents are with disabilities on low-income households. The results of the study indicate that the Dodream program leads to improvements in self-concepts and career consciousness among youth. The program was particularly effective in improving the career preparedness of those who were involved. By establishing connections and collaborating with regional case management base institutions and cooperation centers, the program secured various social support resources. Finally the study presents plans on vitalizing the youth support by thoroughly investigating the cases of each study and establishing the program as long-term Human Capital Investment Model.

• 재활복지
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• v.18 no.4
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• pp.165-186
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• 2014

The purpose of the study is intended to analysis on students adjustment of students with disabilities in a special class of the elementary school focused on KCI journals through a systematic review. This study was searched from papers published from Jan, 2004 to May, 2014 using KISS, DBPIA, RISS, Google databases. The key words were "inclusive education, special class, inclusive class, student with disabilities, school adjustment, school life, school adjustment scale, elementary school". Results of data analysis were follows; 1. A total of 35 papers were analyzed. Except for 6 papers published in 2004~2007, 29 papers were published after 2008.; 2. The participant of study subject was total 141. Students with intellectual disability were 61.7%. Students with learning disabilities were 17.0%.; 3. The assessment domain of study was analyzed total 51 data.; academic achievement and task performance (25.4%), class attitude and participatory behavior(23.5%), problem behavior(21.5%). The Study in student with intellectual disability was 10 assessment domains.; 4. The method of assessment was total 41.; the use of operational definition(56.1%), the development of test (17.1%), and the use of assessment tool(14.6%).

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.179-185
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• 2021

We performed to explore the applicability of protocol to improve the curriculum literacy for special education pre-teachers. For this, protocol of Park et al (2018), which can be used in the educational field, was partially modified and applied to enhance the special education curriculum expertise of pre-teachers. The literacy protocol of the special education curriculum was applied as Protocols 1 and 2, and Protocol 1 was focused on adaptation the 2015 special education curriculum and understanding literacy. Protocol 2 consisted of reorganizing the subject level centering on the five subjects presented in the special education curriculum, and establishing an integrated theme setting and reorganization plan. We applied the research design during a total of 15 weeks of special education curriculum subjects. The class format was flipped learning (e.g, pre-video lectures, theory lectures (E-Sheets), and learner-led activities (W-Sheets) for each topic was carried out. We found that pre-teachers' thought that the academic achievement and satisfaction of students with disabilities could be increased by adaptation the curriculum. Pre-teachers reported that the experience of reorganizing each subject/intersection helped improve their literacy but found it difficult.