• Journal of Science Education
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• v.44 no.3
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• pp.289-299
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• 2020

In this study, the definition, the level of difficulty, and the certainty of the understanding of 113 astronomy terminologies from 2009 revised middle school geoscience textbooks were examined. And through further interviews, the types of students' misconceptions about astronomy terminologies and their representative terms - examples of misconceptions were analyzed. The definitions of the terms presented by the students were largely classified as correct, low-level, and incorrect understanding. And low-level understanding was subdivided into high-level definition descriptions, undifferentiated concepts, and incorrect answers were subdivided into interference by scientific misconception and lack of prior knowledge. Given that the misconceptions due to terminologies can be distinguished from the prior misconception, the misconceptions due to terminologies can be effectively prevented by changing the term itself. In addition, students were aware of the advantages and disadvantages of metaphorical terms, and the recognition of their level of understanding is expected to be a good starting point considering that recognizing their own misconceptions is the first step in correcting them. Terminologies in science education is always an important subject of discussions, striving to select the right term according to the times, and scientific terms may change. It is expected that the results of this study will be the basis for discussions on the modification of terms.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.109-130
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• 2011

The purpose of this study was to examine the elements of green life education reflected in the Korean and Japanese secondary school Home Economics curricula. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has more reinforced in recent revised Home Economics Curricula of both countries. Thus the 2007 revised secondary school Home Economics Curriculum of Korea and 2008 revised middle school and 2009 revised high school Home Economics Curriculum of Japan were analyzed. The content analyses were done to examine the elements of green life education reflected in 'Characteristics and Objectives', 'Contents', and 'Teaching learning/Contents dealing Strategies' parts of the curriculum through two checking steps. The elements of green life education were included in all parts of the Home Economics Curricula of both countries except the 'Characteristics and Objectives' part of Japanese Curriculum. In both the Korean and Japanese Curricula, the element of green life was the most frequently and concretely reflected in the 'Contents' part, contrary to the 'Characteristics and Objectives' part where the element was the most rarely and abstractly reflected. The practical aspects of the green life education were more emphasized than the theoretical ones in both countries' curricula. The green life educational elements need to be included in all parts of Home Economics curriculum with concrete manner to ensure these elements to be reflected in Home Economics textbooks and to be actively implemented in classroom.