• Communications of Mathematical Education
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• v.37 no.4
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• pp.635-652
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• 2023

This study conducts a comprehensive analysis of the curricular progression of the concepts and learning sequences of 'lines', specifically, 'line segments', 'straight lines', and 'rays', at the elementary school level. By examining mathematics curricula and textbooks, spanning from 2nd to 7th and 2007, 2009, 2015, and up to 2022 revised version, the study investigates the timing and methods of introducing these essential geometric concepts. It also explores the sequential delivery of instruction and the key focal points of pedagogy. Through the analysis of shifts in the timing and definitions, it becomes evident that these concepts of lines have predominantly been integrated as integral components of two-dimensional plane figures. This includes their role in defining the sides of polygons and the angles formed by lines. This perspective underscores the importance of providing ample opportunities for students to explore these basic geometric entities. Furthermore, the definitions of line segments, straight lines, and rays, their interrelations with points, and the relationships established between different types of lines significantly influence the development of these core concepts. Lastly, the study emphasizes the significance of introducing fundamental mathematical concepts, such as the notion of straight lines as the shortest distance in line segments and the concept of lines extending infinitely (infiniteness) in straight lines and rays. These ideas serve as foundational elements of mathematical thinking, emphasizing the necessity for students to grasp concretely these concepts through visualization and experiences in their daily surroundings. This progression aligns with a shift towards the comprehension of Euclidean geometry. This research suggests a comprehensive reassessment of how line concepts are introduced and taught, with a particular focus on connecting real-life exploratory experiences to the foundational principles of geometry, thereby enhancing the quality of mathematics education.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.133-156
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• 2005

This study clarifies the concept of the education content relevance in order to evaluate the content relevance of Technology & Home Economics in a secondary school, and design its standards based on the preceding study. In other words, four standards such as the amount of studying content, the degree of difficulty, the validity of contents and the sequence of contents are established. Also, a survey on the current status of nationwide units targeting students, teachers, and professors was conducted to collect actual data about relevance evaluation. The results are as follows. First, as for the evaluation in terms of the amount of studying content, the majority of respondents answered that it decreased by about $30\%$ when compared to the 6th Technology & Home Economics Curriculum However, middle school teachers pointed out that the number of classes is not enough considering the fact that it's an activity-oriented subject. So, they acknowledged that the amount of study time during a Technology Sl Home Economics class is 'quite a lot.' Second, the evaluation in the degree of difficulty is divided into two responses. Teachers responded that it's reasonable overall, but according to students, it's difficult. Especially, the chapters that students don't understand well including 'The Elements of Draftsmanship,"' 'Understanding of Machinery,' 'Electronics & Electricity Technology,' and 'Energy & Transportation Technology.' In the Home Economics area, 'The Design of Home Life' is the only chapter that students don't understand well. Third, as for the validity of contents, the chapters that were not considered as important considering the objective of Technology Sl Home Economics Curriculum include 'The Elements of Draftsmanship,' 'Computer & Processing,' and 'The Management of Resources and Environment.' Fourth, as for the sequence of contents, the survey was conducted including the name of the course asone of the survey items. The majority of teachers wanted it as it is, but the Professors of education colleges who wanted the 3rd name to connect the course with the elementary school course was a little more $(50.5\%)$ than the ones who don't want any changes $(45.5\%)$. The follow-up study should correct and complement the standards that this study suggested through analytic and critical review according to the character & goal of the subject. Based on such standards, the evaluation of content relevance should be continued to realize the quality control of the curriculum systematically.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.476-484
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• 2007

The purpose of this study is to examine the misconception profiles of the scientifically-gifted and non-gifted children in terms of basic physics concepts and to compare them in terms of the types of differences in misconception as well as in their understanding of the concepts themselves. The subjects of this study were 75 scientifically-gifted children attending the Educational Center of Gifted Children in DNUE and 148 non-gifted children in elementary schools in Daegu city. For the purposes of this study, the basic concepts of physics (heat, electromagnetism, force, and light) which should be learned in an elementary school were selected with a review of related previous research and with an analysis of the 7th science curriculum. Next, a questionnaire was made which was made up of 20 multiple choice statement based items. Analysis of the results of the statement sections in the test, it was hoped, would reveal the difference between the scientifically-gifted and the non-gifted children's understanding, while the responses in the multiple choice items would suggest the differences between the two groups in terms of the misconceptions regarding physics concepts. The results of this study are as follows: First, although both the gifted and non-gifted children showed a low level of understanding of the concepts of heat, electromagnetism, force, and light, the gifted children' level of understanding of those physics concepts was proved to be significantly higher than the non-gifted, so it seems that the scientifically-gifted children have fundamentally understood the concepts in physics and have a higher level of understanding of them. Additionally, both the scientifically-gifted and non-gifted children' level of understanding of all the concepts was lower in the order of electromagnetism, heat, force, and light. This shows that both the scientifically-gifted and the non-gifted children have no difference in the level of understanding of any specific physics concept, but have similar levels of difficulty in every concept. Second, both the scientifically-gifted and non-gifted children showed similar types of misconceptions. However, the scientifically-gifted children had fewer misconceptions than the non-gifted. We suggest that scientifically-gifted children's misconceptions were not fixed yet, so there remained a possibility of them being corrected easily with appropriate instruction.

• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.96-105
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• 2011

Korean Students' Physical Fitness Test System, was improved from exercise-related fitness to health-related fitness, it manage the results on the web. This research is one of the practical trial using IT environment for health and fitness improvement, by developing web-based contents. In peer debriefing, 105 contents(health : 6 part 34 contents, exercise : 13 part 71 contents) was designed and realized through analyzing 7th curriculum and 11 domesticinternational contents. The output, have good points, could be used in the class on the web, could be carried out by students in anytime, anywhere. Especially, obese or low fitness children can carry out joyfully. And the contents could be improved on the web. This study is the 1st trial to develop web-based contents, enhancing students' to recognize the importance of health and exercise. If this trial was connected to middle, high school and military, could be contributed in Korean Men's health management. In the future, application study must be carried-out.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.742-753
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• 2022

Recently, the globalization of culture and the global trend of K-culture have become a good background for further developing and promoting Korean traditional culture. However, although Korean traditional music has an excellent notation method called Jeongganbo developed by King Sejong, it is gradually not being used as the universality of Western notation. However, since the 7th curriculum, the proportion of introduction and utilization of Jeongganbo in elementary music education has been increasing. And this is a good opportunity to re-generalize our unique traditional notation. On the other hand, in addition to practicing the interpretation of the notation method, more diverse tools will be needed to activate the practice of Jeongganbo. Therefore, this study studied the design of a web program that can make Jeongganbo on the web without installation or download. In addition, in order to increase the user's convenience in the process of publishing Jeongganbo, it designs and proposes a method of inputting using a computer keyboard like a piano keyboard and method of listening to input music information through MIDI function and save it as a file. Through this study, it is possible to develop a web program that anyone can easily and simply approach, practice, and publish, and it is expected to be a useful tool for practicing Korean traditional music or publishing traditional music in the future.

• 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.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.571-587
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• 1998

This paper reviews and analyzes the conceptions of science achievement in the United States and Korean reform documents, including those on science content standards(NSES, Porject 2061, and Korean 7th science curriculum), performance standards(New Standards, and Survey of Ecucational Achievement in Korean Elementary and Secondary Schools), and large-scale assessment framworks(1996 NAEP, TIMSS, The National Assessment of Science Inqury Abilities, The National Assessment of Science Knowledge, and The National Assessment of Affective Characteristics related to Science). The analysis of these documents indicates that there is an overall agreement on the conceptions of science achievement. The documents consistently emphasize high achievement in terms of knowledge and abilities in scientific, technological, social, and environmental perspectives. In addition, these documents define science achievement at different developmental levels and at certain depths of knowledge and abilities for all students. Despite the overall agreement, there are also noticeable variations among the documents because of different contexts and purposes. There is a difference in the balance of representations or emphases among content and process standards in the documents. The conceptions of science achievement in the Korean documents are not as comprehensive or inclusive as those in the United States documents. There is no representation of the mathematical world, the nature of science, historical perspectives, unifying concepts, or scientific communication. From these results, two conclusions are drawn. First, more coherent conceptions of science achievement are needed for common understanding among educators and the public. Second, efforts are needed for developing more comprehensive and inclusive conceptions of science achievement in Korea.

• Journal of Nutrition and Health
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• v.55 no.1
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• pp.21-35
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• 2022

The recommended meal composition allows the general people to organize meals using the number of intakes of foods from each of six food groups (grains, meat·fish·eggs·beans, vegetables, fruits, milk·dairy products and oils·sugars) to meet Dietary Reference Intakes for Koreans (KDRIs) without calculating complex nutritional values. Through an integrated analysis of data from the 6th to 7th Korean National Health and Nutrition Examination Surveys (2013-2018), representative foods for each food group were selected, and the amounts of representative foods per person were derived based on energy. Based on the EER by age and gender from the KDRIs, a total of 12 kinds of diets were suggested by differentiating meal compositions by age (aged 1-2, 3-5, 6-11, 12-18, 19-64, 65-74 and ≥ 75 years) and gender. The 2020 Food Balance Wheel included the 6th food group of oils and sugars to raise public awareness and avoid confusion in the practical utilization of the model by industries or individuals in reducing the consistent increasing intakes of oils and sugars. To promote the everyday use of the Food Balance Wheel and recommended meal compositions among the general public, the poster of the Food Balance Wheel was created in five languages (Korean, English, Japanese, Vietnamese and Chinese) along with card news. A survey was conducted to provide a basis for categorizing nutritional problems by life cycles and developing customized web-based messages to the public. Based on survey results two types of card news were produced for the general public and youth. Additionally, the educational program was developed through a series of processes, such as prioritization of educational topics, setting educational goals for each stage, creation of a detailed educational system chart and teaching-learning plans for the development of educational materials and media.