• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.271-293
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• 2007

Mathematics workbook is developed according to the amendment of the 7th national curriculum of mathematics. This study polled 300 national mathematics teachers in the elementary school, middle school, and high school to find out what they think in conjunction with the introduction of mathematics workbook such as needs for mathematics workbook, teachers' recognition about the system of mathematics textbook and workbook which are proper for lesson of achievement level and organization of mathematics workbook before using the mathematics workbook in school. As a results, mathematics teachers want the introduction of workbook because it helps students' self-regulated learning of mathematics and it is material very valuable for teachers to give lessons of achievement level. Also, we suggest the organization and contents of mathematics workbook on the base of our survey. Mathematics workbook has a lot of exercises assessing into the upper, intermediate, lower level in the contents, concepts of mathematics learning. It has the items developed with various problem solving methods and emphasis on performance tests, an essay-type examination and a periodical assessment. It has the problem posing items and the corner that helps students revise their mathematical errors and proposes useful, interesting mathematical activities and the commentary of a correct answer to questions at the tail of the book.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1019-1030
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• 2015

This study examined the development of a teacher's teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers' journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students' challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

• 대한공업교육학회지
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• v.38 no.2
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• pp.27-47
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• 2013

This study aims to suggest a way to improve the professional abilities of the principals of meister high schools by analysing their perception of the standards of performance of their duties. To carry out this study, we have developed the standards of performance of the duties of the principals of meister high schools through the systematic research on the realm of the duties of the principals of meister high schools, and analysed the principals' perception of their duties using the developed standards of performance of their duties. The results of this study are as followed. First, In the stage of planning the school management, the school management plan, the ways to get budget, the plan for evaluation and feedback of the accomplishment of the performance of school management plan should be included. Second, The area of the school management is subdivided into securing school budget, reviewing and arranging the budgets demanded by teachers, executing school budgets, obtaining school equipments and facilities, maintaining school equipments and facilities, managing school feeding, organizing and operating school steering committee, reflecting the opinions of school steering committee. Third, The school curriculum should be developed by a job analysis and the teaching should reflect the analysis. Fourth, The area of the career path and the management of the career for young meisters includes the analysis of the demand of students, parents, and companies, the development of meister growth route and program for managing their career, and the analysis of meister growth route and reflection of the results of the analysis. Fifth, The field of guiding students includes supporting the students counseling service, and managing a variety of school events. 6th, In the realm of cooperation with communities are included designing programs for collaborating and training students with companies, building cooperation with companies, and obtaining supports from communities and related organizations. 7th, In the area of supporting teachers to improve their professional competence, it figured out that supporting teachers' voluntary learning and studying should take a top priority. In conclusion, it is necessary for meister high school principals to have capability to deal with meister growth route and career management, supporting collaboration with other organizations, building and managing laboratories, encouraging teachers' professional improvement, and operating school curriculum and teaching activities.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.762-774
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• 2007

The purpose of this study was to investigate misconceptions about plate tectonics which spread widely among freshmen at high school with drawing. For this, we chose 6 conceptions about plate tectonics by analysis of 7th curriculum and of 11 kinds of science textbooks. Questionnaire of drawing about plate tectonics were developed depending on them. Data was collected from 134 students who was freshmen at high school in Daegu. The result of this study was as follows. First, In structure of plate, 'upper mantle type' and 'crust type' misconceptions were more than half of the respondents. Second, In distribution of plate, 'cracked earthquake zone type' and 'earthquake frequency type' misconceptions were more than half of the respondents. Third, In formation of ocean ridge at oceanic crust- oceanic crust divergent plate boundary, 'divergence type' and 'collision type' misconceptions were more than half of the respondents. Fourth, In formation of mountain ridge at continental crust- continental crust convergent plate boundary, 'collision type' misconceptions were more than half of the respondents. Fifih, In formation of mountain ridge at oceanic crust- continental crust convergent plate boundary, 'subduction type' and 'fault type' misconceptions were more than half of the respondents. Sixth, In transform-fault at oceanic crust- oceanic crust transform-fault boundary, 'direction type' and 'section type' misconceptions were almost half of the respondents. In this study, students' drawings about plate tectonics showed similar misconceptions. This imply that drawing conceptions can be used by the strong evidence of misconceptions which spread widely among students. Furthermore, this study has a significance that this conclusion is useful to teachers as basic teaching-teaming materials of plate tectonics.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.63-77
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• 2006

The Purpose of this study is to provide the basic data for the improvement or the contents or clothing curriculum in the 7th technology home economics of middle school. The standard of satisfaction of students' according to the detail domains and the standard of necessity and practical use and learners' patterns of activity task suggested in textbooks were evaluated. The ninth grade 169 boy students and 336 girl students in the national capital region were participated in this survey. According to the survey results, firstly, a dress domain got the highest relative importance(28.56%) while a clothes material domain took the lowest relative importance(8.07%) among various detail domains. Secondly, the standard of satisfaction according to each detail domain fell below the average. Generally girls' satisfaction for teaching was higher than boys'. Thirdly, a clothes material domain showed the lowest necessity for textbook contents according to detail domain and other domains showed above the average. The necessity for textbook contents appeared high for boy students rather than girl students. In addition, boy and girl students did not have interest in content relevance in textbook. Especially, they could not do well and understand experiments and practices in clothing section. Finally, The degree of utilization of the activity task ill textbooks was very low. Among various activity tasks, the learning by discovering and exploring were more utilized than cooperating learning.