• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.190-200
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• 2007

In this study, we analyzed the uses of external representations in material units of 7th grade science textbooks developed under the 7th National Curriculum on the basis of theories and research results on learning with multiple representations. The results revealed that the frequencies of microscopic external representations were higher than those of macroscopic and symbolic external representations. The external representations with drawing and/or writing were presented more frequently than those without drawing and/or writing. Furthermore, the external representations were rarely presented on the basis of the principles (e.g., personalization principle) and/or theories (e.g., dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the external representations in learning with multiple representations. Educational implications are discussed.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.97-113
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• 2019

This study is focused on the examination of changes in textbooks of Home Economics in High school from 7^st to 2015 curriculum, especially the 'Food and Nutrition section. We investigated the content elements of the National Curriculum Guide, the changes in learning contents, and the number of pages of Food and Nutrition section. The key words were extracted and the connective relationships between words were visualized using a method of language network analysis through word cloud and Semantic Network Analysis. According to the results of the research, the portion of the Food and Nutrition section has been gradually decreased on the Technology·Home Economics, following the development of the curriculum. Through the whole curriculum, 'invitation', 'Korean food', 'baby·nutrition' are appeared as key words. The education contents of Food and Nutrition section from the 7^th to 2015 revised have been developed and advanced with the changes of social needs. However, the reduction of portion and insufficiency of content elements of Food and Nutrition section bring concerns toward the decline of the quality of education on dietary life.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.55-65
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• 1998

This study was intended to suggest the desirable direction in the 7th national curriculum revision through the analysis of the elementary science textbooks in the 6th national curriculum. The analysis system was composed of three categories, (1)knowledge (2)inquiry process and (3)attitude. And knowledge was divided into fact, concept and rule. And inquiry process was divided into thirteen subcategories such as manipulating experimental apparatus, observing, measuring, recording data, classifying, interpreting/ predicting, determining relationship/ causal explanation, extrapolating/ interpolating, drawing conclusions/ formulating a generalization or model, evaluating, formulating a problem, generating a hypothesis and designing an experiment/ controlling variables. Each sentence in the textbooks was considered as an analyzing unit. The frequency and percentage of each category were counted and the ratios were calculated. The findings could be summarized as follows: 1. The content of the elementary science textbooks was composed of knowledge 10.3%, inquiry process 88.8%, attitude 0.8% respectively. 2. As increasing the grades, the ratio of knowledge showed high frequency, but that of attitude showed low frequency. 3. In All the grades, the ratio of observing was the highest in inquiry process. 4. In the domain of physics and chemistry, the manipulating experimental apparatus showed high frequency. In the domain of biology and earth science, the role of observing was emphasized.

• Korean Journal of Community Nutrition
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• v.9 no.4
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• pp.464-471
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• 2004

For the purpose of developing ‘Web-Based Nutritional Education Program’, this study did instructional analysis, analysis of entry behaviors and learner characteristics to select instructional contents for nutritional education program for junior/senior high school students. Survey questionnaires were distributed from October 21, 2002 to October 26, 2002 to a total of 564 junior/senior high school students in Seoul. The total number of questionnaires collected and used in our study was 479, which is 84.9% of the total questionnaires distributed. As a result of the curriculum analysis of ‘Technology-Home economics’, subjects related with ‘food and nutrition’ in the 7$^{th}$ educational course study result, lessons including the contents of food and nutrition were ‘nutrition and meal of adolescent’ in 7th grade, ‘family meal management’ in 9th grade and ‘practice of home life’ in 10th grade. According to the curriculum analysis, ‘nutrition’ and ‘food’ were chosen for the superior subjects of nutrition education program and four subordinate subjects per superior one were developed. Then, entry behaviors and learner characteristics were analyzed： life characteristics, internet usage, anthropometrics data and nutritional knowledge. Students were interested in using computer and preferred passive activity to dynamic activity. According. to the analysis of internet usage, WBI for students should composed active parts such as game, moving image, immediate reply and follow-up bye-mail, bulletin board and com- munity activity. Students’ BMI were in normal range but they were lacked nutritional knowledge. We wrote performance objectives that were specific behavior skills to be learned, the conditions under which they must be performed and the criteria for successful performance. The next step for developing the WBI nutrition education program would be based on the results mentioned above.

• Journal of Internet of Things and Convergence
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• v.7 no.4
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• pp.77-83
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• 2021

In the 4^th industrial revolution, research on various new technologies is being actively conducted. Among the new technologies of the 4^th industrial revolution, interest in blockchain is very high. A lot of research on this kind of block chain is being actively conducted, centered on graduate schools. It is not easy for a university to operate a dedicated blockchain curriculum centered on undergraduate students. In such a situation, a variety of new blockchain ecosystems have been created to revitalize the blockchain-related industry, and many developments are being made with a lot of interest and effort. In this research, we intend to propose a university curriculum model for blockchain, which is important in the 4^th industrial revolution. Regarding the blockchain education model, we propose a related blockchain education model focusing on the contents of operating an industry-oriented education course through the human resource nurturing process, and various blockchain education will be activated to achieve the blockchain industry development.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.64-75
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• 1999

The goals of moral education according to the 7th educational curriculum are (1) to learn the basic life custom and ethical norms necessary to desirable life, (2) to develop the judgment to solve desirably and practically the ethical matters in daily life, (3) to develop the sound citizenship, national identity and consciousness, and the consciousness of world peace and mankind's mutual prosperity, and (4) to develop the ethical propensity to practice the ideal and principle of life systematically Based on the goals in the above, the following can be established as goals of environmental education possible: (1) to learn judgment to solve practically the environmental problems in the society with their ethical understanding, and (2) to recognize that environmental consciousness is the basic necessity of sound citizenship and national identity and consciousness, and mankind's mutual prosperity, and to have attitudes to practice environmental preservation in daily life. Like these, the intellectual aspect, the affective aspect, and the active aspect can be established in the environmental education in the ethics education keeping their balance. In order to achieve its goals, the contents of ethics subject are organized largely with 4 domains: (1) individual life, (2) home life, life with neighbors, and school life, (3) social life, and (4) national life. Among these, environmental education is mainly included in the domain of social life. These contents concerning environmental education take 22 (32.4%) out of the whole 68 teaching factors which are taught in the ethics subject from the 3rd grade to 10th grade. These 22 environmental teaching factors are mainly related to environmental ethics, environmental preservation and measures, and sound consumption life. Classified according to each goal, the environmental contents in the 7th curriculum for ethics subject put emphasis on environmental value and attitudes, action and participation, and information and knowledge. Therefore, the recommendable teaching and learning method for the environmental education in ethics subject is to motivate students' practice or to make them practice in person. For example, role-play model, value-conflict model, group study model can be applied according to the topics of environmental education.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.61-79
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• 2006

The purpose of this research was to evaluate concretely how the 7th Technology Home Economics(HE) curriculum was operated In school fields by using context evaluation, input evaluation using the CIPP model focusing HE. In this research. a questionnaire survey was done targeting HE teachers in charge of technology and home economics subject for the 7th curriculum implementation at 250 randomly selected middle schools in Gpoungsangnamdo, and 109 returned questionnaire papers were used for the final analysis. The frequency, percent, mean and standard deviation of these data were obtained by using the SPSS 10.0 for Windows Program. The results of this research were outlined below: First, with a regard to the context evaluation (evaluating educational contexts), the requirement degree of seeking for career appeared to be the highest at the requirement survey of the education goal and character of HE area, and the requirement degree of elevating understanding home living' were very low. Interest and concern of students towards these subject as well as the self-confidence of HE teachers in charge were low. Second, as for the input evaluation (evaluating education plans), time allocation, content level, and content amount were not regarded to be not proper, and the composition of HE educational curriculums and the class guideline of teachers also were not so faithful from the aspect of school level. Among surveyed items, establishing plans in school level towards evaluation was relatively sincere, but discussions about curriculums were not so faithful, suggesting various kinds of content are not fully discussed. As shown by the results above, it is difficult to say that the operation of the 7th HE educational curriculums has secured its position perfectly. It is necessary to examine systematically the educational goals. character of the 7th HE educational curriculum and the appropriateness of curriculum content, and to seek various methods to elevate the self confidence of teachers and the interests of students. Because how to operate national level educational curriculums in school levels with self-regulation and elasticity will be an important variable in realizing educational goals, teachers, the main body of educational curriculums and direct performers, should establish and perform educational plans in school levels to elevated the satisfaction of teachers and educational effects for normally operating educational curriculums. In addition, educational curriculums should be operated and evaluated mainly by teachers at school fields to make it possible to confirm and check the achievement of the goals of educational curriculums qualitatively.

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.24-37
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• 2000

Korean civil and environmental organizations had selected and announced ‘The top ten pieces of news in the environmental field of the year’ on Dec. 2, 1999. This study investigated the possibilities that these could be used as subject matters of environmental curriculum and infused into the environmental textbook of secondary schools, referring to documents and internet materials. The top ten pieces of environmental news could be clarified as controversial topics. The locality was analyzed that 2 pieces occurred mainly in a specific area, 4 pieces in several areas and 4 pieces around all over the country. Most of them had the opposing partners as the federal and local governmental vs. civil organizations and people. Each of them could be used as subject matters for 7 to 13 contents domains of the 6th and 7th Korean environmental curriculum. The knowledge of most of them had related counterpart concepts to be infused into the ‘Environmental Science’textbook for the high school students. The results suggested that more concerns and efforts are needed to deal and use these controversial issues as real world problems of Korea in the environmental education practices

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.99-109
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• 1999

Environment education, which is a principal solution to environmental problems in the world, is being practiced in Korea through the national curricula for primary and secondary schools. However, it hasn't been effective so far to practice environment education within those schools where a variety of subjects are taught. The purpose of this study is to look for the possibility of practicing environment education and thereby to make some suggestions for effective environment education in the field of English education, which doesn't seem to have a close relationship with environment education. This study first specified prospective contents of environment education by analyzing the Seventh National English Curriculum. Then, on the basis of them, the study explored how to practice environment education in the field of English education. Finally, for effective environment education, it made some suggestions and emphasized the importance of consistent efforts.