• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.15-33
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• 2017

The 2015 revised educational curricula focused on creative and convergent student education, so the importance of informatics education is arising along with emphases on its teaching and learning methods. This study has analyzed the research trend of teaching and learning methods and suggested their implications by selecting 179 studies of same keyword searching from 2000 to the present years and classifying them into 16 categories. This analysis showed that problem based learning was the most researched topic on these subjects, while unplugged learning, Creative Problem Solving model and peer teaching were among the actively studied topics. In the content domain of informatics curriculum, the problem solution and programming was most researched. This study is expected to suggest implications for not only studying informatics education research but also selecting teaching and learning methods in the field of class for teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.3
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• pp.279-297
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• 2020

The purpose of this study is to find ways to establish and operate Process-focused Assessment in the classroom as the 2015 revised curriculum has emerged. As a way of doing so, we proposed a Process-focused Assessment through self-assessment and looked at the impact of the applied classes on the mathematical academic performance and affective domain of fifth-grade elementary school students. After selecting two classes of fifth grade with proven homogeneity for research, the experimental group applied Process-focused Assessment through self-assessment and the teacher-led Process-focused Assessment to the comparative group. As a result, it was confirmed that the classes applying Process-focused Assessment through self-assessment significantly improved the math and academic performance of fifth-grade elementary school students. The affective domain of the experimental group did not change significantly, but the analysis of the students' comments and interview data showed that they had more interest and confidence in mathematics.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.109-122
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• 2015

In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student's interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students' perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, Estimating-Evaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists' scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.

• 대한공업교육학회지
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• v.45 no.2
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• pp.70-85
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• 2020

The purpose of this study is to analyze the critical thinking level of activities in technology textbooks. For this purpose, we sampled 5 Technology-Home Economics textbooks of the 2015 revised curriculum and selected 187 activities in the textbooks. The main results of this study are as follows. First, the total score of the critical thinking level is 67.3, which is not high enough. The result of analyzing in the critical thinking level according to unit indicates that activities in units 'Construction(72.8)', 'Invention & Standard(70.4)', and 'Biotechnology & Appropriate Technology(70.4)' are higher score than those in other units, but activities in units 'Transportation & Energy(67.0)', 'Manufacturing(66.1)', and 'Information & Communication(57.0)'units are inadequate for inducing critical thinking. Second, the result of analyzing in the critical thinking level according to type of activity indicates that there is a difference between activities of 'theoretical type(69.3)' and 'practical type(61.5)'. Moreover activities in 'theoretical type' are inadequate for inducing critical thinking.

• Journal of Sericultural and Entomological Science
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• v.53 no.1
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• pp.29-37
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• 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 Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.11-19
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• 2016

Enhancement of computing education became an international phenominon including South Korea's revised national curriculum 2015. As the enhancement begins to focus on universal computing education, researches to investigate long-term effect of the enhancement is needed. To explore whether the reinforced computing education will bring which long-term impacts, this study investigated university students' experience on computer subject in their secondary schools, and major selection and achievement in a college computing course. As results, there was no statistically significant relation of taking the computer subject per se and major selection and achievement, but significant relation between contents of the subject, and major selection and achievement. This study has limitation on design and results lacking longitudinal data but contributes emphasizing need of longitudinal study to measure long-term effect of enhancement of computing education and providing clues of what impact it would bring.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.4
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• pp.85-104
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• 2016

The purpose of this study is to suggest the developmental strategies of information literacy program based on the integrated topics to promote inquiry abilities of middle school students who take part in the free semester system. To that end, the content of the 2015 revised curriculum on a national level was analyzed to develop 6 inquiry themes that incorporate Korean, Social Studies, Music and Art. The instruction and learning guide were consisted of three stages of forming a background knowledge, researching and creating and evaluating the conclusion of the research. The detailed activities for research step were consisted of the four steps of recognition of the problem, information analysis and interpretation, compilation of information and evaluation for each activity. Among the themes "environment" and "appreciation" were applied to a public library and a middle school library as a trial. The trial application saw that students took an interest in programs that subject themes are link with various topics. They were also very satisfied with such programs.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.1-9
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• 2016

From the influence of DIY (Do It Yourself) and the Maker Movement diverse areas in media, clothing, performing that requires physical computing. That is why the requests of teaching students about physical computing or using physical computing in education area has been increasing. Physical computing education is learning computational thinking by using programming activities, the usage of physical computing is still increasing. However, physical computing education became known recently with the lack of time to research, not only that the effectiveness in education is lacking as well. This research analysed the attitude and accomplishment from different gender of middle schoolers and high schoolers for one semester to see their ideas in programming and increase of designing algorithms.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.499-519
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• 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 School Mathematics Society
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• v.22 no.3
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• pp.241-256
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• 2019

In this paper, we analyzed the types of tasks presented in the 'Probability and Statistics' textbooks and how the cognitive competences required to perform the tasks provide students with opportunity-to-learn. To this end, the analysis of the 9 books of the 'Probability and Statistics' test textbooks according to the 2015 revised mathematics curriculum showed that the context-based tasks(CF type, RE type) ranged from 67.5% to 78.0% of the total number of tasks in each textbook, but the ratio of relevant and essential tasks related to real life is from 0.4% to 2.0%, it was found that most of the context-based tasks presented in the textbooks were disguised as real life materials. The cognitive competences of context-based tasks ranged from 29.6% to 50.0% in reproduction category, from 33.8% to 54.3% in connection category, and from 8.8% to 20.0% in reflection category. As a result, there was not enough opportunity-to-learn for students to experience reflective cognitive processes.