• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.416-428
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• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.449-458
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• 2004

There have not been extensive studies on the objectives and contents for computer education, although the computer became a required subject in the 7th Curriculum. Since the success of education greatly depends on the established educational goals, it is important to set up refined objectives related to information communication technology and to educate children accordingly in a systematic way. In this respect, this paper analyses objectives of each elementary subject and curriculums of foreign schools, suggests new objectives for computer education, and discusses methods for selecting contents that are fit to the objectives. Our work can be used as a basis for conducting research on elementary computer education.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.405-415
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• 2008

In the existing curriculum of the Elementary Computer Education, it is hard to improve the CPS(Creative Problem Solving) skill and logical thought since the 7th national curriculum emphasizes application programs and CAI softwares. To complement this drawback, it is required to teach the principal of the computer science but there is not many researches for what problems of teaching computer science exist and what the response of students are. Thus, we carried out a research to know whether the students of elementary school can understand principal of computer science in the field of subject matter education. We found that the students can learn the principle of Saving Bitmap Image if the class level is adjusted properly.

• The Mathematical Education
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• v.51 no.1
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• pp.1-19
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• 2012

In this study, contents of 'the 2007 revised curriculum handbook' and 16 kinds of mathematics textbooks were analyzed first. The purpose of this study is to examine the understanding state of students at general high schools by making questionnaires to survey the understanding state on contents of chapter of complex number based on above analysis. Results of research can be summarized as follows. First, the content of chapter of complex number in textbook was not logically organized. In the introduction of imaginary number unit, two kinds of marks were presented without any reason and it has led to two kinds of notation of negative square root. There was no explanation of difference between delimiter symbol and operator symbol at all. The concepts were presented as definition without logical explanations. Second, students who learned with textbook in which problems were pointed out above did not have concept of complex number for granted, and recognized it as expansion of operation of set of real numbers. It meant that they were confused of operation of complex numbers and did not form the image about number system itself of complex number. Implications from this study can be obtained as follows. First, as we came over to the 7th curriculum, the contents of chapter of complex number were too abbreviated to have the logical configuration of chapter in order to remove the burden for learning. Therefore, the quantitative expansion and logical configuration fit to the level for high school students corresponding to the formal operating stage are required for correct configuration of contents of chapter. Second, teachers realize the importance of chapter of complex number and reconstruct the contents of chapter to let students think conceptually and logically.

• School Mathematics
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• v.11 no.3
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• pp.431-462
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• 2009

Introduction of logarithm in mathematics textbook in the 7th national curriculum of mathematics is the inverse of exponent. This introduction is happened that students don't know the necessity for learning logarithm and the meaning of logarithm. Students also have solved many problems of logarithm by rote. Therefore, we try to present teaching unit for the logarithm according to the historico-genetic principle. We developed the learning-teaching module of unit for the logarithm according to historico-genetic principle, especially reinvention for real contexts based RME. Loaming-teaching module is carried out as the performance assessment. As a results, We find out that this module helps students understand concepts of logarithm meaningfully Also, mathematical errors of logarithm is revised after the application of learning-teaching module.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.103-121
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• 2008

The primary purpose of this study was to gather knowledge about $5^{th},\;6^{th},\;and\;7^{th}$ graders' proportional reasoning ability by investigating their reactions and use of strategies when encounting proportional or nonproportional problems, and then to raise issues concerning instructional methods related to proportion. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 12 questions, which included 8 proportional questions and 4 nonproportional questions. The following conclusions were drawn from the results obtained in this study. First, for a deeper understanding of the ratio, textbooks should treat numerical comparison problems and qualitative prediction and comparison problems together with missing-value problems. Second, when solving missing-value problems, students correctly answered direct-proportion questions but failed to correctly answer inverse-proportion questions. This result highlights the need for a more intensive curriculum to handle inverse-proportion. In particular, students need to experience inverse-relationships more often. Third, qualitative reasoning tends to be a more general norm than quantitative reasoning. Moreover, the former could be the cornerstone of proportional reasoning, and for this reason, qualitative reasoning should be emphasized before proportional reasoning. Forth, when dealing with nonproportional problems about 34% of students made proportional errors because they focused on numerical structure instead of comprehending the overall relationship. In order to overcome such errors, qualitative reasoning should be emphasized. Before solving proportional problems, students must be enriched by experiences that include dealing with direct and inverse proportion problems as well as nonproportional situational problems. This will result in the ability to accurately recognize a proportional situation.

• Journal of Science Education
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• v.37 no.3
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• pp.434-445
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• 2013

The purpose of this study is to aid the teaching strategy for the teacher by investigating the preconception of the earthquake for 4th grade students in elementary school before learn the curriculum. For this, 31 grade students who lived in Seongnam in Gyeonggi province were interviewed with the questionnaire. The following is the findings. On the definition of an earthquake, 64.9% of the students had scientific conception. On the question of 'what happens on the ground when there is an earthquake', 59.2% of the students responded shaking or cracking of the earth, ground, things or building. On the question of 'what a person should do when there is an earthquake', most of the students responded by more than two answers. In contrast, on the causes of an earthquake, there were the largest percentage (35.3%) students who answered they didn't know. Except for one student, there were no students had talked about scientific conception. On the question of 'what happens below when there is an earthquake', 26.3% of the students responded they didn't know. On the place where an earthquake occurs rather frequently, 22.2% of the students mentioned an island. On the reason, 39.9% of the students responded they didn't know and there were no students with scientific answers. This study showed 4th grade students had scientific conception on the definition of an earthquake, and they had many experience interaction with external environment on 'what happens on the ground when there is an earthquake', 'the place where an earthquake occur rather frequently'. However the students had relatively small experience on the causes of an earthquake, on 'what happens below the ground when there is an earthquake', and earthquake-prone areas. Based on this study, additional research must be conducted on science in which the students' preconceptions is investigated to connect back to curriculum development. In addition, consideration must be given on how to integrate the thinking processes of students during the curriculum development process.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.856-869
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• 2006

J. J. Schwab is usually considered as the founder of the concept of scientific enquiry, perhaps the most important key word of science education of the 20th century. Mainly through the method of literature review, this study reappraises Schwab's life as a science educator as well as a curriculum scholar, and his ideas concerning several important issues about science and science education. Like other eminent science educators, before the 1950s, who were originally talented scientists but later became engaged in educational activities, Schwab were trained and known as a genetic scientist, but later he concentrated on university reform, curriculum studies and science education. His academic interest was very diverse across different disciplines, from biology and science in general to history, philosophy and education. The essence of his theory of scientific enquiry was 'to teach science as science', and the best way to do it was 'to teach science as enquiry'. With enquiry, however, he tried to deliver some important but differentiated meanings, for example by distinguishing 'science as enquiry' and 'teaching as enquiry', and 'static enquiry' and 'fluid enquiry'. Scientific enquiry was the core concept upon which many of his ideas concerning science education and education in general were based, such as the diversity of science, textbooks, curriculum and roles of teachers. In summary, Schwab can be characterized as a rational reformist of science education, who tried to identify the very nature and goals of the discipline and to bring its substantial changes with concrete and practical guidelines. Nevertheless, some of his ideas, like the diversity of science and conceptual invention, have been handed down by his followers frequently with considerable distortion.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.718-734
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• 2013

The purpose of the study is to investigate high school students' perception and understanding of old metaphorical science terminologies and new metaphorical science terminologies (highly metaphorical science terminologies). For the study, three old metaphorical terminologies and three new metaphorical terminologies have been chosen from the old and new Korean science curricula respectively, and 176 high school students who learned physics based on 7th science curriculum developed in 1997 and 175 highschool students who learned physics based on the science curriculum revised in 2009 were sampled from two high schools in a big city in Korea. The research results are as follows: First, for the old metaphorical terminologies, there are more students who give explanations using scientific terms than those who use the meaning of the metaphors that terminologies had. Second, for the new metaphorical terminologies, there are much less students who give explanations using scientific terms than those who explained using the meaning of the metaphors that the terminologies had. Therefore, it should be emphasized that, for the new metaphorical terminologies, the metaphorical meaning of the terminologies do not mean the concepts themselves in teaching science.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.99-112
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• 2011

History of science (HOS, hereafter) has been considered as a useful tool for achieving a variety of objectives in science lesson. The purpose of this study was to develop three dimensional framework for effectively analyzing HOS content in science textbook. In addition, using this framework, we analyzed HOS content in science textbooks of the 7th curriculum by focusing on the history of Earth science. Developed framework consists of three dimensions; instruction context, role, and type. Each dimension has several sub-domains. The results of textbook analysis revealed that science textbook didn't include diverse HOS materials that are appropriate to three dimensions and its sub-domains of the framework. Based on the results, we proposed that three dimensional framework is an effective tool to develop materials for teaching and learning materials of HOS with multiple coordinations of various contexts and purposes.