• Journal of the Korean earth science society
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• v.30 no.4
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• pp.513-526
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• 2009

It has long been that the unit of oceanic salinity changed from permil (%o) to other unit. However, the middle-and high- school textbooks of science and earth science have still used %o as salinity unit that was defined a long time ago. The objectives of this study are to briefly discuss about the historical development of change in salinity unit and measurement techniques, to present differences between the salinity units of psu (practical salinity unit) and %o, and to address the need and validity for the correction of salinity unit in the textbooks. Twenty-seven kinds of textbooks based on the 7th National Curriculum were analyzed to investigate the expression of salinity unit and the definition of salinity. The results were compared with the usage of salinity units in the articles published in Journal of Korean Society of Oceanography from 1967 to 2008. The percentages by the use of %o were 96.3% in the text and 83.8% in the graphs or tables of the textbooks. By contrast, the scientific papers began to use psu from 1994 and then %o has seldom been used since 2004.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.145-166
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• 2012

The objective of this study is to analyze the cases related to the lingual and non-lingual metaphors used in the math class at elementary school and consider the values of metaphors as a teaching method for the subject of mathematics. Throughout this study, teachers' gestures are analyzed as lingual and non-lingual metaphors shown between teachers and students in the class for the topic of the inverse proportion in quartic equations for direct and inverse proportions in Chapter 7 for the first semester of the 6th grade at elementary school in terms of the amended curriculum for the year of 2007. According to the results of the analysis, it can be concluded that there are mechanical and hypothetical movement metaphors in the mathematical metaphors observed in this study. Also, in terms of gestures, iconic, metaphoric and deixis gestures are found. Such metaphors seem to be evenly distributed throughout the math class and expressed in various forms. Based on the results of the analysis, the educational meaning given by the utilization of metaphors is considered for the math class.

• Journal of Science Education
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• v.47 no.1
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• pp.11-23
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• 2023

In this study, we examined the effect of socioscientific issue (SSI) based science lessons on underachieving 9th-grade students. A total of seven lessons centered on two SSIs related to the national science curriculum were developed and implemented during the first semester of 2021. Data were collected from 185 9th-grade students in one middle school in a mid-sized city of South Korea. Among them, 37 were identified as achieving far below the standards (underachieving students hereafter). Quantitative data were collected from pre- and post-tests on basic science content and attitudes and competency measures. To supplement quantitative data, lesson observation notes were recorded, and student interviews with a selected number of students were conducted. The analysis of quantitative data was conducted through the Wilcoxon Signed Rank Test and paired t-tests. Qualitative data were analyzed to find reasons for changing attitudes. The findings showed that the SSI-based lessons were more effective on underachieving students than the others in enhancing basic academic achievement, while there was no significant effect on all in attitudes and competency. Lesson observation data showed that underachieving students were more engaged in SSI-based lessons than before. Student interviews demonstrated several reasons why they were engaged, suggesting the aspects of SSI-based lessons that facilitated underachieving students' learning. Further research topics are suggested.

• Journal of the Korean association of regional geographers
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• v.16 no.2
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• pp.182-200
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• 2010

This study aims to review the problem of East Asia notation and location in the world geography textbook. Major findings from this study are follows. First, Eastern Asia is used to denote the area where the Korea, China and Japan are located in world geography textbook, while Eastern Asia area covers Korea, China, Japan, Taiwan, and Mongolia on the map. Second, East Asia is appeared in textbook from the 2th national curriculum, as a cultural region shares same cultural tradition. It is recommended that East Asia might be the suitable place name to designate Northeast Asia and Southeast Asia, Northeast Asia can be use for the area where Korea, China, Japan, Taiwan and Mongolia are located.

• Korean Institute of Interior Design Journal
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• v.24 no.2
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• pp.50-57
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• 2015

Although the improvements in the health sanitary facilities of the elementary school were made by the implementation of the 7th curriculum, color design and concept of toilets used by lower classes students were shown to be still insufficient and so, it is also necessary to have color planning for toilets considering users' preferences. This study is targeting lower classes children of elementary schools under Seoul Gangseo Office of Education. The purpose of this study is to propose a toilet color design direction preferred by children as users. Therefore, the toilets of elementary school were investigated and at the same time, juvenile pictures were analyzed. The results of this study are that the color space used in the current design, the following gives a substantial psychological and emotional impact for many elementary school children in the developmental stages of children leads to an interesting use of color. Therefore, this study propose to improve the toilet to a more familiar environment with high accessibility considering the development of the child when using color in design space through color preference.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2002.06a
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• pp.239-247
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• 2002

With the introduction of the 7th Curriculum, it has been put greater emphasis on learning by experience. This study aims to implement the quiz-based wireless application for helping to learn more effectively what one will see and hear on the spot when he visits the cultural assets. The materials about Busuk Temple, used as the example of the quiz-based assisted learning, were collected from the libraries and through the internet. And they were programmed using the basic components and properties of WML and then operated with UP SDK 4.0, Phone.com WAP development toolkit. This wireless application makes the user know if it is correct when he selects either O or X as the answer of each question, and shows the individual score after solving 10 questions in total. Each user can also have additional chances to solve them again, even though they doesn't influence the previous score. This study is focused on the implementation of the wireless application for assisted learning by a mobile phone which almost everybody will possess. Various kinds of wireless contents are expected to be developed and provided in the field of education.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.04a
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• pp.276-279
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• 2010

This paper is about a development of effective practice subject in electronic circuit textbook of industrial high school. This paper introduces generally about the practice subject in electronic circuit textbook of industrial high school of the 7th National curriculum and presents problem of current practice and makes an alternative idea that improve current practice. The contents of current electronic circuit textbook of industrial high school have variety topics and these topics are independence and separated. So students have some problems to apply of learned knowledge. Therefore, researcher improved the various electronic circuit practice in current electronic circuit text book and added new practice and manufactured a electronic circuit module based on these circuits. And researcher suggested new practice subject what useful electronic equipment that assembled module of result of electronic circuit practice of each section. When the last subjects are accomplished the students may have feel of achievement and high study effect from these practice. The practice subjects of this paper were manufactured after verification and tested it's performance by computer simulation program I hope that these new practice subjects make effective understanding and application of electronic circuit for student.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.211-229
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• 2009

The purpose of this study is analysis of to investigate relation proportion problem of mathematics textbooks of 7th curriculum to proportional reasoning(relative thinking, unitizing, partitioning, ratio sense, quantitative and change, rational number) of Lamon's proposal at sixth grade students. For this study, I develop two test papers; one is for proportion problem of mathematics textbooks test paper and the other is for proportional reasoning test paper which is devided in 6 by Lamon. I test it with 2 group of sixth graders who lived in different region. After that I analysis their correlation. The result of this study is following. At proportion problem of mathematics textbooks test, the mean score is 68.7 point and the score of this test is lower than that of another regular tests. The percentage of correct answers is high if the problem can be solved by proportional expression and the expression is in constant proportion. But the percentage of correct answers is low, if it is hard to student to know that the problem can be expressed with proportional expression and the expression is not in constant proportion. At proportion reasoning test, the highest percentage of correct answers is 73.7% at ratio sense province and the lowest percentage of that is 16.2% at quantitative and change province between 6 province. The Pearson correlation analysis shows that proportion problem of mathematics textbooks test and proportion reasoning test has correlation in 5% significance level between them. It means that if a student can solve more proportion problem of mathematics textbooks then he can solve more proportional reasoning problem, and he have same ability in reverse order. In detail, the problem solving ability level difference between students are small if they met similar problem in mathematics text book, and if they didn't met similar problem before then the differences are getting bigger.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.457-475
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• 2005

We have inquired on what the statistical classes of the secondary schools had been aiming to, say the epistermlogical objects. And we now appreciate that the main obstacle to the systematic articulation is the lack of anticipation on what the statistical concepts are. This study focuses on the ingredients of the statistical concepts. Those are to be the ground of the systematic articulation of statistic courses, especially of the one for the school kids. Thus we required that those ingredients must satisfy the followings. i) directly related to the contents of statistics ii) psychologically developing iii) mutually exclusive each other as much as possible iv) exhaustive enough to cover all statistical concepts We examined what and how statisticians had been doing and the various previous views on these. After all we suggest the following three concepts are the core of conceptual developments of statistic, say the concept of distributions, the summarizing ability and the concept of samples. By the concepts of distributions we mean the frequency views on each random categories and that is developing from the count through the probability along ages. Summarizing ability is another important resources to embed his probe with the data set. It is not only viewed as a number but also to be anticipated as one reflecting a random phenomena. Inductive generalization is one of the most hazardous thing. Statistical induction is a scientific way of challenging this and this starts from distinguishing the chance with the inevitable consequences. One's inductive logic grows up along with one's deductive arguments, nevertheless they are different. The concept of samples reflects' one's view on the sample data and the way of compounding one's logic with the data within one's hypothesis. With these three in mind we observed Korean Statistic Curriculum from K to 12. Distributional concepts are dealt with throughout but not sequenced well. The way of summarization has been introduced in the 1 st, 5th, 7th and the 10th grade as a numerical value only. One activity on the concept of sample is given at the 6th grade. And it jumps into the statistical reasoning at the selective courses of ' Mathematics I ' or of ' Probability and Statistics ' in the grades of 11-12. We want to suggest further studies on the developing stages of these three conceptual features so as to obtain a firm basis of successive statistical articulation.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.191-200
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• 2006

Our research team has developed diagnosis papers which diagnose reading ability of students, reading materials and guidance of reading method which are proper for reading ability and various appreciation expression activities in the leveled reading supporting system applying the multimedia techniques, which is developed as a previous research for reading education that considers the reading ability and level of elementary school students. However some difficulties have been raised in activities after reading proper for level because we suggested them all the same regardless of level though we proposed the reading methods and reading materials by level, We tried to develop the leveled activities post-reading applying multimedia techniques which are proper for reading ability of students and exam the effects of leveled reading supporting system considering the subordinate goal of 7th Korean curriculum of elementary school and the ICT standard of the Education Ministry on this thesis for promoting an interest in reading of students. The leveled activities after reading which are applying multimedia techniques could be guided and applied on the web, and helped develop the reading ability and self-leading learning ability by raising the interest and concern of students in the activities after reading because the multimedia elements, instead of existing text, were added to the expression.