• 한국실내디자인학회논문집
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• 제30호
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• pp.17-27
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• 2002

The objective of this study is to evaluate the education contents and method related to Korean culture by comparing history courses in interior design programs of korea to those of three ether countries. For this research, curricula and syllabus of forty interior design programs in domestic and foreign universities have been analysed. The major findings from the survey are summarized as follows: 1. In terms of the tradition contents ratio in history course United States ranks first, Japan second, China third, and Korea last. In case of Korea, the ratio of credits alloted to tradition to total credits is very low and most of the credits are elective courses not requirement ones. 2. History courses of Korean universities are biased to Western styles. 3. In terms of the ratio of contents about neighbor foreign countries'culture in history courses is United States first, Japan second, China third, and Korea last. Therefore it is proved that net only history courses are devaluated, but also the endeavor to find Korean identity is insufficient in the Korean interior design theory education.

• 대한가정학회지
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• 제11권1호
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• pp.92-106
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• 1973

Brief history of home economics education after modern period (GAEWHA-KI) (1900~1945). Education of home economics in our country is known to have been developed mainly through school education by need of women education. The first period is construed "from 1890's until before the conclusion of ULSABOHO treaty, which can be referred to as an inception of the education for home economics by including subjects of sewing and manual arts in the curriculum of EWHA-hakang. The second period is "from the conclusion of ULSABOHO treaty in 1905 until the act of higher education for women was decreed, transition of the education for home economics and major curriculum thereof and the text books of home economics are handled. The third period is "from the promulgation of CHOSUN education act in 1911 until the fall of Japan education of home economics in this period is described in terms of national education under the Japanese colonial rule. The education was first renewed by women missionaries with the onset of "blooming period (GAEWHA-KI)" and school education of home economics far educating women was initiated at EWHA-hakdang in 1896, in 1908, with the pronulgation of the act of higher education for women, major curriculum and subjects were set up and text books of home economics were also compiled. In accordance with CHOSUN education act in 1911, housekeeping and sewing subjects at secondary school were taught 10 hours a week with the emphasis on general education and practical subject oriented training. Home economics under the Japanese rule was so educated as to imbue, students with the sense of nationality by teaching Korean custom and family habits.

• 한국의사학회지
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• 제34권2호
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• pp.79-87
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• 2021

The civil service examination system is an important part of the history of education in East Asia. In China, the civil service examination system lasted for almost 1,300 years. Through this, each dynasty was able to prevent the concentration of power to the hereditary nobles and to give competent talents an opportunity to rise to an important position in the state. In terms of medical education, in China, doctors have already been selected through tests since the Song Dynasty. However, the actual cases of medical tests currently remaining in each dynasty are very rare. This paper, firstly, examines the implementation method of the medical test during the Qing Dynasty and examines how it influenced the merit rating. and secondly, this paper examines the actual cases of the remaining Qing medical exam questions, in terms of content, related to the medical text "Uijonggeumgam (醫宗金鑑)" and was influenced by the style of the civil service examination at that time.

• 한국수학사학회지
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• 제34권6호
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• pp.205-223
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• 2021

It has been argued that as for the origin of the Pythagorean theorem, the theorem had already been discovered and proved before Pythagoras, and the historical records of ancient mathematics have confirmed various uses of this theorem. The purpose of this study is to examine the relevance of its name caused by Eurocentrism and the weakness of its use in Korean school mathematics and to seek improvements from a critical point of view. To this end, the Pythagorean theorem was reviewed from the perspectives of the history of mathematics and mathematics education. In addition, its name in relation to objective mathematical contents regardless of any specific civilization and its use as a starting point for teaching the theorem in school mathematics were suggested.

• 교육철학
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• 제46호
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• pp.45-70
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• 2012

The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was 'Politai' with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the 'Askese' for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.

• 한국가정과교육학회지
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• 제9권1호
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• pp.1-17
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• 1997

This study was conducted to obtain basic materials to improve the teaching method of Home Economics by theoretically looking into the supplementary teaching materials or implements usable in teaching Costume History area. And based on these data, the types and the applications of the supplementary teaching materials or implements highschool owned were examined. The subjects of this study were 111 Home Economics and Housework curriculum highschool teachers who give a lecture in the country by using self-administered questionnaires. SAS program was used to calculate frequency, percentage, average, standard deviation, and $\chi$(sup)2-test analysis. The results of the study were as follows； 1. Most of the highschool teachers used the school expenses for experiments in preparing the supplementary teaching materials or implements. 2. Of the supplementary teaching materials and implements concerning Costume History, visual implements such as slides and pictures were the mostly owned. CD and audio implements as cassette-tapes were not used. 3. Most of the teachers recognized the importance of the audio-visual teaching materials and implements concerning Costume History. 4. Among the audio-visual materials and implements concerning Costume History by which can be made by school teachers of Home Economics and Housework curriculum, the mostly used one was ‘cutting pictorials from magazines and newspapers’, and the next were ‘orbital materials’, and ‘copy the pictorials’, and the least was ‘recording from the radio’. 5. Most of the annual expenses assigned to the department of Home Economics was used in cooking practice, and the least of the expenses was assigned in buying audio-visual teaching materials and implements. 6. Time assigned to the area of Home Economics was for the most part one or two hours per week, and among this, time assigned to the history of western costume and the history ok korean costume was for the most part five to eight hours. 7. The areas that the highschool teachers felt difficulties mostly during clothing and textiles curriculum were ‘textiles’and the next were ‘knitting’, ‘western costume history’, and ‘korean clothing construction’. 8. The difficulties the highschool teachers faced while teaching Costume History were mostly that ‘the pictorials in the text is not fully explainable’, the next were ‘most of the supplementary teaching materials or implements are not owned’, ‘have to explain very much in a short time’, and ‘the lectural explanation is insufficient’. 9. The solution for the difficulties that the highschool teachers faced while teaching Costume History was mostly ‘the information, on which audio-visual materials and implements are distributed in the market, should be easy to obtain’, the next opinions were ‘the school should provide enough experiment and practice expenses to buy audio-visual materials and implements’, and ‘education facilities of the Home Economics Department should be the main aspects in improving the teaching methods and should give special lectures about it’.

• 한국수학사학회지
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• 제22권1호
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• pp.53-74
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• 2009

흑백게임은 흑 또는 백색의 돌이 가득 찬 일정한 크기의 바둑판 위에서 하는 게임으로, 하나의 돌을 클릭하면 자기 자신과 자신의 위, 아래, 왼쪽, 오른쪽의 버튼의 색이 모두 같이 변하는 규칙을 가지고, 선택적으로 돌을 골라 클릭하여 바둑판 위의 모든 돌이 한 가지 색으로 통일되면 이기는 게임이다. 이는 컴퓨터게임의 형태로도 소개되어 규칙에 따라 버튼을 선택적으로 누름으로서 모든 버튼을 하나의 색으로 통일하는 게임으로 잘 알려져 있다. 이 단순한 게임 안에는 다양한 수학적 모델링 이론이 포함되어 있고, 많은 사람들이 흑백게임의 일반적인 승리전략을 얻기 위하여 다양한 시도를 해왔다. 이 과정에서, 흑백게임은 다양한 이름을 가지게 되었고, 외국에서는 Blackout, Lights Out, Merlin Game, ${\sigma}$+Game등 다양한 이름으로 불리며, 현재도 활발하게 연구가 진행되고 있다. 본 연구는 흑백게임의 발전과정과 국내외 연구결과를 분석하며, 기존의 미해결 문제에 대한 답을 제공하고, 교육적 활용에 대하여 연구한다.

• 한국지구과학회지
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• 제32권1호
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• pp.99-112
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• 2011

과학사는 과학 수업에서 여러 가지 목표를 달성하기 위한 유용한 수단으로 간주되어 왔다. 이 연구의 목적은 과학 교과서에 사용된 과학사 자료를 효과적으로 분석하기 위한 삼원 분석틀을 개발하고, 이 분석틀을 적용하여 제7차 교육과정의 지구과학사 자료를 분석하는 것이다. 개발된 분석틀은 수업맥락, 역할, 제시유형의 3개 차원으로 구성되며, 각각의 차원은 다시 몇 개의 하부 영역으로 세분된다. 개발된 분석틀을 이용하여 과학 교과서의 지구과학사 자료들을 분석한 결과, 분석틀의 세 가지 차원과 각각의 영역에 부합되는 과학사 자료가 과학 교과서에 다양하게 포함되지 못한 것으로 나타났다. 이러한 연구 결과를 바탕으로 삼원 분석틀의 활용을 통한 다양한 수업맥락과 목적의 조합으로 과학사교수-학습 자료의 개발을 제안하였다.

• 융합보안논문지
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• 제13권2호
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• pp.101-109
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• 2013

이 연구는 전쟁사 과목에 대하여 2012년 2학기 15주 중 중간고사와 기말고사 주를 제외한 13주간 이루어졌으며 자료의 수집과 동시에 자료의 분석이 이루어졌다. 1개 학기 동안 경험적 연구를 통하여 전쟁사 강좌 문제중심학습법이 효율적이었는지에 대하여는 좀더 연구가 필요하다. 한 학기 동안의 분석해서 나온 개념에 대해서는 강의 시간을 이용하여 학생들과 대화를 가지는 시간을 통해 확인 및 타당화하는 과정을 가졌다. 학생은 1학년 1개반 45명을 대상으로 5명씩 조를 편성하여 9개조로 운영하였다. 연구결과를 요약하면, 초기 교육진행시에는 조별로 진행되는 집단학습의 적응과 학습과정의 불확실성, 제시된 상황에 대한 상황조치 방법 구체화 어려움, 군인이 되고자 하는 의지와 실제 지식의 부족에서 오는 자신감 결여, 조별 토의에서 자신의 역할 미흡에 대한 반성, 자가학습의 중요성과 필요성 인식, 실제 이론과 상황조치간의 괴리 등을 경험하였다. 수업의 중간에는 수업준비의 부담감, 지금 공부하는 것이 과연 임관 후 활용할 수 있을 것인가에 대한 회의감과 갈등, 그러면서도 교수의 지도에 따라 상황조치 완료후 만족감, 학습에 대한 확신감 등을 체험하였다. 수업의 말기에는 자긍심과 자신감 회복, 문제해결의 잠재력 향상, 임관 후 병사들 지도에 대한 자신감 등을 경험하는 것으로 나타났다. 최근 교수법에 대하여 많은 대학에서 관심을 가지고 있다. 교수는 어떻게 학생들의 능력을 이끌어내고 향상시키는 것인가에 초점을 둔 교육을 지향해야 한다. 사회에서 요구하는 인재 양성을 위해 현 상황에서 적용할 수 있는 가장 이상적인 교수법이 무엇인가에 대한 과제는 계속 연구해야한다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.145-159
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• 2005

Students' alternative concepts of evolution are similar to misconcepts and disputes which scientists had in science history. The aims of this study are to analyze the elementary children's concept in evolution based on science history. Lee (2004)'s two tests were applied to 6th grade to investigate the children's evolution concepts and genetic concepts related to the historical development of the evolution concepts. The test results were analyzed in accordance with 4 stages of science history based on Lee (2004)'s method. These stages are divided to stage 1 (Before Lamarck), stage 2 (Lamarck), stage 3 (Darwin), stage 4 (After Darwin). The major results are as follows. Most of elementary school children are fixed to the stage 2. They usually do not show the consistency of evolution concepts in the three dimensional aspects such as mechanism, time, and subjects. Many children do not have concrete meaning of gene, inheritance, sexual reproduction, mutation and could not connect these concetps and process of evolution. Also, they believe the inheritance of acquired traits and spontaneous generation. Therefore it is confirmed that they still have similar misconcepts and disputes which scientists had in transition time between stage 2 and 3 and most of children already have strong Lamarckian thought acquired from daily life experience before learning about natural selection and evolution.