• Communications of Mathematical Education
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• v.12
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• pp.57-66
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• 2001

우리는 공간적인 패턴, 모양, 그리고 움직임의 세계-즉, 기하의 세계-에 살고 있다. 아동들은 그들의 환경에 자연스럽게 매혹되고, 보고, 듣고, 움직임으로써 계속해서 정보를 받아들이므로, 그들의 공간적인 능력은 일반적으로 수(數)기능을 능가하기도 한다. 이러한 차원에서 볼 때, 우리나라의 수학과 7차 교육과정에 공간 감각을 기르기 위한 내용이 새로이 추가되었다는 것은 아주 고무적인 일이라고 생각하며, 이와 관련하여 문헌 연구를 통해서 공간감각에 대한 개념을 살펴보고, 교육과정 및 교과서를 분석하여 공간감각을 길러줄 수 있는 내용을 체계화하며, 공간감각을 증진시킬 수 있는 교구 활용 방안을 제시하고자한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.04a
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• pp.1002-1005
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• 2009

정보 통신 기술의 발달은 전산화, 정보화, 지식 정보화 과정을 거쳐 현재 차세대 패더다임인 유비쿼터스화 단계에 이르렀다. 시간과 장소에 구애받지 않고 언제 어디서나 창의적이고 효율적인 학습자 중심의 교육환경을 제공할 수 있는 u-러닝 기술은 7차 교육과정 수행과 함께 필수적인 요소로 부각되고 있다. 최근 교육과정이 u-러닝 환경으로의 변화에 따라 교수 학습 체계 역시 변화가 예상된다. 그리고 ICT를 활용한 교수 학습 모형과 교과별 콘텐츠에 대한 개발이 활발한 이유도 현재 u-러닝이 적극 추진되면서 교육환경에 대한 새로운 요구와 필요성이 증대되고 있기 때문이다. 따라서 교육환경인 u-러닝 시대에 맞추어 교과목에 대한 교수-학습 모형 연구가 이루어 져야 할 것이다. 본 연구에서는 선행 연구된 학습모형을 비교, 분석하여 유비쿼터스와 u-러닝에 대한 특성과 기능, 유비쿼터스 컴퓨팅 기술에 대해 고찰한다. 그리고 기존 컴퓨터 교과 분석을 통하여 컴퓨터교과의 중요성과 교육방법 영역, 컴퓨터교과 교수-학습 모형에 대한 연구를 통해 u-러닝 환경에서의 컴퓨터 교육을 위한 프로젝트 기반 교수-학습 모형을 설계하고 구현한다.

• Proceedings of the KHEEA Conference
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• 2002.08a
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• pp.5-19
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• 2002

재한국, 1995년제일차출대국가제정적가정과교육과정. 지후, 한국적가정과교육과정경마료7차적수정여개혁과정. 재차과정중, 가정과정불단지추극출신, 기과목명칭재변화, 필수자선 등 선과성질야재변화, 과치함축, 여기술과정합. 이차, 가정과변위남녀생공수적과목, 저취순응료사회발전적수요. 종한국적교육과정래간, 1년급도10년급시국민공용기본교육계단, 11년급도12년급시자선교육계단. 거차, 가정과교육과정적접배위여하 : 소학(5~6학년)위실과, 중학화고중(7~10학년)위"기술.가정", 고중(11~12학년)위"가전과학". 장종2003년개시실시적가정과과시안배위여하 : 소학각2과시, 7~12학년시각2.3.3.3과시, 11~12학년위6개등차. 최근, 청소년문제, 교육환경, 상시인성, 가정파양, 소비과잉, 학대아동, 등사회문제도근가정생활유착밀절적연계, 인차, 재반지교육중, 가정교육응수중시. 단시, 실제상병불시여차. 작위교육주체적교사화부모도몰유인식도저개실정. 인차, 가정학자여교사유심요주근지거연구가정교육. 우기시, 유필요근중국, 일본, 등저사아주국가호상교류화합작적과정중거탐색가정교육적안정발전. 하면파미래가정학육발전적방향건의여하 : 1) "가정" 과시이가정과위연구대상적가정학적독립적연구요영역. 가정경적연구감상시 "가정", 타이가정생활질량적제고위기연구목적. 인차, 재가정교육중, 과목적명칭명명위 "기술. 가정", "가정일반". "가사" 시부합리적. 이응위 "가정" 2) 가정교육웅사중시성각색적변환, 직업적인직변고적각도출발, 사소학도고중분개위필수화선수과, 유남녀생공수. 3) 가정과과시재축점축단. 도시유우교육과정적축단이인기적피면불료적현상. 단시고 여가정과시실천, 실험성과목응보장기최저적과시, 최기마필수유지현재적과시. 4) 향래, 한국적가정교육과정기이가정과위기본철학배경화리념, 우급시파국가교육과정적배경화이념, 가정학적발전동태반영재교육과정중, 즉강조즘요교. 단시, 경력료반복적변혁지후, 최근, 각중시즘양거배양학생적십 요 양적능력여가치. 인차, 가정교육파교육목라방재즘루거제고가정생활적질량, 즘루거호조화가정생활화직업생활, 즘양거개발합리지해결화실천가정생활적가치관. 5) 최근, 가정교육파교육방향화목라방재거배양학생작위독립적개인, 작위가족적성원, 작위사회성원래주인생도로적능력. 인차, 가정교육이인적생활위중심. 우거섭급학생재성장과정중소우도적문제,재거포괄재가정화사회생활중소우도적문제. 즉거배양해결가정생활중소우도적소유적 문종적종합능력. 6) 가정과재교학방법화교학평개상, 응채용실험, 실습, 관찰 등방식, 응반체험성, 실천성경험. 위차, 응필편기험적실험, 실습설비. 7) 확정교육과정편제적치후, 응제고일반교육학자적참여율, 가정교육학자응적극참여 제정교청정책적유관교육적각종위원회. 재제정정책적과정중각진소능, 적극제출건고성적의황. 8) 한, 중, 일 삼국권원층립가정교육과정도작사, 위삼국교육과정적량호발전주공헌.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.1-17
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• 2011

We investigated youth's awareness of traditional clothing culture in order to promote it, and we developed and applied the Teaching-Learning process related to clothing life chapters. We analyzed 12 types of high school freshman textbooks under the revised $7^{th}$ national curriculum and selected 5 major subjects of learning 'traditional culture', 'History of Han-bok', 'colors of Han-bok', 'pattern & material of Han-bok', 'globalization of Han-bok' related to 'change of home life & culture' chapter. Also we developed 5-period Teaching-Learning Lesson Plan and 48-teaching materials(22 for students, 22 - for classes, 4 for teachers) and applied it to usual classes. The mean score of youth's awareness of traditional clothing culture in the post-test was significantly higher than in the pre-test. We concluded it was highly efficient in the youth's awareness of traditional clothing culture as right awareness about traditional clothing life culture, acceptance of foreign culture, positive attitude in traditional culture. Awareness about traditional clothing culture education was improved significantly, so we recognized importance of traditional culture education through it. We suggest that various themes on traditional culture should be developed and more reinforced. Also we need various traditional culture succession research as field of food life, house life and study Korea's cultural heritage.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.655-676
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• 2008

This paper analyzed contents related to statistics in the 7th elementary mathematics curriculum in conjunction with main changes in the recent revised curriculum. This paper then provided detailed analyses of textbooks and workbooks in terms of main contents, instructional methods of graphs, and comprehension of graphs required to students in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that the issues and suggestions stemming from this analysis are informative in constructing new textbooks and workbooks.

• 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.

• Archives of design research
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• v.19 no.4 s.66
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• pp.17-30
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• 2006

This study is for the size calculation of classroom based on the size of human body and teaching tools. The curriculum of Elementary school has been changed since 1960. It has been reflected on the size of classroom of elementary school. The new education curriculum-the 7th curriculum- demands various activities in classroom. And the Ministry of Education repealed the statute about the facilities of the schools on September in 1997. So we need to different size of unit space of the classroom in elementary school because the size of classroom will affect the quality of education. It is generally known that a part of human body-size has an invariable proportion with human's status, age and weight. In this study, regression analysis is used to find out a part of human body-size of Korean. Then the size of classroom is calculated by the part of human body-size, teaching tools and the type of desk arrangement.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.242-252
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• 2007

This study analyzed the science texts covering 'air pressure' and 'wind' in common with every curriculum from the syllabus period to the $7^{th}$ curriculum in terms of Systemic Functional Linguistics. Important findings revealed in this study were as follows: In the aspect of ideational metafunction, the texts including much scientific information were reduced by curriculum revision. Most forms of information were 'definition' and 'fact' rather than 'principle'. In the aspect of interpersonal metafunction, the gap between students and texts were getting closer and the social position of students were concerned gradually by curriculum revisions. In the aspect of textual metafunction, the ratios of technical terminology and notation were reduced, however the amount of texts in science textbooks were reduced as well. While the subject was presented in the early texts, it was omitted as time went on. The consistency of subject and theme were reduced in the $7^{th}$ curriculum remarkably.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.1-18
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• 2004

In the seventh educational curriculum of stage and level education course, the goal of this survey is to analyse the participators' behavior trait changes at the special supplementary course. In order to realize the goal of this survey, I set up the following survey contents. First, to check the responses of participators about the special supplementary course. Second, to analyse the participators' behavior trait changes such as self-consciousness, achievement motivation, learning habit at the special supplementary course.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.359-370
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• 2004

제7차 교육과정에서 중요하게 여기는 자기주도적 학습을 이루기 위한 첫 걸음은 동기유발에 있다고 할 수 있다. 또한 지식기반 정보화 사회에서의 주된 화두는 창의력의 증진에 있다. 이러한 관점에서, 본 논문은 칠교판을 활용하는 수업모형을 제시하여 기하영역의 학습에서 동기유발의 소재로 삼고 이를 통하여 창의력의 증진을 도모하였다.