• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1273-1284
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• 2013

The purpose of this study is to develop vocational English textbooks for vocational high school, especially marine production high school. Vocational English is intended to increase English proficiency in the area of specific industry or jobs. Based on the review of the literature, the study established developed vocational English textbooks for marine production high school based on the modular system. The developing process includes analysis for marine production job, marine production high school and current English textbook for marine production. Based on the analysis, this study developed English contents which marine production students utilize in not only school but also workplace. Also, this study suggests future research directions for effective development and use of the textbooks in the vocational high schools.

• Journal of the Korea Society of Computer and Information
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• v.25 no.10
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• pp.261-268
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• 2020

In this paper, we propose an effective software education model for youths with disability. This software education model consists of a four-step process. In the first step, it draws the education curriculum of the software education for different types of disabled youths based on the results of comparative analysis of software education field in special education curriculum. In the second step, it suggests achievement standards for effective software education for the disabled students by classifying students with intellectual disabilities and visual, hearing, and physical disabilities without any multiple disabilities. In the third step, the study developed a modular textbook comprised of unplugged activities using coding robot Albert, physical computing, and block/text coding with the reflection of the characteristic of each type of disability. In the fourth step, it applied the textbook to the school field and educated disabled students focusing on experience to allow them to think logically and by stages about different problems they face in daily lives. In addition, by analyzing the results of youths' performance evaluation and surveys, it was shown that 82.3% of developmental disabilities, 78.8% of visual impairments, 90.9% of hearing impairments, and 78.8% of physically disabilities achieved achievements above the "medium" level. These results prove that the software education model for youths with disabilities proposed in this paper is very effective in improving computational chinking of youths with disabilities.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.427-435
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• 2010

We extracted core terms by constructing scientific item networks from textbooks, analyzing their structures, and investigating the connected information and their relationships. For this research, we chose three high-school textbooks from different publishers for each three subjects, i.e, Science, Biology I and Biology II, to construct networks by linking scientific items in each sentence, where used items were regarded as nodes. Scientific item networks from all textbooks showed scare-free character. When core networks were established by applying k-core algorithm which is one of generally used methods for removing lesser weighted nodes and links from complex network, they showed the modular structure. Science textbooks formed four main modules of physics, chemistry, biology and earth science, while Biology I and Biology II textbooks revealed core networks composed of more detailed specific items in each field. These findings demonstrate the structural characteristics of networks in textbooks, and suggest core scientific items helpful for students' understanding of concept in Science and Biology.

• Journal of the Korean earth science society
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• v.28 no.5
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• pp.620-634
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• 2007

The purpose of this study was to investigate the effectiveness of EarthComm implementation in the U.S. high schools in terms of demographic background including school size, urban/rural area, and teachers' teaching experiences. In addition, this study examined impact of students' higher-order thinking skills by using the visions of National Science Education Standards. Two modular of the EarthComm curriculum were used for this purpose with thirty one teachers and around thousand students involved across four states. Findings were that EarthComm did not significantly impact student achievement differentially in schools of varying sizes and school location, i.e., urban and rural areas. The years of teaching experiences did not impact student achievement scores for Module I but did significantly impact for Module II. It is noted that the two results seemingly conflict with each other similar to other research findings (Ferguson, 1998; Yager et al., 1988). Student higher-order thinking skills, on the other hand, were significantly improved as a result of studying with EarthComm. Implications were discussed at the end of the paper.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.471-488
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• 2019

This paper aims to examine how mathematical history is used in $ textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted. $