• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.613-624
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• 2019

The purpose of this study is to explore high school students' perception of the relationship among science, history, and history of science which is one of the career elective subjects in the 2015 revised science curriculum. This study compares students' perception before and after experiencing history of science course. To do this, data in the format of Venn diagram that students draw to represent their perception on relationship between the history of science, science, and history were collected. The collected data were inductively categorized. As a result of analyzing the Venn Diagram data, there are five different kinds of categories: 'History of science as an intersection of science and history,' 'History of science as an independent domain,' 'History of science as part of history,' 'History of science as part of science,' and 'History of science encompassing both science and history.' And there were 27 different sub-categories within the 5 categories. In addition, before taking the course on history of science, many students tended to regard science history as the intersection of science and history. However, after the course, students' perception changed and differed according to their affiliated academic track. For the humanities, history of science is perceived as part of history, and for the students in science track it is perceived as a part of science. Based on these findings, we suggest that history of science teaching-learning should be conducted that help high school students to experience a new perspective that is different from the curriculum in affiliated academic track.

• Journal of Science Education
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• v.45 no.2
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• pp.143-155
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• 2021

The goal of this study is to examine the Integrated Science and Science Laboratory Experiments of the 2015 revised curriculum applied since 2018, and to explore ways to improve these two subjects in preparation for the 2022 revised curriculum. A survey was conducted by randomly sampling high schools across the country, with a total of 192 science teachers participating. In addition, 12 high school science teachers were selected as focus group, and in-depth interviews were conducted to investigate ways to restructure common science courses for the next curriculum. Main research results include that most schools were operated in 6~8 units for Integrated Science, and the teachers in charge of Integrated Science per class averaged 2~3 over the three years. For Science Laboratory Experiments, it has operated for a total of two semesters, one unit per semester, and it was found that several science teachers are in charge of Science Laboratory Experiments to fill the insufficient number of hours regardless of major. In the in-depth interview, science teachers argued that Integrated Science should be reduced and restructured by strengthening key competencies in preparation for the high school credit system. Based on the research results, ways to reorganize Integrated Science focused on big ideas, ways to construct common science courses based on fundamental science concepts that can guide elective courses, the necessity of career guidance through common science courses, and the necessity of strengthening teacher professionalism for teaching interdisciplinary and multidisciplinary subjects were suggested.

• Clinical and Experimental Reproductive Medicine
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• v.37 no.1
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• pp.65-72
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• 2010

Objective: To compare the respective pregnancy outcomes of cycles undergoing elective two cleavage-stage embryos transfer (2ET) and three cleavage-stage embryos transfer (3ET) in fresh in vitro fertilization and embryo transfer (IVF-ET) program. Methods: We conducted a retrospective matched case control study that included 100 women with 2ET and 100 women with 3ET from January 2007 to June 2009. Subjects were matched for reproductive profiles and cycle characteristics. All of transferred embryos in both groups had good qualities. Pregnancy rates (PR), implantation rate, and multiple PR were compared. Results: Demographics, stimulation parameters and embryological data were comparable in both groups. Main pregnancy outcomes with 2ET and 3ET groups were not statistically different; implantation rate (41.0% vs. 35.3%), positive pregnancy rate (58.0% vs. 60.0%), clinical PR (55.0% vs. 59.0%), ongoing PR (51.0% vs. 55.0%), respectively. However, the 3ET group showed significantly higher multiple pregnancy and triplet pregnancy rates (30.9% vs. 50.8%, p=0.031; 1.8% vs. 11.9%, p=0.036, respectively). Conclusion: In women with favorable conditions and good quality embryos undergoing IVF, 2ET can get pregnancy outcomes comparable to those of 3ET and reduce multiple pregnancy (especially, triplet pregnancy).

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.234-248
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• 2010

This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.345-358
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• 2013

In this study, we investigated the current status of the teacher education curriculum and the recruitment of general science teachers, and the ways to improve them as suggested by Professors from the Department of Science Education. Most science education departments have not required double majors in general science, and there are wide differences in the number of students who take the general science programs. There is not any department that requires science courses other than its own science major courses when students get only their own in-depth science major certificate. A few departments provide integrated science courses such as history of science, scientific creativity, integrated science, and so forth. Most professors revealed negative perceptions toward 'a compulsory requirement of double majors in general science' with other in-depth science majors such as physics, chemistry, biology, and earth sciences. The majority of professors also suggested providing elective courses in integrated science-related subjects. Regarding general science majored teacher employment, most professors did not agree with separate employment for the general science teacher, although they agreed with the necessity of the general science teaching certificate. They also suggested that preservice teachers need to take science courses other than their own specialized science majors for the in-depth science teaching certificate. Based on the results, we suggested ways to improve the teacher education curriculum and the recruitment of general science teachers.

• School Mathematics
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• v.5 no.3
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• pp.315-342
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• 2003

The goals of this study are basically to analyze the lectures related to mathematics education in national universities of education and in education training institutes, and ultimately to suggest the collaboration in the lectures related to mathematics education in national universities of education and education training institutes. In order to achieve the above goals, five universities were selected. Summing up these results, we suggest several ways to collaborate the mathematics education lectures in national universities of education and education training institutes. First, the training education in the national university of education has to offer more lectures which deal with the theory related with mathematical education and the fundamental area of mathematics. In addition to this, teaching in contents in terms of the area has to focus on the background knowledge related to the teaching contents. Second, based on the training education, the assigned education training institute has to reflect the periodical and social condition. In addition to this, it has to reflect the real condition around the school environment. With those efforts it has to make new kinds of lectures which concentrate on the recent trend or the understanding of the theory related with mathematical education. In this case, both obligatory and elective courses have to be offered. Third, the education training institute responsible for the staff development program has to open lectures with the contexts of real time teaching activities based on the experiences of the teachers. In this case, one or two particular subjects have to be dealt with in depth and lecturers have to be selected who are suitable for the lectures.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.35-40
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• 2019

The purpose of this study was to investigate the effects of learners' academic achievement and learner interaction through project - based learning. In the case of interaction, we focused on the field of learning, that is, the learner's communication style in various technical environments. The subjects of this study were 80 learners who took a 3-hour elective English language learning course at a university in Korea. This study is to investigate the effect of learner interaction through KakaoTalk and LMS (Learning Management System). As a result of the study, it was found that there was a significant difference between learner interaction by project - based learning and communication type and kakao talk utilization group and LMS (Learning Management System) group. 1) The results of the kakao talk utilization group were significant in both the learner interaction and the learner's academic achievement according to the project - based learning and communication type. For current digital native learners, Kakao Talk is the result of the fact that it is the optimal environment for problem solving, communication, and uploading and sharing of educational activities.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.351-361
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• 2021

With the advent of the Fourth Industrial Revolution, the liberal arts education of universities has been called for fundamental innovation in its content and methods. H university has continuously made efforts to improve its general education curriculum with the goal of satisfying students' needs as well as the demands of the times. Its efforts can be summarized as the harmonization of competency-based education and the traditional liberal arts education. In more detail, it has tried to meet the demands of Ministry of Education which requests each university to establish its general education system focusing on key competencies. Simultaneously, it also radically changed its education system based on the guidelines of the Korea National Institute for General Education(KONIGE). The starting point of those changes was the basic consulting by KONIGE in 2017. According to the consulting report, H university introduced comprehensive and overall revision of its liberal arts education curriculum, increasing its liberal arts credit requirements from 22 to 28 credits in 2019. It has also reorganized and reclassified its liberal arts courses by introducing distributive elective classes. In 2020, in accordance with the guidelines of the Ministry of Education, H university altered its curriculum once more in order to establish a competency-based general education curriculum. Under the new curriculum, all requirement subjects are completely matched with key competencies of H university. It also includes newly opened courses and subject areas such as "Social Service" and "Global Citizenship." Through these changes, H university hopes that its general education contributes to fostering students equipped with key competencies, who can face actively this challenging period.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.141-157
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• 2020

This study analyzed the content of national-level curriculum documents for the purpose of reviewing the overall status of population education in elementary and secondary schools in South Korea. Based on the results of the analysis, directions for the future of population education at school were proposed. Both the 2007-Revised Curriculum and the 2009-Revised Curriculum contain the contents of population education as a 'Cross-curricular learning topic' in the general curriculum influenced by the low birth rate and ageing society, yet not in the current 2015-Revised Curriculum. Furthermore, when the curriculum documents for the ten common subjects corresponding to the 'National Common Basic Curriculum' proposed by the 7th Curriculum were examined, only 'Home Economics' curriculum at the secondary school level and 'Social Studies' curriculum at the elementary and the secondary school levels adequately reflected the subject goals, characteristics, contents and achievement standards that correspond to those of population education. Based on the results of the curriculum analysis, the following five directions for population education at school are drawn. First, the purpose of population education at school should be stated using gender-neutral terms of 'response to low-birth and aging society' and it has to be emphasized that it is not to intervene in natural childbirth. Second, the subject which deals directly with the goals, content elements, and achievement standards of population education should be designated as the leading subject for population education. Third, with its inter-disciplinary nature, population education should be able to provide quality contents for convergence education. Fourth, the government should provide policy support to the leading subjects for population education so that more high schools may select the subjects as elective courses. Fifth, teacher education should be improved to enhance teachers' perceptions on population. This study asserts that 'Home economics,' which deals with human daily lives, is an optimal subject that can reflect population education in connection with real life. To this end, policy support should be provided for 'Home economics' so that it may fulfill the mission as a leading subject of population education.