• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.501-525
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• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.73-84
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• 2015

In this research, two careers connectable with the contents of the curriculum of fifth to sixth grade elementary school students were selected among other promising future careers in biotechnology and medical engineering fields. 'Design-based promising future career STEAM program' was developed and its validity and effectiveness were verified. Reflecting recent issues, and complying with the STEAM standard (frame) instructional materials were developed through group deliberations for nine months, based on the achievement standards through an analysis of subject curriculum revised in 2009. This was prepared so that students are able to experience biotechnology and medical engineering related careers in a simulational form emphasized with creative design to make them prefer natural sciences and engineering careers and draw their interests and recognition of the relevant careers under the two disciplines. As a result of such application to STEAM Leader School students at the verification stage of the program, the contents and level of the program were verified suitable, receiving favorable reviews. And as a result of applying the developed program on other elementary school students, it was discovered that significant improvements were found in their career consciousness. Through this research, it was suggested that there is a need for a simplification of the curriculum content standards, a provision of 'standard for integration,' development of teachers' ability in reconstituting or organizing the STEAM and proceeding classes, continuous long-term support to see the effects of a policy or a program, and a reinforcement of career education integrated in the curriculum.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.5
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• pp.626-635
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• 2009

The purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in school food service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate school of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting school nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in school food service programs.

• The Korean Journal of Archival Studies
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• no.21
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• pp.323-353
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• 2009

This study examines current states of Professionals of records management after "Records Management of public instituition Act(공공기관의 기록물 관리에 관한 법률)" was enacted in 1999. The law forced to arrange records manager in Records Center. However the hire of Professionals of records management became in earnest in 2005. Records Manager among the research officials was established in 2005 February in the Participatory Government. Because of this regulation, in 2005 July, Professionals of records management were arranged in each of 45 central department for the first time. Going through many trial and error, Professionals of records management contributed to systemizing record management of center department and office. According to "Public Records Management Act(공공기록물 관리에 관한 법률)" totally revised in 2007, sixteen major cities and its public office of education decided to employ Professionals of records management until the end of 2007. In addition, minor cities which consists of people over 150,000 and public office of education which consist of the number of students over 70,000 are supposed to have Professionals of records management until 2008, but it is not accomplished yet. Furthermore, when recruiting professionalists of records management, it is necessary to employ not as a contract or a part-time employee or but as a regular or a full-time worker. Especially, if the specialists of record management were employed as a part-time employee, they would not concentrate on their work because of their unstable social positions. It means that changes from a contract worker to a regular employee are needed without further delay. At first, records managers who were recruited at the Central Department in May 2007 had various kinds of difficulties and experienced trial and error. These days, however, they show their expertise with finding their own works. Someday in Korea, the records manager is expected to be a professional career with their know-hows and active movements.

• Journal of Korean Medical classics
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• v.22 no.1
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• pp.35-59
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• 2009

The acupuncture documentary characteristics of the "Chimgugapeulgyeong" can be summarized into 7 parts such as the following. 1. After Imeok(林億)'s revised edition of the "Gapeulgyeong(甲乙經)" was printed during the Song dynasty, there were no reprints during the Southern Song, Geum(金) and Won(元) eras, and the first printed edition that remains today is the 'Uihakyukgyeong edition[醫學六經本]' published by Omyeonhak(吳勉學) during the Mallyeok(萬曆) era of the Myeong(明) dynasty. This publication was put into the "Uitongjeongmaek(醫統正脈)" collection in the 29th year of the Manlleok(萬曆) era(1601). Most of the remaining copies have been restored during the Cheong dynasty at bookstores, and we can see that much was restored because of damage and missing characters. Also, the 'Namgyeokcho edition[藍格抄本]' and 'Yukgyeong edition[六經本]' of the Myeong dynasty do not come from the same original document, which allows the correction of the former in many places. However, this edition was not copied well, so the order of contents is different, and there are many mistakes. The 'Sagojeonseo edition[四庫全書本]' and the 'Gajeong edition[嘉靖本]', which Yeounsu(余云岫) quoted from, coincide with each other, making them worth much reference. So, the "Gapeulgyeong" and 'Yukgyeong edition' should be seen as the original, with the 'Myeongcho edition[明抄本]' as the main revision, and the 'Sago edition[四庫本]' as a reference edition. The so-called 'Chojeongtong edition(鈔正統本)' has many problems and marks of forgery, so therefore cannot be used in revising the "Gapeulgyeong" through comparison. 2. The table of contents[序例] in the front of the current edition was in the original edition and was not added by Imeok. The structure of sentences quoted by medical books before the Song dynasty coincide with this 'table of contents'. The "Gapeulgyeong" of the Song dynasty also coincide with the 'table of contents' but the edition remaining differs much from this 'table of contents' so it was edited or erased by people from future generations, especially after the Song dynasty. 3. The remaining edition of "Gapeulgyeong" consists of at least 4 parts. The original edited by Hwangbomil(皇甫謐), annotations added by medicinal practitioners before the Song dynasty, Imeok's revisionary annotations during the Song dynasty, and annotations after the Song dynasty. 4. Expressions such as 'Somun says[素問曰]' 'Gugwon says[九卷曰]' and explanatory annotations like 'Hae says[解曰]' are old writings from the original text and were not added by someone later. 5. Almost all of the 'Double lined small letter annotations[雙行小字注文]' of the 'Yukgyoeng edition' was by people during the Song dynasty. 6. There are many omitted and wrong letters in the remaining edition and there are also many places where future generations edited and supplemented the text. The table of contents differ greatly from the original text. 7. The medical books that quote "Gapeulgyeong" a lot are "Cheongeumyobang(千金要方)", "Oedaebiyobang(外臺秘要方)", "Seongjaechongrok(聖濟總錄)", "Chimgujasaenggyeong(鍼灸資生經)", "Yuyusinseo(幼幼新書)", and "Uihakgangmok(醫學綱目)" and such. However, the method used in using the text differs between the medical books, so the quotation from the same book comes from a quotation used by a doctor from a different era in one("Cheongeumyobang"), or the quotation was taken from each medical book("Chimgujasaenggyeong") or the quotation was all taken from another book("Yuyusinseo"). The reason we need to know about this problem properly is because we must use medical books that quote the original text of the "Gapeulgyeong" when we are looking for text that we can use to revise through comparison.

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.133-144
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• 2012

The purpose of this study was to investigate Home Economics(HE) teachers' stages of concern, levels of use, and needs about the practical reasoning instruction focusing on the Concerns Based Adoption Model(CBAM). Questionnaires were administrated to HE teachers who worked for middle or high school in Korea and used HE textbooks according to the revised 2007 HE curriculum through mailing and visiting HE teacher training centers. 350 data collected from the responses were finally analyzed using SPSS 12.0. The results of the study were as follows: First, HE teachers' stages of concern about the Practical Reasoning Instruction(PRI) were demonstrated by the following order: awareness stage 0(97.05%), informational stage 1(87.06%), personal stage 2(86.23%), management stage 3(79.85%), refocusing stage 6(63.22%), consequence stage 4(61.26%), and collaboration stage 5(60.12%). Second, HE teachers' levels of use for PRI were demonstrated by the following order: preparation level 2(30.3%), orientation level 1(18.30%), refinement level 5 (18.30%), mechanical level 3: (16.0%), routine level 4(10.09%), nonuse level 0(4.0%), integration level 6(1.70%), and renewal level 7(0.60%). Third, needs for HE teachers' practical reasoning process were shown as the following order: '(O)Outline and implement a plan for action'(1.89), '(A)Analyze choices and consequences'(1.75), '(N)Note the results of your action(s)'(1.57), '(E)Evaluate information needed to solve the problem'(1.44), '(R)Recognize the problem'(1.39), and '(S)Select the best choices'(1.36).

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.9-16
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• 2017

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students' percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for 'solid earth' area, which includes earth's structure and physical features, as well as earth's processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For 'atmosphere and ocean' areas, which include earth's processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of 'universe', students showed high percentage of scores for the earth's rotation and revolution, the moon's gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students' science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

• Journal of the Korean Institute of Landscape Architecture
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• v.37 no.2
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• pp.47-61
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• 2009

The purpose of this study was to understand the laws related to the safety management of children's play facilities(LRSMCPF) including the "Safety Supervision Law of Children's Play Facilities(SSLCPF)" and the "Quality Management and Industrial Products Safety Management Law(QMIPSAL)", in order to analyze the problems by 4 phases-development of products, landscape design, landscape construction and maintenance considering landscape project procedure-and to propose a revision of the laws. The results are as follows: 1. The various LRSMCPF, SSLCPF and QMIPSAL, as basic laws for the safety management of children's play facilities, were insufficient regarding the features of children's play facilities and play spaces, which are both comparatively varied and complex. 2. In development of products, the one-year duration of safety certification based on QMIPSAL was too short and the procedure for safety certification were redundant in both products and plants inspection, and export and import product inspection. 3. The field inspection of construction sites based on SSLCPF was repeated with quality control and a consultation of rules based on "Construction Technology Management Law". 4. There are not enough safety inspection organizations regarding children's play facilities to meet the demand of safety certification, safety inspection, and safety education in the near future. 5. For children's play safety, the establishment of a general safety management system for children's play connected with the phases is needed to ensure safe play equipment, to construct safe playgrounds, and to manage play facilities. The criteria, regulations, and procedure regarding safety certification and safety inspection of play facilities must be revised efficiently and standardized to a global level as well. To improve the system and contents of safety certification and inspection, authorization of safety inspection organizations based on landscape architecture is needed. Further study will be required to concretely analyze in detail the laws, enforcement decrees and rules, and ordinances that consider the practical experience of professional landscape architects, inspectors, and lawyers.

• Journal of Chest Surgery
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• v.42 no.4
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• pp.418-425
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• 2009

Background: Cardiopulmonary bypass (CPB) involves use of an initial priming volume which can cause side effects such as hemodilution, transfusion, inflammatory reaction and edema. Hence, there have been efforts made tore-duce the initial priming volume. We compared this traditional method to a CPB method that uses a minimized priming volume (MPV). Material and Method: For 97 patients who underwent congenital cardiac surgery between July 2007 to June 2008, we discussed each case and decided which method to use. We reviewed the medical records and cardiopulmonary bypass sheets of the patients. Result: We used a MPV method for 46 patients, and a traditional method for the other 51. There were no significant differences in preoperative and intraoperative characteristics between the two groups, such as body weight, age, cardiopulmonary bypass time, lowest body temperature, etc. However, the priming volume was much smaller in the MPV group than the traditional group (p<0.001). The volume of initially mixed packed RBC was also much smaller in the MPV group (p<0.001). There were no significant differences in postoperative mortality and neurologic complications. Conclusion: We could significantly reduce the initial priming volume and initially mixed pRBC volume with the revised CPB method. We suggest that this method be used more widely for congenital cardiac surgery.