• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.41-51
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• 1987

The contents which is related to energy in current science textbooks of high school have been investigated. Based on the analysis of the results, we attempt to develop a model of energy curriculum on high school level.

• Korean Journal of Human Ecology
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• v.10 no.3
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• pp.303-315
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• 2001

The purpose of this study is to evaluate the housing unit and investigate needs of housing in Home Economics curriculum of Home Economics teachers. The questionnaire survey was conducted 98 teachers participated in the minor training course in Chungbuk, August of 2000. When the teachers made their class in the section of housing, they emphasized respectively as the textual order: the space of housing and family life, the utilization of space, clean of residing circumstance in the middle school: and in the high school there was also concerned to the textual order: choice of housing, the house planning, interior design, maintenance of house. The teachers focused into the arrange of furniture and interior design for the students in the class, drawing of a plan in the contents of practical experience and performance. According to the survey results, the main point of class in housing should be emphasized the arranging of own room and function of other spaces in house for the students in the middle school. The high school curriculum should focus on the practical area to connect with the interior design. And in the section of housing it was needed to add the contents of management in the multi-family housing, housing problems, neighborhood environment for elderly, and also community planning.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.58-67
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• 2006

Student understanding of the nature of science is necessary not only because it is helpful for solving everyday problems with growing science literacy, but also because it influences students' science learning. Therefore, it was necessary to investigate student views on the nature of science under the 7th national curriculum and compare with those before the 7th national curriculum in order to probe the elements which contribute to changes in student views on the nature of science. A significant number of differences were found between subdimensions of views on the nature of science through the comparison. High school students under the 7th national curriculum had more relativistic, instrumental, and deductive but less process-oriented views than high school students before the 7th national curriculum. The differences between mean values which showed high school student views on the nature of science under and before the 7th national curriculum were significant, except for the subdimension of instrumentanlism/realism. In particular, high school students under the 7th national curriculum possessed a contextual view, whereas those before the 7th national curriculum possessed a decontextual view. Although other factors might be the cause for differences found in this study, we argued by discussion that differences among textbook contents seemed to be the major factor.

• The Mathematical Education
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• v.40 no.2
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• pp.179-194
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• 2001

The seventh curriculum put into operation gradually from first-year student in 2000 academic years of elementary school is subject to form and apply a step-wise level curriculum. Mathematics(correspond to junior high school course from 7th school year to 9th school year) should apply a step-wise level curriculum from 7th school year in 2001 academic years. Accordingly, mathematics teachers must diagnose actual conditions of educations, distribution tables of test results, step-wise teaching-studying programs etc. They also make proper plans suitable for actual situations of each school, prepare appropriate teaching materials and aids. I investigated preceding studies planned for preparation of putting into operation of a step-wise level curriculum. It showed that most of the studies were conducted at schools of medium or large scale and studies conducted at schools of small scale was rare. There were 113 small scale middle schools out of total 297 middle schools in Kyongsangbuk-do area in 2000. In this situation, I felt necessities of modeling of a step-wise level curriculum suitable for small scale schools. In this study, I modeled a step-wise level curriculum suitable for small scale middle schools, applied this model to 44 students in M middle school. I modeled two types of curriculum. One is a step-wise level curriculum that execute special supplementation process to students who do not complete 7-가 step successfully. The other is a step-wise level curriculum which is a regular model for a step-wise level of 7-나 step. I carried out an academic achievement test and intimacy test about mathematics before and after the application of the model. In this study, I found out that this model was very effective in academic achievement of students and helpful to declined students in scholarship. In the intimacy test, It was found out that most of the students gained confidence in mathematics, felt less anxiety, formed positive self consciousness. Therefore, I think that this model will be helpful to the application of the seventh step-wise level curriculum.

• 대한공업교육학회지
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• v.40 no.2
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• pp.111-129
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• 2015

This study tried to investigate the possibility and expectation effect to organize and operate NCS(national competency standards)-based vocational education curriculum in technical specialized high schools and meister high schools and the perceptions of specialty subject teachers about support plans for effective operation of the NCS-based curriculum. For this, the survey was conducted targeting 286 specialty subject teachers in technical specialized high schools and meister high schools. And the results are as follow: First, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that the positive expectation effect can be obtained through the NCS-based vocational education curriculum and the NCS-based vocational education curriculum should very much be applied to the school curriculum but it is impractical to organize and operate the NCS-based vocational education curriculum as the school curriculum from 2016. Second, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that industrial education needs can be analyzed, industry duties-based educational objectives and contents can be set up, industrial duties-based education can be done, the capability to develop and operate teachers' curriculum can be improved, and the NCS-based curriculum will be effective for industrial and academic cooperation and connection with communities by applying it but the realistic possibility will relatively be low. Third, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that tools for practice should be reorganized and expanded, the number of students targeting practical classes should be reduced by 15 to 20 persons, teachers' field education capability should be strengthened, supply and demand of teachers should be supported, industrial and academic cooperation-based field-centered education should be reinforced, and support of the NCS-based teaching materials to be textbooks should be required in terms of operating schools to operate the NCS-based vocational curriculum effectively. Support of finding jobs and field education which correspond with the NCS-based vocational curriculum should be provided, field instruction by ability of the national competency standards should be supported, field practice education projects about the NCS-based vocational curriculum should be provided and introduction and operation of the industrial employee performance evaluation system should be required in terms of the support plans of relevant organizations.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.481-498
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• 2004

The purpose of this study was to compare and analyse the subject organization and teaching units of middle school science curriculums and science textbooks, by studying the organization of subject matter and content scope and level of middle school science subject in South and North Korea. As a result of this study, the composition, scope, and level of content between middle school science textbooks in South and North Korea were similar. However, the study found that science education objectives, separated science curriculum subject organization, economical efficiency weighted format and organization of science subject matter, result-centered experiments, the enlightenment of Kim Ilsung and his son in North Korea science education were very far from the desirable direction of science education. Therefore, the view on level-based curriculum and organization of the science curriculum should be integrated, and preparation of student-centered organization of textbooks and expansion of science-technology-society content is needed before unification. And also, the united Korea science curriculum shouldn't simply compromise or neutralize between middle school science curriculum in South and North Korea. They should make a future-oriented plan for information and globalism society.

• The Journal of Korean Society for School & Community Health Education
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• v.22 no.2
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• pp.65-73
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• 2021

Objectives: In Japan, there are many disasters such as earthquakes and tsunamis, and because of the high temperature and humid climate, health education for food poisoning may be particularly important. In addition, sexual problems caused by precociousness of adolescents, smoking and drinking are already serious socially important problems, and addiction problems are also emerging. Methods: Various publications from Japanese governments, interest groups such as government officers, health center workers, and people from health educators. For the information of Korean health education conditions, a current health educator and people from middle and high schools. Results: In 2012, based on the "Investigation Report on the Mind Care of Children in Emergency Disasters" from the Ministry of Education, Culture, Sports, Science and Technology, the Post-traumatic stress disorder (PTSD) situation of children in East Japan affected areas was discovered, and health education became important. In 2014, the "School Health and Safety Act Enforcement Rule" was amended, and health checkups are emphasized as part of school health. Conclusions: School health education in Japan differs from other health care systems in many ways with the system of Korea in the context of non-existence of official health education curriculum. Therefore, the purpose of this study is to develope how the curriculum of school health education in Korea.

• Journal of Agricultural Extension & Community Development
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• v.17 no.2
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• pp.185-212
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• 2010

Agricultural high schools has been changing themselves toward more effective education system to survive in rapidly changing society. Changes occur in new students, in objects of school, and in curriculum. The purpose of this study was to analyze the condition of career education in agriculture high school. Questionnaires were use to collect data from 894 agricultural high schools. Results of this study show that the career education in agriculture high school has many problems in its curriculum, its contents, and the public relation of educational materials. It is recommended that various materials and manuals for career education should be developed and implemented for effective career education in agricultural high school.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.83-100
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• 2010

This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.129-147
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• 2019

This study aimed at exploring the influence of 'Healthy couple relationship' education on the relationship formation competencies and marriage values of high school students. To achieve the research objective, the 'Healthy couple relationship' lesson plan developed by the author was executed in two high schools for eight weeks from September 1 to November 3, 2018 from which the effects were analyzed. The results are as follows. First, the 'healthy couple relationship' education for high school students has been effective in improving their relationship performance, which is a part of the home economics curriculum. In S high school, the paired t-test of pre-/post-test comparison results showed statistically significant differences in the areas of 'communication', 'conflict resolution' and 'relationship formation performance'. For Sejong City campus-type joint curriculum group, where Wilcoxson signed-rank test was applied due to small sample size, showed that the overall scores as well as all the subsections of 'relationship formation performance' (i.e., 'communication', 'self-understanding', 'conflict resolution', and 'empathy') have improved, although not statistically significant. Second, the 'Healthy couple relationship' education for high school students had positive effects on the marriage values of high school students. In S high school, students' perception of marriage values rendered a statistically significant positive change, while in campus-type joint curriculum in Sejong City, no statistical significance was detected. In conclusion, the 'Healthy couple relationship' education can help high school students build positive values by cultivating their 'relationship formation competence', which is a part of the competencies listed in home economics curriculum, and also broaden their understanding of marriage, by acquiring knowledge and skills to build healthy couple relationships, and learning to implement the knowledge and skills in their own lives.