• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.219-231
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• 1996

The aim here is to analyse the system of description of GIS in all of the high school textbooks passed with the official approval, to find the degree to which teachers understand about GIS, and to consider the present condition of GIS instruction. Most of the authors of textbooks generally underestimate importance of GIS, and there is difference among their awareness. In the system of description of GIS, there are only a few kinds of textbooks in which explanation of GIS is made coherently from the purpose of instruction aim through the chapter summary and to overall test in both of the Korean Geography and the World Geography. This trend is due to the degree of distribution of the GIS specialists in writing a textbook while the other texts books shows just a brief introduction of GIS concept. Although there is the limit for teachers to study how to teach GIS due to its very technological aspect as well as few previous training and teacher's guide. Thus it is evident that about a half of teachers who responded taught high school students without a knowledge on GIS, and a few of them even never referred to that concept. These facts may negatively affect the status of a geography in the society of information. For the solution of these issues, it is considered how to repair the description system and its contents. Besides, the variation among textbooks is reduced at the further revision of the 7th curriculum. And the printed matters of GIS are sufficiently provided for the teachers to use as their teaching aids. It is desirable that the GIS instruction models should be further developed for college education, and the programs for the on-the-job teachers training should be arranged. Besides, the previous training for the on-the-job teachers should be achieved more practically with enough time before the revision of curriculum.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.214-221
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• 2004

The purpose of this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method 3. For Method A, the textbook is used to explain the concept in the view of weight. For Method B, the textbook is used to approach the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, where they were divided into the Method A group and the Method B group. These study was carried out with pre-post on each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The results of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing a meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors,'the direction of atmospheric influence and the reason','the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor,'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.2-12
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• 2004

The purpose for this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method B. For Method A, the textbook used that explains the concept in the view of weight. For Method B, the textbook used approaching to the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, which were divided into the Method A group and the Method B group. The result of the study carried out pre-post each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The result of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors, 'the direction of atmospheric influence and the reason', 'the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor, 'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.

• Journal of the Korean Chemical Society
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• v.43 no.3
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• pp.321-327
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• 1999

The STS materials, emphasized in the 6th curriculum, in the chemistry part of middle school science textbooks were analyzed. The average value of the STS content of textbook was 13.2%. In the study of chapter of textbook, 15.9% of STS materials was included in the chapter of ？reaction of materials?, 12% in "character and separation of materials", and 10.8% in "composition of materials". When the STS topics classified by Piel were analyzed, the results were as follows; 40.2% on sociology of science, 28.8% on environmental quality and utilization of natural source, 20.4% on effects of technological developments, and 12.9% on energy. However, the topic on human engineering was only included in a textbook, and the topics on space research and national defence were not included in any textbooks. When the STS materials were analyzed by student activities of SATIS, the number of activities was 71. Most activities were consisted of solving problems and decision, simulation and data analysis, and there was no research design and role playing.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.19-36
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• 2010

The objective of this study was to measure the critical thinking level of activity tasks included in home economics textbooks published under the 2007 Revised National Curriculum. For this purpose, we sampled 3 kinds of Technology-Home Economics textbooks for 7th graders, selected activity tasks contained in the textbooks, and classified them by type. A total of 93 activity tasks were extracted, and they were analyzed using 9 questions on critical thinking prepared based on Kim Young-jung's '9 Elements and 9 Standards of Critical Thinking.' The results of this study were as follows. First, the total score of the critical thinking level of activity tasks in the home economics textbooks was 66.8, which was not high enough to induce learners' critical thinking. Among the sub-categories of critical thinking, the score was high in order of argumentative thinking(83.9), analytical thinking(78.1), and dialectic thinking(38.3). As in the results, the activity tasks were particularly inadequate for inducing dialectic thinking. Second. in the results of analyzing difference in the critical thinking level according to unit, significant difference was observed among the units. Activity tasks in Units 'Adolescents' Self-management'(77.8), 'Adolescents' Consumption life'(75.2), and 'Adolescents' Sex and Peer Relationship'(71.1) induced critical thinking more effectively than those in other units, but activity tasks in Units 'Clothing and Self-expression' (61. 4), 'Adolescents' Development'(60.0), and 'Adolescents' Nutrition and Meals'(59.6) were inadequate for inducing critical thinking. Third, in the results of analyzing difference in the critical thinking level according to activity task type, the level was high in order of 'Inquiry Activities' (75.7), 'Discussions' (74.6), 'Practical Activities'(65.4), and 'Trials' (50.7), and the differences were significant. That is, among activity task types, 'Inquiry Activities' were most effective in inducing learners' critical thinking and 'Trials' were least effective.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.41-60
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• 2006

The system of teaching culinary practice needs drastic modification to catch up with dietary life and education curriculum changes. To reflect such changes, it is necessary to instill a strong will and interest as well as educational environment improvement in teachers. In this sense, this study researched the teachers' stages of concerns, levels of use, innovation configuration, and intervention demands, based on the CBAM(Concerns Based Adoption Method) developed by Hord et. al. For the survey, 500 questionnaires sent by mail and 187 were analyzed by SPSS/win 10.0 program. The results are summarized as follows. 1) The teachers stages of concerns on culinary practice is assessed to be in the lowest level of perceptual stage, which indicates a state of indifference. 2) In terms of the levels of use, routine use was the highest, followed by refinement use, integrated use, research use, and reinvent use in descending order. Mechanical use posted the lowest level. Even though the stages of concern showed the beginning stage, the Level of use was relatively high. 3) About the innovation configuration, approximately 30% of the teachers were not accomodate the culinary practice referred to the 7th National Education Curriculum. 4) According to the intervention demands on culinary practice education, it was found that teachers generally wanted more interventions in every component. Among the intervention components, the highest demand was on the support for facility. Demand on the financing is the second highest. Teachers in the level of routine use demanded more information and materials supply and individual encouragement, but teachers in the level of preparation needed study opportunity for training on operation skills more.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.17-29
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• 2006

The purpose of this research was to examine the problems, confidence and satisfaction of teachers on the subject ${\ulcorner}technology and home economics{\lrcorner}$ in the 7th national curriculm. For this research, questionnaires were sent by post to teachers who teach technology and home economics in middle schools and high schools. The collected questionnaires were technically analyzed by SPSS/WIN 10.0 program, which measured frequency, percentage, average, standard deviation. According to the types of data, they were also analyzed by t-test and cross tabulation analyses. The results of this research were summarized as follows. 1) There were two teaching types of technology and home economics: the partial charge and the whole charge teaching according to teachers' majors, and both types occurred in similar percentage. The partial charge teaching means that teachers majoring in technology teach only the technology part and teachers majoring in home economics teach only the home economics part when they teach the same subject, technology and home economics. These days the partial charge teaching more often occurs in national or public schools than in private schools, and in coeducational schools than in girls' or boys' schools. 2) The major problems of teaching technology and home economics were caused in order by teachers' lack of skills and knowledge which we not their own major, the lack of students' interests and teaching materials, and burden of tests. 3) Teachers' confidence in teaching the contents of the subject, technology and home economics, made a significant difference according to their majors. Teachers whose major was technology felt more confident when they taught the chapters of the textbooks related to their major, technology, while teachers whose major was home economics felt more confident when they taught the chapters of the textbooks related to their major, home economics. According to implementation types, the partial charge teaching gave higher confidence to the teachers than the whole charge one in teaching almost all the chapters of the textbook. 4) According to implementation types, teachers' satisfaction was showed to be higher in the partial charge teaching than in the whole charge one.

• 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.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.15-29
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• 2010

We developed the novel coursework of 'NIE community activity teaching-learning plan' in the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum and applied it to classes in the middle school. The educational themes of 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' were extracted from ten kinds of textbooks. And eight lessons of NIE community activity teaching-learning plan were developed. Ninety-seven students at second grade in 3 classes of the middle school were randomly enrolled in this study. After learning, their environmental recognition and educational interest and attitude on the class of NIE community activity were investigated. The general environmental recognition of most students was improved via NIE community activity, which is emphasizing on the analysis of articles of newspapers, the critical and creative thinking, and the mutual discussion. The environmental recognition related to 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' was significantly improved. Educational interest and attitude on the class of NIE community activity were also improved of great significance. The novel contents and methods of NIE community activity were evaluated to help students understand the class better and enhance their environmental recognition higher. With these results, NIE community activity teaching-learning plan might not only improve the educational interest and attitude, but also enhance the environmental recognition of the students.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.35-49
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• 2009

The purpose of this study was to examine the effect of instruction for the development of analytical rubrics based on teacher-student compromise, which would be applied to performance assessment about the ninth-grade housing unit of the 7th national curriculum. In order to find out the influence of the rubric development instruction on learning motivation, two different third-year classes in a middle school were selected respectively as an experimental group and a control group. The way of presenting the rubrics and learning motivation were respectively selected as independent and dependent variables. Both groups took two lessons and a pretest-posttest on learning motivation. As for the analytic rubric for the individual task performance in the housing unit, three evaluation items were selected. As a result, the instruction for the learner-involved development of analytical rubrics for the housing segment had a positive effect on the confidence and satisfaction of the middle schoolers, which were two out of four sub-factors of learning motivation. Open-ended questions showed that the instruction got to build confidence in the course of being aware of the evaluation criteria and fulfilling the given tasks.