• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.157-172
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• 2006

This study was designed to make an analysis of the content related with Korean traditional food culture covered in the section of Food and Nutrition of Home Economics textbooks based on the current 7th curriculum and to investigate the recognition and needs for education on Korean traditional food culture among high school students. Through this, we tried to present basic data contributing to the construction of practical educational content and educational method in relation to Korean traditional food culture. The results of this study are as follows. The content of Korean traditional food culture in the section of Food and Nutrition covered by Home Economics textbooks consisted of 'Setting the Table and Table Manners' for the third graders of middle school, 'Planning and Preparing Invitation and Events' for the freshman of high school, and 'Food Culture and Preparation of Food' for the second and third graders of high school. High school students were proud of themselves on Korean traditional food culture, but fail to apply their knowledge to real household life. In particular, it was proved they didn't understand' Korean Festival Holidays and Annual Customs: The need on the content of Korean traditional food culture showed significant difference in accordance with pride on traditional food culture, its succession in the families and one's recognition. And it was highly correlated with the subordinate variables such as demands, interest, utilization. These results showed that the education of Korean traditional food culture is an area that is demanded and how to cook Korean traditional food should be included in the content for education and practice of cooking and experience of food culture should be dealt with as the educational methods.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.51-67
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• 2008

The purpose of this study is to develop and applicate the elementary environmental textbook in order to solve its problem and to improve attitude related to the Asian dust. The results in this research are as follows. First, it was showed that three groups who composed of teachers, parents and students in the elementary school had recognized the serosities and problems caused by the Asian dust form TV, and that such problems was associated with increase of the desertification and the global warming. Especially the student group insist that the cause in Asian dust is due to the natural phenomena or industrialization. Second, as a result in analysis on the Asian dust through both textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning Asian dusts was little or noting. In addition, in the subjects of Science, Society and Health for the 5th and 6th grade students in the elementary school, they were explained partially as one of the air pollutants. Third, the elementary environmental textbook on the Asian dust was developed for the 5th and 6th grade students. The textbook is composed of four contents on the material which is harmful of the human health and life in Asian dust, the special news of Asian dust, and the best answer to solve Asian dust as well as the cause and the source of Asian dust. Forth, as a result in classes using the environmental textbook developed by four themes about the Asian dust, its application is meaningful in the level of p value in the view of knowledge, awareness and attitude of the experiment group. They was more improved in 37%, 14%, and 15%, respectively, than the comparative group. In conclusion, the environmental textbook related to Asian dust will play an important role in useful tool to understand the right knowledge, awareness, and attitude which makes an effort on its effective management in the elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.4 no.1
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• pp.21-37
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• 2000

Although methods about teaching basic principles and skills of addition and subtraction is long traditional, view points of interpreting those algorithms and ways of introducing those calculating skills are various according to textbooks at each historical stage of elementary mathematics curriculum development in Korea. The 1st and 2nd stage shows didactic transpositions less systemic. In the 3rd and 4th stage, didactic devices, which were influenced by the new math, for help of understanding the principles of addition and subtraction muchly depends on mathematical and logical mechanism rather than psychological and intellectual structure of students who learn those algorithms. Relatively compromising and stable forms appear in the 5th and 6th stages. Didactic transpositions in the 7th stage focus on the formation of mathematical concepts by exploration activities rather than on the presentation of mathematical contents by text. Anyone who wishes to design an elementary mathematics textbooks based upon the constructive view should consider the suggestions derived from such transition.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.24-31
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• 2007

Research into scientific inquiry methods indicates that providing various types of inquiry methods can enhance students' science loaming in terms of providing students with actual science in various ways' more so than exposure to one type of inquiry method. This article develops a framework for an analysis of scientific inquiry types based on the nature of scientific enterprise. We selected three types of scientific inquiry: these were minds-on activities, hands-on activities, and experimenting. Elementary science textbooks in the 7th national science curriculum were analysed according to the following subject areas; earth science, physics, biology, and chemistry. A total of 61 teaching units from 3rd through 6th grade science textbooks were investigated. The frequencies of each type of scientific inquiry method were slightly different among four science subject areas. The most frequent type which appeared in physics and chemistry was the hands-on type, while the minds-on activity type was the most frequent type which appeared in earth science and biology.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.141-148
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• 2007

This study proposed task-based teaming strategies as a means of fulfilling the demands and goals of the 7th national science curriculum. Task-based learning is based on the use of a series of activities whereby a teacher presents students with tasks related to daily lift and the students solve the tasks by themselves using various methods and thought processes and then present and discuss their results with each other. The tasks are selected from the 6-grade science textbook, are reconstructed and are then given to the classes. The tasks include whole class activities as well as individual activities related to the interests, abilities, and concerns of the students. The purpose of this study was to verify the effects of task-based learning classes on the science process skills and the scientific attitudes of elementary school students, when applied to 6th grade students. For this, the task-based learning activities were applied to an experimental group and expository teaching was applied to the comparison group. Both groups were given a pre-post test on science process skills and scientific attitudes. The results indicate that task-based loaming is very effective in the development of science process skills and scientific attitudes.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.36-46
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• 2010

The purpose of this study is to find out the influence of MBL Exhibition Class on the Elementary School students' academic achievement, scientific research abilities and affective characters. For the purpose, three classes were sampled in the 5th grade of an elementary school. Among the three classes, two were designated as the comparative classes consisted of 68 students and the other was the experimental class, 33 students. The comparative classes were given lessens according to the content presented in the textbook of 7th Education Curriculum and the experimental class was given re-built lessons with using MBL machines. Before and after giving lessons, students of both classes took a test for science academic achievement. And also the scientific research abilities and affective characters were examined. The conclusions from this study is as follows. First, according to the result of science academic achievement test after giving lessons, the mean of the experimental class was higher than that of the comparative classes meaningfully. Second, scientific research abilities of the experimental class was shown higher than that of the comparative classes meaningfully. Specially, basic research abilities were improved very meaningfully and only hypothesis-building ability was improved among integrated research abilities. Third, it doesn't seem that MBL exhibition class is effective on affective characters(interest, attitudes).

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.18-27
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• 2010

The purpose of this study is to investigate effects of instruction with stories on elementary school students' science learning and memory. For the purpose, this researcher sampled 3 classes in their 3th grade from an elementary school. Out of the three classes, two were designated as the comparative group consisting of 70 students and the other, the experimental group, 32 students. The former group was applied instruction treatment under the 7th national curriculum of education. The other group was instructed with a story book that contained stories students already knew which were somewhat rearranged to comply with contents of a relevant curricular course. Results of the study can be described as follows. First, academic achievement test was made immediately after the treatment to show that the experimental group was significantly higher in scores for memory and understanding in the section of 'Finding Constellations' that the other group. Second, the two groups' academic achievements in relation to the section, 'Finding Constellations' were tested 3 months after the treatment to show that the experimental group was significantly higher in scores for memory and understanding than the comparative group. Such achievements within the groups were tested 3 months after the treatment to find that both of the two groups didn't show statistically significant differences.

• School Mathematics
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• v.8 no.4
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• pp.365-377
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• 2006

This article examines the Korean classroom teachers' perceptions about the 7th national mathematics curriculum for elementary school. Elementary classroom teachers were surveyed using the researcher-made questionnaire (Teacher Perception about Mathematics Curriculum) and 143 teachers completed the questionnaire. The data collected was analyzed by a descriptive analysis. The results revealed that about 67% teachers considered the curriculum was well developed in scope and sequence. However, 43% teachers reported that the teacher's manual should provide clearer explanation instructional strategies to teach the math topics to children. 38(26%) teachers claimed the curriculum contains too much content to teach. 34(24%) of the teachers indicated some contents were developmentally too difficult for their students to understand. The most serious difficulties for the teachers in teaching mathematics was to accommodate individual student's different mathematics abilities, especially accelerated by private lessons at the after school programs.

• The Mathematical Education
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• v.41 no.2
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• pp.139-155
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• 2002

In this paper we represented the results of surveying on the present condition of mathematics education and the contents of the mathematics text books that are usually taught in Art High Schools interest in mathematics subjects and to achieve the higher level of mathematical abilities. We would like to raise their interest in mathematics and to improve the efficiency of teaching level on the basis of the 7th Mathematics Curriculum Revision. Some suggestions are of offered by considering the level of their mathematical abilities in Art High Schools and the present contents of the mathematical subjects from following views ⑴ the aspect of studying method ⑵ the aspect of revising contents of mathematics textbooks for them ⑶ the aspect of educational policies for Art High Schools

• Journal of the Korean Institute of Educational Facilities
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• v.11 no.4
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• pp.25-34
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• 2004

This research is based on the concept that environmentally sustainable school design itself can raise the awareness of environmental issues related with sustainability for the students in early school days. Firstly, 7th educational curriculum is analyzed in terms of environmental education and the possibility for the spatial translation is reviewed. Secondly, potential items appropriate for physical facilities are extracted. Lastly design guidelines, which covers four different categories such as school yard, energy, water and waste are provided not only for the environmental education but also for the energy efficiency and resource conservation of the facility itself.