• Journal of Korean Elementary Science Education
• /
• v.28 no.1
• /
• pp.55-66
• /
• 2009

The purpose of this study is to assist understanding the integrated subjects and to obtain implications required on the actual operation of curriculum by analyzing content elements and basic inquiry activities in the revised "wise lift" curriculum 2007. The result of this study is as follows. First, the formation of elements in contents of "wise life" deals with the passage of time based on changing seasons, myself and family in the 1st grade and the concept of space based on home and a village in the 2nd grade. Six main subjects and twelve activity subjects are presented per each grade. Second, number of activity subjects and content elements are reduced as compared with 7th curriculum so that the responsibility of operating classes based on activities is reduced and the purpose of rationalizing contents is somewhat fulfilled. Third, eliminating a relevant domains decisively when presenting the activity subjects assures the identification and purpose as the integrated subject focused on inquiry activities. Fourth, the result of analyzing the course-relevance on content elements shows that the allotment per each domain and course is less considered but the relevance of social studies is higher regardless of non-course characteristics as the integrated subject. Fifth, according to the component ratio of basic inquiry activities, 'Observing' and 'Debating' were presented as the most essential activities, and 'Measuring' and 'Making' were relatively low. By considering characteristics of course requiring balanced and various experiences of inquiry activities, additional discussions are required on appropriateness of the component ratio. Sixth, 'Observing' was increased and 'Debating' and 'Making' were decreased on the main activities in this revised curriculum as compared with 7th curriculum.

• The Mathematical Education
• /
• v.59 no.4
• /
• pp.313-329
• /
• 2020

The purpose of this study was to develop an integrated teaching model that integrates mathematics and ethics with social justice theme centric approach. To solve the research problems, the investigator conducted literature studies on the 2015 revised mathematics curriculum, 2015 revised mathematics 3rd to 6th grade textbooks, and the 2015 revised ethics curriculum.. Based on the results of analysis, the mathematics and ethics integrated model for social justice was devised by using the three axes of mathematics subject, ethics subject, and social justice. The integrated class of mathematics and ethics for social justice consists of the steps of problem recognition (ME 1), analysis (ME 2), discussion (ME 3), inquiry and practice (ME 4), and it can be implemented in a total of 27 ways. In order to confirm the effectiveness of the integrated model, two classes of sixth grade were selected as experimental and comparative classes. As a result of the study, the integrated class of mathematics and ethics can be used as a tool to improve the value perception of mathematics, However, it should be conducted with full consideration of students' mathematical tendencies in advance. Also, it can improve students' social consciousness. However, practice and experience-oriented classes are effective to overcome 'reserved agency' problem. Finally, it can improve students' perception of integrated classes and their creative thinking and critical thinking skills.

• Journal of Families and Better Life
• /
• v.25 no.4
• /
• pp.57-66
• /
• 2007

This study purposed to examine the effects of integrated activities based on wordless picture books on increase in children's creativity. As for the subject of this study, 20 five-year old children(9 boys and 11 girls), who go to D Kindergarten in Ulsan-si, were selected as a experimental group and 20 five-year old children(8 boys and 12 girls) as comparative group, who attend B Kindergarten in Ulsan-si. For this study, all children of the groups were taken pre-test. After this experiment, difference in creativity of two groups was examined through post-test. The total of 42 sessions were conducted for 14 weeks from the first week of April to the second week of July, 2005. The test tool for this study was Creativity Scale developed by Kim Sang-yun (2003). To verify study questions, the mean of the two groups and the standard deviation were calculated and independent-sample t-test was carried out using SPSS WIN 11.5. The results of this study were as the following: First, integrated activities based on wordless picture books showed statistically significant difference in children's creativity between the experimental group and the comparative one(p<.001), which suggested that the activities affected increase in children's creativity in general. Second, integrated activities centering around wordless picture books indicated statistically significant difference in fluency(p<.05), flexibility(p<.01) and originality(p<.001), sub-factors of children's creativity, between the experimental group and the comparative one. This result revealed that these activities were effective. Third, integrated activities based on wordless picture books did not show significant difference in elaboration, a sub-factor of children's creativity, between the two groups. As the result of this study, integrated activities based on wordless picture books had positive effects on increase in children's creativity.

• Korean Journal of Child Studies
• /
• v.31 no.2
• /
• pp.277-290
• /
• 2010

This study reviewed elementary school teachers' opinions on the integrated curriculum in terms of the 2007 curriculum draft revision, as well as surveying their requests in regards to the 2009 curriculum draft revision. This study was conducted by means of questionnaires with 183 elementary school teachers. Most agreed that a theme-based-integrated curriculum was better than studying separate subjects, but most also argued that it takes considerable time reorganize and implement the integrated curriculum. Successful implementation also requires further teachers' training and their cooperation. The theme-based texts have already been in use from 2009 for first and second grades. Teachers prefer training courses which focus on the integration of the subjects, understanding the nature of each subject and sharing ideas and tips. Such training can assist in identifying the gaps between the curriculum plans and real classroom applications. Furthermore it can present clear guidelines to help ensure that the curriculum is organized effectively and well managed. Networks of specialized personnel or programs were also found to be very good resources both in and out of school.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.195-227
• /
• 2009

The study was designed to describe the pre service teachers' development of their TPCK throughout the teacher preparation program that integrated technology throughout the program and how they succeeded in teaching with technology in the actual classroom during student teaching. Multiple data sources were used to obtain information toward answering the research questions. Overall, the emphasis of the teacher preparation program in this study in helping preservice teachers to acquire TPCK transformed the preservice teachers' understanding described by the four components of TPCK. However, the diversity of beliefs, teaching, and technology background affected their understanding and development of TPCK throughout the program.

• Journal of Korean Home Economics Education Association
• /
• v.1 no.1
• /
• pp.87-99
• /
• 1989

This paper is aimed to improve the current curriculum in the Korean elementary school’s practical course, which covers both industrial fields and Home Economics. Specially inveotigated here are teacher’s attitude toward the practical course and the degree of difficulty in teaching each content of the practical course in the 4th and 5th grade in the elementary school in term’s of teacher’s sex and localing. Since two heterogeneous subjects, industrial fie인 and Home Economics, are integrated into one subject named the practical course, the teaching of the practical course is not specialized. Besides, the teaching is implemented inefficiently, owing to the teacher’s misunderstanding of the practical course. In this respect, as a way of maximizing the effectiveness of practical course in elementary school, the authors suggest some proposals. (1) The curriculum of practical course should be divided into two course, industrial fields and Home Economics (2) All students should be completed Home Economics as a required course (3) A system of full-time teacher for Home Economics subject should be introduced. Concurrently, the curriculum of the practical course in Teacher’s College be modified.

• Journal of Contemporary Eastern Asia
• /
• v.18 no.1
• /
• pp.7-29
• /
• 2019

This study describes an approach for comparative bibliometric analysis of scientific publications related to (i) individual or several departments comprising a university, and (ii) broader integrated subject areas using multiple disciplinary schemes. It uses a custom dataset of scientific publications (ca. 15,000 articles and reviews, published during 2009-2013, and recorded in the Web of Science Core Collections) with author affiliations to the research departments, dedicated to science, technology, engineering, mathematics, and medicine (STEMM), of a comprehensive university. The dataset was subjected, at first, to the department level and discipline level analyses using the newly available KAKEN-L3 classification (based on MEXT/JSPS Grants-in-Aid system), hierarchical clustering, correspondence analysis to decipher the major departmental and disciplinary clusters, and visualization of the department-discipline relationships using two-dimensional stacked bar diagrams. The next step involved the creation of subsets covering integrated subject areas and a comparative analysis of departmental contributions to a specific area (medical, health and life science) using several disciplinary schemes: Essential Science Indicators (ESI) 22 research fields, SCOPUS 27 subject areas, OECD Frascati 38 subordinate research fields, and KAKEN-L3 66 subject categories. To illustrate the effective use of the science mapping techniques, the same subset for medical, health and life science area was subjected to network analyses for co-occurrences of keywords, bibliographic coupling of the publication sources, and co-citation of sources in the reference lists. The science mapping approach demonstrates the ways to extract information on the prolific research themes, the most frequently used journals for publishing research findings, and the knowledge base underlying the research activities covered by the publications concerned.

• Korean Institute of Interior Design Journal
• /
• v.21 no.1
• /
• pp.111-118
• /
• 2012

The purpose of this study is to classify the epistemological critique between philosophy and architecture. Although there are various interpretations and criticism about the architecture, the fundamental critique of architecture is difficult. It is necessary to approach by the philosophic paradigm rather than architectural one. Therefore the procedure and method of study is to define the epistemology within philosophy and architecture, and present the classification viewpoint and the architecture case. The conclusions of this study based on purpose and process are as follows : The First, the philosophic epistemology is to mean the unity of subjective and objective. And the epistemological viewpoint of architectural philosophy is to define the construction's universality. The second, the architectural philosophy is a kind of the philosophy of art, and It is associated with the basis of aesthetics. Thus, the category of architectural philosophy like the aesthetics is classified with function directivity and form directivity, content directivity. The Last, epistemological critiques between philosophy and architecture are as follows ; 1) subject-object-integrated recognition critique (function directivity), 2) object-oriented recognition critique (form directivity), 3) subject-oriented recognition critique (content directivity).

• Journal of Engineering Education Research
• /
• v.24 no.2
• /
• pp.12-19
• /
• 2021

Recently, the need of the future education in youth and univesity is rapidly increasing according to 4th industrial revolution. However, the maker and design education as a kind of youth and university future education has the following problems: it is implemented as an interesting convergence education including software education, it is managed by integrating youth and university competencies, it is composed in the form of blended class of consilient subject and nonsubject, it requires considering satisfaction in competency measurement and management, it is connected with entering school and getting job. To solve these problems, a case study on competency-based maker and design education using marine robot, which is based on the process-based learing method, integrated competency of youth and university, blended-type curriculum in terms of online and offline, is executed. To verify the competency-based maker and design education, the satisfaction survey in subject and nonsubject is performed. Study results show the example of the marine robot-based maker and design education and the need for additional study.

• Journal of the Korean Society of Physical Medicine
• /
• v.4 no.3
• /
• pp.193-200
• /
• 2009

Purpose：In this study is to verify the effects postural control training based on Bobath approach for body schema and visual perception on Middle Cerebral Artery(MCA) Infarcts. Methods：The subject was a 46 years old man with MCA infaction, lives in B city. An AB design for a single-subject research was used for this study. The procedures consisted of 1 time of baseline phase(A), 20 times of treatment phase(B). We applied the Bobath approach at the subject. Treatments included to facilitate trunk alignment and stability, and to train weight bearing and shifting, to facilitate pelvis movement, and to train walk especially stance phase and assist up-down stairs locomotion in environment similar to actual daily life. Results：With this treatment, the majority of body schema and visual perception and postural control was improved in treatment phase compared with in baseline phase. Therefore, this study supported the effectiveness of postural control training based on Bobath approach for body sechma and visual perception of hemiplegia. Conculusion：This study is integrated postural control training with Bobath approach that are widespread for hemiplegia and measured outcomes based on individualized therapy goals. Consequently the study is suggested the meaning of quality effectiveness of Bobath approach.