• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.549-562
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• 2023

The current society is in the VUCA era, where various risks produced by humans are spread along with the development of science and technology. There is a need to increase the level of risk literacy of citizens to strengthen their daily preparedness to respond to these risks. For this on, it is necessary to reconsider the role of science education so that risks can be perceived and responded to scientifically and objectively. Accordingly, in order to investigate the role of science education in a risk society, this study reviewed the history of risk perception and response related to science and analyzed its characteristics. In this process, perception and response to risks arising from blood pressure were analyzed in three contexts (historical context, curriculum context, textbook context). For historical context, journals registered in SCIE were selected as research subjects among journals where research related to the history of knowledge of the heart and cardiovascular system was conducted. Papers with the keywords 'hypertension' and 'history' were selected from the journals, and changes in perception and responses related to blood pressure were compared and analyzed by period. The curriculum context is analyzed from the 1st national curriculum to the 2022 revised curriculum, and content elements and achievement standard related to blood pressure were compared and analyzed. It was confirmed that risks arising from blood pressure were not included from the 1st to the 6th national curriculum, and that risks arising from blood pressure were included from the 7th national curriculum (excluding the 2009 revised curriculum). For the textbook context, the 7th national curriculum BiologyⅠ, the 2015 revised curriculum Life ScienceⅠ, and Health were selected, and through text mining, keywords that representing curriculums and textbooks were selected, and the presentation of risk perception and response was analyzed based on the keywords. And by analyzing the figures and tables presented in the textbook, the characteristics of risk perception and risk response were derived. This study is meaningful in that it was able to confirm the role of risk perception and response in science education.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.477-493
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• 2018

The six core competencies included in the mathematics curriculum Revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the creativity and convergence competency is very important for students' enhancing much higher mathematical thinking. Based on the creativity and convergence competency, this study selected the five elements of the creativity and convergence competency such as productive thinking element, creative thinking element, the element of solving problems in diverse ways, and mathematical connection element, non-mathematical connection element. And also this study selected the content(chapter) of the graph in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the five elements of the creativity and convergence competency were shown in each textbook.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.15-37
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• 2015

As the value and importance of mathematical communication was recognized, mathematical communication in mathematics education has been strengthened more and more. Written communication as well as verbal communication is emphasized. On the other hand, storytelling is introduced for elementary students to learn mathematical concept more naturally and easily in the 2009 revised curriculum. So, we noticed that they are familiar with story. In this study, we analyze the story writing activity levels with a focus on story writing, and how to think about it. And we offer some suggestions about mathematical story writing activity.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.527-544
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• 2015

Storytelling is one of the important features in the elementary school mathematics textbooks of the 2009 revised curriculum. In particular, the whole 'comparing objects' unit in the first grade mathematics textbook is based on storytelling method. In this study, we investigate the contents of the stories and the mathematical activities in the 'comparing objects' unit from both mathematical and character educational viewpoints. Based on our investigations, we analyze educational problems on teaching and learning mathematics as storytelling, suggest reconstructed alternative mathematical activities, and drew their educational implications.

• 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.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.141-154
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• 2015

This study analyzed storytelling in mathematics textbooks for third graders, which had been developed according to the 2009 revised mathematics curriculum. Storytelling are supposed to be composed of elements such as message, conflicts, characters, and plot, all of which should be consistent with and focused on unit contents. Especially, conflicts in storytelling should be so obvious that children can take an initiative in learning tasks to solve the problems required by the tasks. The analysis of storytelling in the introduction part in teacher's guides for the third-grade textbooks indicates the following: 1) messages are unclear; 2) conflicts are frequently absent (if any, they are unclear); 3) incidents attributable to textbook characters are insufficient; and 4) plots often lack plausibility. In order to achieve the purposes for which storytelling in mathematics textbooks is intended, storytelling should be reconstructed and improved, taking the roles that each component should serve into consideration.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.871-876
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• 2015

The purpose of this research was to investigation of elementary preservice teachers' understanding of the image observed in a diverging lens. To achieve the research purpose, Scientific inquiry activity of 'Observing Objects through a Diverging Lens' in the 2009 Revised Science Curriculum was carried out by 29 junior elementary preservice teachers, and preservice teachers' difficulties were analyzed during scientific inquiry activity. The results were as follows. First, preservice teachers had difficulties in comparing the size of the images. Second, preservice teachers couldn't correctly explain the reason about the changing of the image size according to distance from the lens to the object. Third, preservice teachers couldn't correctly explain the changing of the image size according to distance from the lens to the eyes. Fourth, preservice teachers were classified into five levels according to their conceptions of the image formation by the diverging lens, and most of them stayed in the first level. The result of this research suggests that reformations in text and preservice teachers' education.

• Journal of Science Education
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• v.39 no.3
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• pp.446-456
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• 2015

We have analyzed affecting factors of boiling point measurement and proposed to improve these after identifying errors of boiling point experiment in 7th grade science textbooks of 2009 revised curriculum. In the result of analyzing affecting factor of boiling point measurement for nine kinds of science textbooks, we have identified six affecting factors like as types of thermometer, heating instrument, sealing or not of stopper, position of thermometer, shape of container, and volume ratio of material and container. When performing experiment of boiling point measurement, we identified the best results when heating with a hot plate, positioning thermo sensor of MBL near neck branch after filling and sopping 10% volumes of material in round bottom flask. Based on this result, we have compared nine kinds of 7th grade science textbooks and found many errors that must be corrected in most of textbooks. Therefore it should be improved the experiment of science textbooks to enhance the understanding of students and to prevent from misconceptions for boiling point measurement.