• Journal of Educational Research in Mathematics
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• v.24 no.1
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• pp.29-44
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• 2014

The newly revised mathematics curriculum in 2009 mentioned the mathematics specified classroom. All schools in the secondary school will implement Mathmatics Subject Class System by 2014. Expecing to extend the mathematics specified classroom to the elementary school, this study explores the direction how to configurate and use it. On the ground of previous research on mathematics laboratory and mathematics subject class system, this study makes questionnaire and survey recognition and opinions about mathematics room in the elementary school with elementary school teachers. Based on the result of analysis of questionnaire, this study suggests math cultural experience room, room for mathematical recreation, mathematics specified classroom as the main functions of elementary mathematics room, and utilization of mathematics room to perform such functions. This study provides suggestions about elementary mathematics room differentiated from mathematics subject class system in the secondary school.

• The Mathematical Education
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• v.61 no.2
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• pp.305-322
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• 2022

Angle has a variety of aspects, such as figure, measurement, and rotation, but is mainly introduced from a figure perspective and a quantitative perspective of the angle is also partially experienced in the elementary mathematics textbooks. The purpose of this study was to examine how the angle concept introduction and development pattern in elementary school mathematics textbooks are linked or changed in middle school mathematics textbooks, and based on this, was to get the direction of writing math textbooks and implications for guidance. To this end, 57 math textbooks for the first grade of middle school were collected from the first to the 2015 revised curriculum. As a result of the study, it was found that middle school textbooks had a greater dynamic aspect of each than elementary school textbooks, and the proportion of quantitative attributes of angle was higher in addition to qualitative and relational attributes. In other words, the concept of angle in middle school textbooks is presented in a more multifaceted and complex form than in elementary school textbooks. Finally, matters that require consensus within elementary, secondary, and secondary schools were also proposed, such as the use of visual expression or symbol, such as the use of arrows and dots, and the use of mathematical terms such as vertex of angle and side of angle.

• Animal Systematics, Evolution and Diversity
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• v.10 no.1
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• pp.97-123
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• 1994

The author devided th period of 1876-1945 into three epochs ; the Opening of Ports in 1876 -before the Political Reform in 1894 , the Political Reform- the Japanese annexation of Korea in 1910 , and the Epoch of Japanese Colony during 1910-1945. As civilization through including educational reform rised. The modern school system began to be introduced nongovernmentally and governmentally to Korea in the 1880's without any school laws. Were chronologycally established school regulation by Korea Government in 1895-1893, school laws by Korean Government under the supervision of the Japanese Residency-General of Korea in 1906-1910, and the educational laws of Korea by the Japanese Government-General of Korea in 1911-1943. In these epochs, the numbers of elementary , secondary and higher educational institutions and the numbers of pupils and students had increased slowly. Japanese had developed sonwhat primary education and secondary technical education, but it had checked extremely the Korean peoples to receive secondary liberal education and higher education, On the epoch of Japanese colony, Japanese occupied nearly half of elementary school teachers, almost of public secondary school teachers educated in Japan, and nearly all of professor educated in Japan in public and national colleges which were technical, and in one imperial university . Forty or more Korean teachers taught natural history chief at private secondary schools for Koreans , more than half of them being graduates of colleges of agriculture and forestry in Korea and Japan. The author mentioned curricula , and subjects and textbooks connected with biology of elementary, secondary and higher educational institutions. The pup8ls and students received biological knowledge through learning sciences at primary schools ; natural history (plants, animals and minerals ) at secondary schools including normal schools ; botany, zoology, genetics and major subjects related with biology such as anatomy, physiology, bacteriology, pland breeding at medical colleges and colleges of agriculture and forestry. There were no departments of biology , botany or zoology in Korea. Only seven Koreas graduated from departments of biology, botany or zoology at imperial universities in Japan. Some of them played the leading parts to develop education and researches of biology in the universities after 1945 Liberation.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.595-604
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• 2014

Ministry of Education, Culture, Sports, Science and Technology in Japan defined the needs for children who will lead the 21st is "Strength to lead a life" and the "New course of study" was developed and it have been adapted into elementary school from 2011 year. In order to respond to changing educational environment in terms of Information education, in 2010 year, "New Growth Strategy Conference" was held and "New Strategy in Information and Communications Technology" was announced, instructional system was made up through the research "The Vision for ICT in Education" in 2011 year. In particular, elementary schools is doing Computer Science Education in connection with general subjects, it means that preparation process for secondary education in terms of Computer education which is started in earnest. These Computer Education in Japan imply the further ways of Computer Education in Korea which are instructional system linked with Elementary school and Secondary school and computer education based on informatics.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.115-126
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• 2004

Purpose: The aim of the study is to provide information about selecting school sites for new schools in congested urban areas and to propose a method to manage harmful environments around primary and secondary schools. Method: Four schools were selected around Gilum New Town and Ilsan City. The problems were identified by counting the businesses classified as harmful and prohibited in a school zone through surveying, collecting reports from relevant sources, and asking questions of authorities in school districts. Results: It was found that many harmful businesses prohibited by the Law of School Health were present in the safe zone of schools in both Ilsan city and Gilum New Town. The school site of Bohyun Elementary School was classified as poor because there was a steep ascent at the entrance and the school was surrounded by a dangerous, steep boundary. We suggested that an education and environment assessment system by completed before the school site was selected. Conclusion: There is a urgent need to improve the approval and permission process of harmful businesses as well as regulatory standards of school site selection in the light of the shortage of land.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.499-507
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• 2015

This study aims to understand the phenomenon related to private schools and present the implication for policy about private school, network text analysis about newspaper editorials in conservative and progressive media was conducted. The main results are as follows. First, in newspaper editorials, there were many issues about private university and there was a distinction between private elementary secondary school and private university. Second, in newspaper editorials, 'encouraging perspective' such as financial assistance and new private school like self-governing private high school and 'controlling perspective' such as withdrawal of problem private schools were both appeared. As a result, this study presents that the perspective for private schools needs to be re-established by 'accountability' as the educational institution and 'school capacity building' away from the past frame.

• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.536-545
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• 2011

This study aims to examine how technology integrated instruction change teachers' activities in schools since using technology in classrooms. A total of 311 elementary and secondary school teachers were participated in this study. Using exploratory factor analysis five factors were extracted. In addition, technology attitude in education and technology competence as psychological factors are analyzed to be influenced by the five extracted factors. The results of this study show that there are outstanding change since using technology in schools. Also changing of teachers' activities in schools is influenced by technology competence which reflects teachers' confidence on using technology rather than technology attitude in education which reflects teachers' recognition of the necessity of technology integrated instruction.

• The Korean Journal of Food And Nutrition
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• v.24 no.3
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• pp.320-328
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• 2011

Information regarding the status of lunch box service for children and juveniles from nutritionally vulnerable families is limited and has not been assessed from the view of beneficiaries. Therefore, this study intended to determine the satisfaction, current status, menu preferences, and dietary habits of recipients served lunch-box meals from Pocheon city. There were 41 subjects from primary schools and 73 from secondary schools. Although 94.8% answered that the foods were generally helpful, as much as 28.9% replied that the amount of food provided was too little. Only 77.2% answered that they eat the foods always or usually, 29.5% answered that they throw away leftover foods, and only 71.9% recycled empty containers, suggesting the need for instruction regarding how to deal with leftover foods and containers. Food preferences were high for deep-fried foods and meats and low for fish and vegetables, and that for vegetable egg rolls was relatively high, suggesting the need to increase vegetable intake. Adherences to guidelines regarding street foods was the lowest in both elementary and secondary school students, suggesting that the contents of nutrition education for these students should include materials to improve dietary habits, along with increasing the consumption of milk.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.47-57
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• 2006

As teenagers' Internet use increases and Internet takes an important part in their everyday lives, many people become concerned with Internet addiction. In this study, I attempt to analyze the current status of teenagers' Internet addiction using an evaluation tool developed for students, and to compare elementary students' Internet addiction level with secondary students. Also I analyze factors affecting Internet addiction. For the analysis, 18 variables are selected from the areas such as demographic background, the experience of Internet use, family-related traits and social activities. A survey was conducted to 1,155 elementary students and 1,822 secondary students selected from nationwide schools. The main finding of this study is that among the elementary students 5.0% of the sample students are in the stage of serious addiction, and 19.7% in the stage of early addiction. In addition, the level of elementary students' Internet addiction is significantly higher than the level of secondary students. Also, the degree of elementary students' Internet addiction is significantly affected by some factors such as gender, surfing time, surfing purpose, satisfaction with parental relationship, parents' interference in Internet use, conversation frequency among family members, and satisfaction with school life.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.79-88
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• 2014

Authentic programming environment makes App Inventor interesting educational programming language. However, there are not sufficient studies for usefulness of App Inventor as educational programming language, so proper design of App Inventor education is not available. This article aims to design proper programming education plan using App Inventor. A survey was conducted to ask for appropriation of App Inventor education to teachers and students. As a result, teachers and students were satisfied with App Inventor for programming language in elementary and secondary schools, due to easy-to-use programming environment and real product run in their devices. But learners need to have prior knowledge to use App Inventor and teachers have to manage learners' devices properly. Finally, revised elementary and secondary programming education plan using App Inventor was presented.