• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.912-922
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• 2009

By 'National GIS Plan', various strategies and programs have been carried out for the professional training in the fields of geospatial information. The e-learning can make it possible to develop and manage the adaptable curriculums, to maximize the effect of the practical exercises, and to establish the cooperative systems with the industries. In this study, curriculums of the geospatial fields were developed and suggested for the cyber universities. These curriculums were divided into three stages, fundamentals, applications, and advances, and into three tracks, system development and construction, mapping and geospatial data construction, and practice and application, based on the current demands in geospatial industries. Owing to be the modularized structure, proposed curriculums would be easily adapted and updated to the change of the new demands.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.487-494
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• 2009

Since the term, 'scientific literacy' was introduced by P. D. Hurd in 1958, it has been used as a term, representing major goals in science education. In Korea, the term 'scientific literacy' was used in the statement of the summative objective of the 2007 science reformed curriculum. But in various educational contexts m which teachers and researchers works, the definition of the term has not been used consistently. This phenomena would be interpreted as showing limits of the term describing the goals of science education. This study examined the historical change in the meaning of the term in purpose of trying to anchor the definition. In this study, the changing period was divided into before introducing the term and after. The after era was divided into the period of confusing and anchoring in the meaning, and the period of expanding the meaning. Especially, after science as intellectual ability was conceptualized in science education communities, the meaning of scientific literacy was partially confused. In current time, as the concepts of language in cognitive science influenced the use of language in science education, the trends of expending the meaning of scientific literacy has been grasped in science education community.

• Journal of the Korean Society for Library and Information Science
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• v.38 no.3
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• pp.67-84
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• 2004

Information literacy is usually described as the ability to locate, manage and use information effectively for a range of purposes. It Is acknowledged the most people are likely to change careers throughout their lives. Therefore, people must learn Information literacy. Those who are information literate must be able to recognize when information is needed and have the ability to locate, evaluate, use effectively the needed information, ultimately have how to team. Since a basic objective of education ts for student to learn how to learn, Information literacy become increasingly more important for all students. This paper presents an overview of definitions, standards and models of information literacy and information literate. Based on these, we suggested learning method and curriculum of information literacy for the lower grades of elementary school.

• East Asian mathematical journal
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• v.28 no.2
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• pp.109-133
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• 2012

In this research, I selected a Singapore elementary mathematics textbook which substantially reflects Singapore curriculum, and compared it with Korean one to understand how they differ in the contents system of the curriculum focused on the contents of the geometry and measurement strand, and analyzed their common points and different points intensively with textbooks for sixth-grade students. Also, I translated a chapter of the textbook, 'Mathematics in Action'. That chapter was about circumference and the area of the circle which is related to the shapes part. Then, I taught it to the experimental group to compare their achievement and the change of reaction to studying the shape-related parts with those of the control group. The results are the followings. First, when we analyze the contents of shape-related part of the textbooks for sixth-grade students of both countries, Singaporean textbook contains more contents that are introduced for the first time, which implies that it is more desirable to teach new concepts of shapes when students are in their higher grades. Second, as for the way they develop the activity of each chapter, Korean textbook sticks to a uniform way, while the Singapore textbook uses various ways for different subjects and grades. In addition, when they organize the contents of the textbook, they emphasize the importance of student's activity and lead students with various methods by suggesting several questions and situations.

• The Journal of Korean Association of Computer Education
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• v.13 no.3
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• pp.1-12
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• 2010

Commerce information high schools offer diverse computer related courses, and a number of different textbooks were published for each course. Since each corse covers broad area, the textbook has difficulties in keeping up with the rapid change. It is even more difficult to find textbooks that suit the needs and requirements of a school. Very frequently, chapters on application software cover software packages that are different from what school has in terms of producer or version. This kind of difficulties can be overcome by subdividing textbooks into lessons, and selecting lessons and textbooks for them that are most appropriate for each school. This paper proposes a way to subdivide computer textbooks into lessons, and discusses the advantages that come from it.

• Journal of Korean Library and Information Science Society
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• v.28
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• pp.355-383
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• 1998

In this study it is surveyed how the educational objectives of orientation in Library & Information Science under current school system should be formed and presented as follows; First, there are many obstacles in overcoming problems and setting successfully education of Library & Information Science under the school system by Ministry of Education. To get over this clear objectives and goals of education must be presented. According to clarified goal of education curriculums must be formed systematically. As a result it is suggested that setting goal of education emphasizing on paralleling of fortifying of theory and conducting practical business rather than training of Information specialist. Second, in analysis of curriculum of library & Information Science it is divided into five categories; (1) 'information organization', (2) 'reference/bibliographical information', (3) 'management of library/ information center', (4) 'informatics' (5) 'library & Information science in general', then courses of each category are arranged and analyzed. As a result balanced development among categories and education is required. In short educational goal of library & Information Science must show basic philosophy, ideal, and direction of education. In addition it is ideal that educational goal of Library & Information Science be presented concretely and in feasible way. Thus in this context the goal and objectives of library & Information Science must be devised and amended, su n.0, pplement as circumstances change.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.105-126
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• 2008

This article summarizes the historical changes of the secondary school geometry to give insights into the new direction of geometry education for the 21th century. Geometry has been considered as an essential subject in high school since mid-nineteen century in accordance with the social changes. Since the development of computer softwares such as CAD effects on the role of geometry in work and professional societies, the knowledge and skills the contemporary world require to school geometry have being changed. More focus on applications and modeling aspects, expansion of reasoning and problem solving, emphasis on design-related elements are features of the school geometry for the new century.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.77-84
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• 2009

Along with developments of information and communication technologies, internet has spread not only all over the society, but also our everyday life deeply. Also requirements for e-learning using internet in the educational aspect have a great influence on the changes of school educations. The benefits of e-learning are many, including cost-effectiveness, enhanced responsiveness to change, consistency, and timely contents. Therefore, the e-learning has been introduced to the universities. However, the e-learning is operated inefficiently because of introduction to the university with no definite idea about effects of education and economy in the university. Therefore, in this paper we analysed the category of e-learning based the curriculum operation forms in the university, surveyed tests about students preference and the studied what is desirable e-learning operation forms.

• Journal of the Korean Society of School Health
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• v.22 no.1
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• pp.129-143
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• 2009

An evaluation in school education systems should identify what students achieve and what they do not. Since 2010, if the health education curriculum is provided as a selective course in middle and high school settings, the national health education standards are required because these affect on students' applications of a higher stage of education. It would be better that each school follows their autonomy to evaluate each student's achievement on the health education. In addition, the national health education standards should be set to assess the effectiveness of seven categories in health education. It is hard to achieve good results through 17 hours of the health education per a semester. Therefore, the health education would be better to provide more than 50 hours per a semester, and the 3th graders instead of 5th graders are suitable for taking the health education because they are more flexible to change their lifestyle toward healthier life. There are two categories in the health education, such as "Mental Health" and "Society and Health" which are expanded from originally seven categories of the health education. Moreover, professional training programs for school nurses should be provided because these two categories are relatively a new domain for them. Finally, all elementary middle and high schools have a school nurse to decrease inequal opportunities of the health education between urban and rural area. When these suggestions are all set in school systems, our students' health behaviors will be improved as well as the effectiveness of the health education.

• Research in Mathematical Education
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• v.14 no.4
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• pp.361-380
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• 2010

Some 400 Secondary One (i.e. seventh-grade) students from 10 schools were provided with non-routine mathematical problems in their normal mathematics classes as exercises for one academic year. Their attitudes toward mathematics, their conceptions of mathematics and their problem-solving performance were measured both in the beginning and at the end of the year. Hierarchical regression analyses revealed that the introduction of an appropriate dose of non-routine problems would generate some effects on the students' conceptions of mathematics. A medium dose of non-routine problems (as reported by the teachers) would result in a change of the students' conception of mathematics to perceiving mathematics as less of "a subject of calculables." On the other hand, a high dose would lead students to perceive mathematics as more useful and more as a discipline involving thinking. However, with a low dose of non-routine problems, students found mathematics more "friendly" (free from fear). It is therefore proposed that the use of non-routine mathematical problems to an appropriate extent can induce changes in students' "lived space" of mathematics learning and broaden their conceptions of mathematics and mathematics learning.