• Journal of the Korean Society of Earth Science Education
• /
• v.8 no.2
• /
• pp.227-239
• /
• 2015

The purpose of this study was to see the effects of science classes applying ARCS strategies on motivation of science class as well as scientific attitude of elementary students. For this purpose, 47 elementary students in 2 classes from 5th grade of M elementary school based in P metropolitan city were targeted. One class with 24 students was assigned as experimental group and the other class with 23 students were assigned as control group. The chapter of 'solar system and star' in the curriculum revised in 2009 was taught over 10 classes from mid-April to end of June in 2015. For verification, 10 times science classes applying ARCS strategies were performed on experimental group while 10 times of general science class were performed on control group. The results drawn from this analysis were as below. Firstly, positive relationship was found between motivation of science class and science class applying ARCS strategy among experimental group and this means that science classes applying ARCS strategy stimulate intellectual curiosity of students and improves their attitude by actively promoting research activities. Secondly, there was a positive relationship between scientific attitude and science classes applying ARCS strategy among experimental group. This presents that science classes applying ARCS strategy were effective in improving students' scientific attitude by promoting research activities. Above results show that science classes applying ARCS strategy were highly effective for elementary students.

• Journal of the Korean association of regional geographers
• /
• v.21 no.2
• /
• pp.411-425
• /
• 2015

Development education started in some of developed countries of Europe since 1960s. Japan was interested in the development education with realizing the impotance of quality of life in the late of 1970s after high economical growth in 1960s. Just like Eroupe, development education in Japan was done to citizen by development NGOs. But under close cooperation with JICA and MOE, development education was gradually absorbed in formal education. Development education in Japan is done through interdisciplinary studies and the subjects. Geography national curriculum and textbooks in Japan show that the subject aimed to nurture Japanese in the world in the period from the late of 1960s to the late of 1970s. Thus the period can be named the sprouting time of education of development. But with entering the late of 1980s, geography national curriculum started to focus on fostering global citizenship to students. The turn in the educational aims can be counted as practical start of education of development. And education of development through geography was extended the most in the late of 1990s. But in the recent revised geography national curriculum, emphasis on education of development is reduced a little. It can be told that education of development in Japan arrives at the level of the full growth.

• Journal of Sericultural and Entomological Science
• /
• v.53 no.1
• /
• pp.29-37
• /
• 2015

Since based on the revised educational curriculum, the insects and spiders in eight biology textbooks I and II of high school are as follows. In class level, two classes, Insecta and Arachnida were investigated and their frequence numbers in the textbooks were a total of 143 times. In order level, 12 orders in insecta, 2 orders in Aranea were appeared in the textbooks. The most appearing frequence number was represented in Lepidoptera (33 times) and then in Araneae (11 times). For each publisher, the most appearing frequencies of insecta and spiders was shown in Gyohaksa (23 times), and then in Hyeongseol and Centurla education research institute (21times, respectively). In the textbooks, four species were found to misidentify in their species name and five mistakes were investigated in their photos and content.

• The Mathematical Education
• /
• v.61 no.2
• /
• pp.305-322
• /
• 2022

Angle has a variety of aspects, such as figure, measurement, and rotation, but is mainly introduced from a figure perspective and a quantitative perspective of the angle is also partially experienced in the elementary mathematics textbooks. The purpose of this study was to examine how the angle concept introduction and development pattern in elementary school mathematics textbooks are linked or changed in middle school mathematics textbooks, and based on this, was to get the direction of writing math textbooks and implications for guidance. To this end, 57 math textbooks for the first grade of middle school were collected from the first to the 2015 revised curriculum. As a result of the study, it was found that middle school textbooks had a greater dynamic aspect of each than elementary school textbooks, and the proportion of quantitative attributes of angle was higher in addition to qualitative and relational attributes. In other words, the concept of angle in middle school textbooks is presented in a more multifaceted and complex form than in elementary school textbooks. Finally, matters that require consensus within elementary, secondary, and secondary schools were also proposed, such as the use of visual expression or symbol, such as the use of arrows and dots, and the use of mathematical terms such as vertex of angle and side of angle.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.2
• /
• pp.263-289
• /
• 2017

New mathematics textbooks for elementary school students are under development according to the 2015 national revised curriculum. Not only contents but also framework of textbooks may be interesting to the mathematics educators and researchers. Considering the high dependency on textbooks in elementary classrooms, the influence of the framework of textbooks in mathematics learning cannot be overlooked. The unit and lesson frameworks of the textbook are important because they are directly related to the quality of mathematic lessons, especially when teachers make a lesson plan based on the unit and lesson frameworks of the textbook. This study is to analyse the unit and lesson frameworks of elementary school mathematics textbooks and to find out elementary school teachers' preference about its analysed key points. For longitudinal analysis, we selected 3rd-grade mathematics textbooks of 5th, 6th, 7th, the 2007, and the 2009 national revised curriculums. For horizontal analysis, we selected 3rd-grade mathematics textbooks of Korea, Japan, United States and Finland. We compared unit and lesson frameworks of various textbooks, and abstracted key elements of the textbook frameworks, and constructed survey questions. Looking at results from survey questions based on analysed key points, we were able to grasp the teachers' preference for unit and lesson frameworks for mathematics textbook. Based on the results of this study, some implications for the development of framework for new mathematics textbooks are suggested.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.3
• /
• pp.499-519
• /
• 2016

This study analyzed the statistics contents in elementary mathematics textbooks in terms of an information-processing capacity, which is one of the math competencies emphasized by the 2015 revised mathematics curriculum. The findings of this study showed that the activities of 'summarizing and analyzing data or information' far outnumbered 'collecting data or information', 'interpreting and utilizing information', and 'using technological instruments or manipulative materials'. Lessons of collecting data or information were mostly present in the textbooks of lower grade-levels, where the range of data collection was narrow, and lacked adequate exploration of data collecting methods. Some lessons on utilizing information were not based on the interpretation of data, and using technological instruments or manipulative materials was merely introduced in teachers' manual and hardly introduced in the actual textbooks. Based on these findings, this study sought to suggest implications regarding the development of statistics contents in elementary mathematics textbooks in a manner to improve students' information processing capabilities.

• Journal of The Korean Association For Science Education
• /
• v.35 no.1
• /
• pp.73-84
• /
• 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 Korean Home Economics Education Association
• /
• v.27 no.1
• /
• pp.85-109
• /
• 2015

The purposes of this study were to analyze the duplicated contents of 'family life' unit of home economics and other subject textbooks for the middle school students. It focused on the 'family life' area in the home economics textbook compiled following the 2009 revised curriculum, and textbooks of other subjects compiled in the same period. To achieve the purpose of this study, "Home economics I II", "Ethics I II", "Social studies I II", "Science I II III", and "Physical education"were analyzed. The results were as follows. The contents in 'family life' area of "Home economics I II" were overlapped most in the textbook on Ethics, and then Science, Physical education, and social studies in order. In Ethics textbook the contents in family life area and those throughout the whole chapters of home economics textbook are overlapped most. The contents of home economics textbook are overlapped at the content of 'Juvenile's sexual development' of 'Human development process' in science and physical education, and at the content of 'Juvenile's emotional and social development' of 'Understanding of human development' in social studies. Seen from this study the 'family life' area of home economics is overlapped in science, physical education, and social studies, but, home economics has comprehensive contents with the goal of managing healthy individual and family life compared with other subjects, and it induces students' moral practices in their real life on the basis of scientific knowledge different from morality, social studies, and physical education. Hence, the instruction of 'family life' area might be done more effectively by focusing on home economics and integrating the connections of duplicated contents in Ethics, Science, Physical education, and Social studies.

• Journal of The Korean Association of Information Education
• /
• v.19 no.2
• /
• pp.215-224
• /
• 2015

For this, 410 development topics and contents were selected based on the analysis of contents related to mathematics and science, the pre-investigation and analysis of mathematics and science teachers in agricultural, mountain and fishing villages and the analysis of the 2009 revised curriculum. The validity verification of the selected subject list and implementation plan was implemented through the reviews by experts in each subject and the storyboard was designed by reflecting the examination opinion after the final revision. Development directions of the contents were set after analyzing the application result of contents from classroom for creativity and science and selected schools in agricultural, mountain and fishing villages for demonstration, and opened the platform after the revision and supplement of the expert. It is expected to elevate students' self-directed learning abilities in agricultural, mountain and fishing villages by developing and extending smart learning contents to use ICT in Mathematics and science education, which are high in urbanrural academic disparity.

• School Mathematics
• /
• v.17 no.1
• /
• pp.99-118
• /
• 2015

The purpose of this study is to investigate teachers' perception of core competencies and affective aspects in mathematics. For this purpose, a nationwide survey was conducted. The survey questionnaire consists of three core competencies including problem solving, reasoning and communication, and two affective aspects including good human nature and attitudes. The survey results were further analyzed based on school level, teaching experience, location of schools, and types of high schools. As a result, four findings were identified. First, elementary school teachers tend to put more emphasis on core competencies and affective aspects than secondary school teachers do. Second, in elementary school level, longer teaching experience is correlated with more positive perception of core competencies and affective aspects. However, there was an opposite tendency in secondary school level. Third, teachers working at schools in metropolitan cities tend to emphasize core competencies and affective aspects more than those at schools located in mid-sized cities and rural areas. Fourth, the school types in high school didn't seem to affect the teachers' perception on core competencies and affective aspects.