• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.159-165
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• 2021

Through the fourth industrial revolution and coronavirus pandemic situation, the necessity and importance of SW education are being emphasized more. However, it is difficult to achieve the effect of improving students' computational thinking skills by just 17th hour, which is organized in the 2015 revised curriculum. Moreover, due to the coronavirus pandemic situation that has continued since last year, there are environmental restrictions on the equal SW education for students at the educational site. In this study, the unplugged class using a completion robot was designed to reflect the current situation at the educational site and experience of SW education was provided to the 6th graders of J elementary school. Through the application of a class, we checked whether the unplugged class using robots affect students' perception of SW education and the use of computational thinking skills. As a result, the unplugged class using a completion robot showed that students used computational thinking to solve given problems and had a positive impact on changes in perception of SW education.

• Journal of Science Education
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• v.47 no.3
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• pp.273-285
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• 2023

Measurement in elementary school mathematics is one of the mathematical concepts that is directly used in real life. This study is based on the fact that mathematics textbooks for 3-4 and 5-6 graders were developed as the government designed and authorized textbooks and the general measurement instruction process is condensed and presented considering the limitation of the textbook's space for the capacity and weight. Its contents were analyzed. The results are as follows. The contents of authorized textbooks and government designed textbook are different in detail but similar overall in comparative activities, recognition, and situation of the need for the introduction of standard unit and estimation activities. Through this, it is proposed that efforts are needed to reform national textbook policies and develop textbooks that can highlight the meaning of each measurement activity and focus on students' activities.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.99-114
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• 2018

Textbooks are one of the most crucial variables that determine the quality of education and one of the most influential sources for education. Textbooks should be designed with inquiring tendencies so as to help students to practice self-directed learning. inquiring textbooks can not only intrigue students but also enhance the quality of class. Here, this author is going to analyze the inquiring tendencies of a core construct, 'management', in 12 different types of high school Technology & Home Economics textbooks reflecting the 2015 revised national curriculum based on the Romey method. According to the analysis results, only one type of textbook shows inquiring tendencies in the text, which means that the text is more oriented to delivering knowledge rather than to pursuing students' inquiry learning. Because analysis indexes for figures and diagrams fall under the range of desirable inquiring tendencies in 10 types of textbooks, the figures and diagrams presented in Home Economics textbooks are intended to induce particular learning activity. Learning activity indexes reveal 9 types of textbooks' inquiring tendencies, which means that Home Economics textbooks present a reasonable amount of learning activity in general in order to intrigue students and stimulate their inquiring mind. In terms of evaluation indexes, only 2 types of textbooks show inquiring tendencies. According to the results of examining each individual textbook, some of the Home Economics textbooks reflecting the 2015 revised national curriculum include inquiring elements in the text, figures and diagrams, activities, and evaluation all; however, some still need improvements. Regarding how to better the Home Economics textbooks, this researcher will suggest the following implications and complements. Home Economics textbooks should include inquiring elements to induce interactions properly in the class, and when they write the textbooks, the text, figures and diagrams, activities, and evaluation should be designed balancedly, and the questions need to be expressed in a way to develop students' inquiring mind.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.21-45
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• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.149-167
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• 2022

The purpose of this study was to identify learning topics linked to Sustainable Development Goals(SDGs) in the dietary life unit of middle school technology and home economics textbooks and to develop teaching-learning plans and learning materials to verify the feasibility and field suitability. This study was carried out through analysis, design, development, and evaluation stages, and the results are as follows. First, in the analysis stage, the dietary life contents of the five home economics textbooks written based on the 2015 revised curriculum were analyzed, and dietary life-related goals were extracted from the 169 SDG targets to reorganize the learning topics linked to the contents of the textbooks. Second, in the design stage, the overall goal of the entire class was set and each session was designed by selecting the learning goals, learning topics, and learning contents, reflecting the SDGs related to the session to be developed. Based on the analyses of textbooks and the SDGs related to dietary life, the themes of 'desirable eating habits of adolescents', 'food production', 'food distribution', and 'food consumption and disposal' were extracted. Third, in the development stage, a total of 11 teaching-learning plans and student worksheets were developed, and an evaluation sheet was developed for expert verification. Fourth, in the evaluation stage, the feasibility and field suitability of the teaching-learning plans were verified by 5 home economics teachers. Learning goals, learning contents, connectivity to related SDGs, and feasibility of teaching-learning plan were evaluated, and based on the assessment results, teaching-learning plans were revised.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.43-50
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• 2018

The 2015 Revised National Curriculum emphasizes software education to develop creative and convergent talents in preparation of the Fourth Industrial Revolution. Accordingly, it is necessary to develop competency-based training programs for informatics teachers in a rapidly changing educational environment. In this background, this study selects a framework to analyze the content of in-service training for informatics teachers through review of previous studies. By analyzing the current training programs to strengthen competencies required for informatics teachers in secondary schools, the study aims to develop implications for future in-service training programs. To this end, the study conducted a questionnaire survey of experts who participated in the development of in-service training textbooks and consulted them, then analyzed the elements of competency-based training program content and the relative importance of each competency element using the analytical hierarchy process (AHP). According to the results of the analysis, the content was relatively concentrated on the competency of "Understanding and Reconstructing the National Curriculum" required for general and informatics teachers as well, which accounted for 47% of all, or 7 hours out of the total 15 hours. In contrast, the content structure lacked the competency of highly relative importance by competency element "Establishing and Using Teaching-Learning Strategies for Informatics," which took up the highest portion of 27%. These findings will be used as basic data for understanding and reflecting the areas that fall short of the development of in-service training programs for informatics teachers.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.9-14
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• 2020

This study examined whether the integrated education science and resource e-book developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 sciences", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school science course in the 2015 revised curriculum. The science grades are composed of 40 units, including basic science inquiry, matter, life, kinetic and energy, earth and universe. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). As a result of the study, the strategy network was the largest among the UDL principles. As for the domain of the science curriculum, the kinetic and energy was the most common. As UDL detailed items, informations presentation suitable for learners was most frequent in cognitive network. Various ways of searching for data, was most frequent in strategies network. Diverse materials optimized difficulty of contents was most frequent in affective network.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.469-480
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• 2019

One of the goals of the new 2015 revised curriculum is to cultivate the creativity of students who will live in the era of the Fourth Industrial Revolution to create new things through diverse ideas and challenges based on basic learning skills. Accordingly, in order to solve the given problems rationally, the convergence problem solving ability that can process and utilize various areas of knowledge and information is becoming important. Therefore, in this study, we designed the integrative education using a 3D printer based on Tinkercad modeling and applied it to the class to investigate the effect on the improvement of computing thinking ability of elementary school students. To verify the contents of the study, two classes of 25 sixth-grade elementary school students were divided into an experimental group and a controlled group. For the experimental group, 12 classes of convergence education programs using a 3D printer were applied for about three months, and the same amount of general curriculum was conducted for the control group. After that, the t-tests were carried out using the pre-post test to measure the effectiveness of the computational thinking ability. After the application of the program, the experimental group showed statistically significant improvement in computational thinking ability, but the controlled group showed no statistically significant difference. The results show that convergence education using the Tinkercad modeling-based 3D printer has a positive effect on the improvement of computing thinking ability of elementary school students.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.1-9
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• 2019

In order to improve the quality of textbooks, this study analyzed seven informatics textbooks published based on the 2015 revised curriculum. Content analysis was used to analyze the organization system of these textbooks. Learning objectives of the textbooks were also analyzed according to Anderson's taxonomy of educational objectives. Furthermore, a textbook satisfaction survey, in which textbook selection criteria were applied, was given out to preliminary teachers. The results showed that the textbooks were similarly organized, centered on practice, activities, differentiated learning, and small group learning. However, the number of pages varies considerably for each chapter. After analyzing learning objectives of the textbooks, it was found that in terms of cognitive processes, 'understanding' (53%) was the highest item and 'analyzing' (16%) the second highest; in terms of type of knowledge, 'conceptual' (42%) and 'procedural' (31%) accounted for the two highest categories; in terms of cognitive domains, there has been a significant increase in 'analyzing' and 'creating' facets for learning objectives of these new versions of textbooks as compared to those of previously existed textbooks. In the satisfaction survey on a 5-point Likert scale, 'the accuracy and fairness of the content' had the highest points at 4.21 among four scale items. In this study, the improvement of the textbook is proposed based on the findings from this analysis.