Problem solving and its mathematical applications have been increasingly emphasized in school mathematics over the past years. Recently it is recommended that mathematical applications and modelling situations be incorporated into the secondary school curriculum. Many researchers on the approach have been conducted in Korea. This study is planning to investigate and establish the meaning of mathematical modelling and model, mathematical modelling process. And also it does the properties of problem situations introduced and dealt with in mathematical modelling activity. To accomplish this, this study is based on the analysis and comparison of those 24 articles. They are ones which have been published from 2007 to 2017 and are included in the five types of publication. Prior to this study, the previous study was conduct in 2007 with the same purpose. Namely, by the subject of 11 articles and 22 master dissertations published domestically from 1991 to 2005, the analytic and explorative study on the mathematical modelling and its understanding had been conducted.
In this paper, we discuss about De Morgan's view on the development of algebra according to following distinctions: arithmetic, universal arithmetic, symbolic algebra, significant algebra. De Morgan thought that the differences between arithmetic and universal arithmetic lie in the usage of letters and the immediate performance of computation. In his viewpoint, universal arithmetic is a transitional phase, in which absurd phenomena occur, from arithmetic to algebra and these absurd phenomena call for algebra. The feature of De Morgan's view on the development of algebra is that symbolic calculus which consist of symbol system without symbol's meaning is acquired, then as extended meanings are furnished to symbols, symbolic calculus become logical so significant calculus is developed. For example, Single algebra is developed, as an extended meaning is furnished to a symbol -1, and double algebra is developed, as an extended meaning is furnished to a symbol $\sqrt{-1}$. According to De Morgan, a symbol system is derived from the incompleteness of a prior symbol system.
Journal of Korean Home Economics Education Association
/
v.22
no.1
/
pp.97-115
/
2010
The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).
In a situation where the online learning is expanding due to COVID-19, the current maker education has limitations in applying it to classes. This study is to design the class of online maker education using artificial intelligence tools in elementary school. Also, it is to identify the responses to it and to confirm whether it helps improve the learner's computational thinking and creative problem solving ability. The class was designed by the literature review and redesign of the curriculum. Using interveiw, the responses of instructor and learners were identified. Pre- and post-test using corresponding sample t-test was conducted. As a result, the class consisted of ten steps including empathizing, defining making problems, identifying the characteristics of material and tool, designing algorithms and coding using remixes, etc. For computing thinking and creative problem solving ability, statistically significant difference was found. This study has the significance that practical maker activities using educational artificial intelligence tools in the context of elementary education can be practically applied even in the online environment.
The purpose of this study was to analyze career cognition, key competency, vocational values of university students and junior college students. The study was carried out through questionnaire survey method. The population sample for the study constituted 368 completed questionnaires from sample of 373 freshmen-women of university and students. A survey questionnaire consisted of career cognition items, key competency scale, vocational values scale, and personal characteristics items. The construct validity of key competency scale and vocational values scale were confirmed by factor analysis with varimax rotation. Both descriptive and inferential statistics were employed for data analysis. Major findings of this study were as follows: First, university students and junior college students most wanted to get a job after graduate. Many students decided their career at high school days. Many students were not prepared for their career after graduate. They recognized that major curriculum of university and junior college was very helpful to prepare their career. And many students discussed with their parents about their career. Second, key competency of them was moderately high. In the items of key competencies, 'communication and following' was the highest. And key competency of university students was better than that of junior college students. Key competency of male students was better than that of female students. Third, vocational values of them were high. In the items of vocational values, 'occupational stability' was the highest, and 'work in freedom and challenge' was the lowest. 'Occupational stability' and 'work in freedom and challenge' of junior college students was higher than that of university students. And 'occupational stability' of female students was higher than that of male students.
In order to analyze the degree of self-learning development ability after the clinical training curriculum, the results of 121 questionnaires were analyzed for 3rd and 4th grade students in radiology in the metropolitan area. The overall average of self-learning ability according to gender was $3.07{\pm}0.85$, which was statistically significant according to gender. However, the results according to educational system showed that the overall average was $3.07{\pm}0.85$, which was higher than the average level of self-learning development ability. There was no statistically significant difference according to educational system. The results of the self-learning development ability according to the motivation for selecting the department showed that the students who have chosen their department due to their higher employment rate after graduation had high self-development ability level($3.58{\pm}0.85$) but the students who entered the school due to self-aptitude had relatively lower self-development ability level ($2.30{\pm}0.40$). The overall average of self-learning ability according to direction of career path was $3.08{\pm}0.76$, which was over-average of self-learning development ability. Thus, there was statistically significant difference according to career path. It is necessary to improve the self-learning ability in clinical practice. In addition, the lack of statistical significance suggests problems and diversity.
The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.
Journal of Korean Home Economics Education Association
/
v.27
no.1
/
pp.85-109
/
2015
The purposes of this study were to analyze the duplicated contents of 'family life' unit of home economics and other subject textbooks for the middle school students. It focused on the 'family life' area in the home economics textbook compiled following the 2009 revised curriculum, and textbooks of other subjects compiled in the same period. To achieve the purpose of this study, "Home economics I II", "Ethics I II", "Social studies I II", "Science I II III", and "Physical education"were analyzed. The results were as follows. The contents in 'family life' area of "Home economics I II" were overlapped most in the textbook on Ethics, and then Science, Physical education, and social studies in order. In Ethics textbook the contents in family life area and those throughout the whole chapters of home economics textbook are overlapped most. The contents of home economics textbook are overlapped at the content of 'Juvenile's sexual development' of 'Human development process' in science and physical education, and at the content of 'Juvenile's emotional and social development' of 'Understanding of human development' in social studies. Seen from this study the 'family life' area of home economics is overlapped in science, physical education, and social studies, but, home economics has comprehensive contents with the goal of managing healthy individual and family life compared with other subjects, and it induces students' moral practices in their real life on the basis of scientific knowledge different from morality, social studies, and physical education. Hence, the instruction of 'family life' area might be done more effectively by focusing on home economics and integrating the connections of duplicated contents in Ethics, Science, Physical education, and Social studies.
Journal of Korean Home Economics Education Association
/
v.19
no.1
s.43
/
pp.1-14
/
2007
This study aimed to analyze the contents of clothing and textile areas in practical arts, technology and home economics, and science of home economics courses, and the degrees of vertical connections among them. Totally 21 textbooks were chosen for this study, which consist of fifth and sixth grade practical arts textbooks(one from each grade), sixteen technology and home economics textbooks(eight from each eighth and tenth grade), and three high school science of home economics textbooks. In order to analyze systematically the degrees of vertical connections, clothing and textile areas were divided into 6 large sections, which were subdivided into 48 specific categories(contents) by content analysis. The method of connection analysis was based on development(constant continuity and sequence), repetition (continuity without considering sequence), gap(sequence without considering the continuity of curriculum), and reduction(the lack of both continuity and sequence). The connection analysis were done in 48 categories separatively. In the sections of clothing attire and clothing management, the most categories(46.1% and 44.5%) were evaluated as having connections of reductions. No category was analyzed as development in the section of clothing planning and the most categories(83.3%) had connections of repetitions. In the clothing material section showed to be the section with the most in-depth and expanded content compared to the previous educational levels, with developed categories of 50%. The most degree of connection in the clothing and textile areas of practical arts, technology and home economics, and science of home economics subjects was the development at 29.2%, followed by repetition at 25%, reduction at 25%, and finally gap at 20.8%. Developed categories were relatively more than repetitive, reduced, or gap contents. However, as the connection between grades was not highly outstanding, it was difficult to say that the connection of the curriculum was adequately distributed according to the school grades.
Journal of Korean Society of Archives and Records Management
/
v.1
no.1
/
pp.95-129
/
2001
The treatise is a follow-up thesis of "The Archival Management : destination of its education" published by The Research Institute for Korean Archives and Records in June 17, 2000, and it was written to secure its original temper of the "Archival Management" which has established at first as the domestic collegiate educational course. Presently, we are mixed up for interpretation of terminology by facing unfamiliar words: such as, Archives, Documents, Manuscripts, Records / Archival Management, Archival Preservation / Archivist, Archival Conservator, Manuscripts Curator and Record Manager. Also, tile treatise has confirmed scholars' various opinion about its education and curriculum not only domestic but overseas scholars, and examined realities and course of studies of 4 overseas countries, and also have purpose to pursue domestic universities' actual condition of curriculum and its reform measure. And since dispositon of Archivist and the professional organization of the Archivist was based on the Laws, therefore, establishment of an educational institution for Archival Management from now on will be expanded more and need to be accelerated. Accordingly, the universities that already established or to be established from now on, shall be needed educational quality and its contents to be ascended. Its concrete plan is as follows : (1) Now, disarranged archive and record words, and to make publish 'Glossary of Archives & Records' as soon as possible. (2) Remind the substance of the Record and Archival Management and its sphere again and need to be considered alteration of the studies' name. (3) There needs to establish the role and establishment of conception of Archivists. (4) Refer to the theory and practical educational method of overseas professional Archivist Scholars, but to be needed to develop the curriculum which is accorded with am tradition and way of thinking. (5) Confer for development of teaching materials and educational method jointly through 'Academic Society', and there needs reorganize the subject which is fit for each university's characteristics. (6) Recently, "Cultural Resources Studies" for research specialization which has established in Graduate School of Tokyo University was very useful to us. We also need to be considered such establishment of process.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.