• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.351-367
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• 2019

Slope is an important mathematical concept that is connected to advanced mathematics as well as a basic concept as an indicator of the steepness of a straight line. The purpose of this study is to see how the concept of slope is presented in mathematics textbooks of middle school. For this study, we analyzed the types of slope concepts in the textbooks. In particular, we analyzed motivation activity, definition, examples of slope in them and used a concept framework of slope by Stump(1999, 2001), Moore-Russo, Connor & Rugg (2011). As a result, it was shown that middle school mathematics textbooks use the types of slope concepts to be biased when explaining the slope or presenting the slope problems. In addition, the real contexts of slope is poorly presented, and the concept types change from visual aspect to analytical aspect in the processes. This study provides suggestions on how to present the slope concepts in mathematics curriculum and middle school textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.119-141
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• 2019

This study was carried out in order to draw some implications for teaching statistical graph in mathematics education with respect to practical statistics education for promoting students' statistical literacy. We analyze 133 graphs appearing in 99 elementary textbooks of other subjects (subjects except from mathematics) by subjects and types, and identify some cases of graphs addressed by other subjects. As a results, statistical graph was most addressed in social studies, and bar graphs, line graphs, tables, and circle graphs are most used in other subjects. Moreover, there are some issues related to contents-(1) the problem of curricular sequencing between mathematics and other subjects, (2) the level of addressing ratio graph, and (3) the use of wavy lines. In terms of forms, (1) the visual variation of graphical representations, (2) representation combining multiple graphs, and (2) graphs specialized for particular subjects are drawn as other issues. We suggest some implications to be considered when teaching the statistical graph in elementary mathematics classes.

• The Journal of Korean Association of Computer Education
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• v.22 no.4
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• pp.21-34
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• 2019

SW education is being implemented in all the school due to the application of the 2015 Curriculum. The purpose of SW education is to improve Computational Thinking by using Unplugged Activities, Educational Programming Language, and Physical Computing. Among them, 73 domestic and 85 overseas researches related to 'Unplugged Activities' were compared and analyzed using semantic network analysis techniques. As a result, the research on 'Unplugged Activities' has been started from 1998, and the research has started in Korea since 2006. As the CT is recognized as a core competence for the future society in line with the 4th Industrial Revolution, researches have been rapidly increasing in both the domestic and overseas countries since 2016. In Korean studies, it was analyzed that many main words related to the elemental factors such as 'unplugged activity', 'robot utilization', 'educational programming language' were found. This suggests that future research should move toward research for the promotion of 'CT' which is the purpose of computer science.

• School Mathematics
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• v.17 no.1
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• pp.35-46
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• 2015

In this paper, the teaching contents for angle and measure of an angle in elementary mathematics textbook between Korea and Japan were compared. From this comparison, the following five suggestions were presented as implications to improve the teaching contents for angle and measure of an angle in elementary mathematics textbook in Korea. First, it is necessary to reconsider the way of the definition of angle. There is no use of half line in elementary mathematics, except when to define angle, and the way to define angle and the way to define right angle are not consistent. Second, considering to associate the turning of plane geometrical figures to the $90^{\circ}$, $180^{\circ}$, $270^{\circ}$, $360^{\circ}$ is necessary, and associating them is connected to dealing with point-symmetrical shapes in the fifth grade. Third, there is a need to deal with "the measures of angles are same." in comparing angles. This is possible by superimposing two angles in comparing the measures of them. Fourthly, it is necessary to consider the introduction of the rotational angle. Dealing with the $360^{\circ}$ as the rotational angle is related to explaining that the sum of measures of interior angles in quadrangle is $360^{\circ}$. Fifth, it is necessary to be connected with middle school mathematics curriculum. The term 'straight angle' is used in middle school, and to obtain the sum of the measures of the interior angles of a regular polygon is the contents to be dealt with in middle school.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.205-226
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• 2008

The purpose of the study you have seen is to verify the effectiveness of existing quantitative research and to put the Empathy Training Program to practical use for participating children. From looking into this, the changes in empathic understanding that came to light in relationships between teacher and children and children and children are sure to have that effect. For this work, I established the following subject of inquiry: What kind of changing processes can be seen in the empathic understanding of participating children in the Empathy Training Program? To resolve the above line of inquiry, six female sixth grade elementary school students were chosen and they progressed through twelve sessions of the Empathy Training Program. The children were given a sentence completion exam, recognition work, neat writing exam and a school adaptation exam both before and after participation in the program, making data for analysis. To analyze, first, participants had one or two meetings of forty to fifty minutes each. Progress through the program's curriculum was recorded and through the repeating and copying method, to be sure participating children's empathic understanding was revealed, empathic language and behavior was routinely chosen. Next, according the above criteria I looked into visible changes of the participating children's empathic expressions, classifying and analyzing changes in empathic understanding and six instances of common changes in the emphatic understanding of the participants relationships were analyzed and put together. Next I will summarize the findings we have seen in this research: First, if we look into changes in common empathic understanding from the beginning, using the criteria of empathic language, each individual showed understanding at the beginning and passed and progressed through stages of care, insight and emotional expressions. Second, when we looked at the criteria of empathic behavior from the beginning to the end, one's line of vision and ability to concentrate one's attention was connected. Next, the act of nodding one's head looked like a brief nod at first but at the end, it was not just a simple nod but rather they could feel deep empathy. The condition and substance of the facial expression was seen to match and at the very end the child was expressive and stretched out arms to hold and pat the other person and the act of holding hands could also be seen. Among lots of empathic behavior the final stage was shown by half of the children. Third, from the first stage to the last stage there were many cases revealed. The more the children went the more complete their empathic language became. Their vocabulary increased and became more diverse with empathic actions. Also, when comparing actions and expressions from the beginning with the end, visible expressions became more natural and sincere at the end. The result of the research we have seen is that through receiving experience of empathic understanding, participating children showed a sense of self-confidence and they looked to make peaceful expressions while not being aggressive or defensive about problems. In addition, from understanding empathic expressions, participating children's relationships felt closer. This outcome within this group in this case will be applied and the formation of empathic understanding can be used by the children internally to solve their own problems, acquire close relationships with their teachers and others. It will also contribute to smooth classroom management.

• Journal of the Korean Home Economics Association
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• v.27 no.2
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• pp.163-185
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• 1989

Korean home economics education has around 100 years history. The main aims of home economics education up 1950 had not been changed, they were mainly for the improvement of household-skill to raise both standard of living and life quality as well as womanhood. After 1960's the standard of living drastically improved and the industrialization of Korean society was quite rapidly proceeded from simple to complex one. Because of these changes, I considered that the aims and the contents of home economics education should be reexamined and reshaped. This study motivated me that especially home economics major should be trained to be competent enough to work in industrialized society as much as the input to her college education. As industialization was made progress, family member's diverse role differentiation also occurred from past simple role such as house wife or girl's high school teacher among by home economics major. In this current societal change, most of the home economics major have wish to have opportunities obtaining new kinds of employment rather than obtaining merely teaching work. With this in mind I made a study on college level home economics education of the new adjustment to current and future industrialized Korean society. (1) The full number of officially admissible home economics major in 169 Korean colleges, 70 junior colleges, and one open university were as follows, 7139, 6080, and 230 respectively. The percentages of employed of employed numbers of them for the college and junior college graduates were 26.5 and 39.0 respectively. (2) The certificate qualifications issued to college home economics major are nutritionist (1st grade and 2nd grade), clothes and textilist, home economics teacher (2nd grade for high school) and kindergartener (2nd grade), The qualifications are certified after majoring each field from major departments of college of home economics by Ministrys of Labour and Education of the Korean government. The percentages of their employment are low as mentioned earlier. (3) To find out new employment opportunity for home economics graduates in home economist in business (henceforce/HEIB) status quo of consumer division for mational enterprise was surveyed. According to govermment decree of general law of consumer protection (1980), enterprise should organize bureau (offics, subdivision) on liability to consumer's complaint. Of 89.6% of the enterprise established th subdivision in which 96.2% of employee was male (3.8% was female). Of the employee college graduate and high school graduate were 93.2% and 6.8% respectively. On the employee's major acadmic backgroud (%), economics and business administration, engineering and low-political science were 39.5, 26.2 and 11.2 respectively. (4) To study on the relation between home economics and home economist in business, the aspect of historical development of HEIB, group of HEIB employing enterprise and their nature of business were tried to find out as well as perception and evaluation by enterprise on HEIB. (a) In the united States of America employed home economics major to enterprise was organized autonomously HEIB subdivision within American Home Economics Association since 1920's and the membership of HEIB was 3,000 of the AHEA membership 50,000. (b) In Japan the Japanese founder HEIB had three times the bilateral congress with the U.S.HEIB and had 10th anniversary celebration in 1988. Japanese HEIB member are not necessary to be home economics graduates but should have certificate as consumer adviser effected by the Minister of Trade and Industry. Japanese subdivision of consumer affaire within Japanese enterprise employ the consumer adviser with the certificate. Because of this different system from the United Sates, Japanese HEIB call their title "HEEB" instead of HEIB. The Japanese consumer adviser certificate system had initiated since 1980 and it belongs to 2nd level national qualification certificate. Currently active membership of Japanese "HEEB" association had increased from 115 (in 1979) to 319 in 1988. (5) For the opening of the future new employment of home economics graduates to enterprise and qualification required for the HEIB by national enterprise in Korea, I studied on the courses which seem to be important and required by employee in the field of HEEB in the United States of America and preliminary curriculum for home economics related major student aimning to be the future "HEEB" by Japanese HEEB study group of Japanese Association of Home Economics. It is suggested that it is very important and urgent to realize as home economics educator to have common deep concern and endeavors on opening new employment for our home economics major student1), we should try to publicize strongly and let enterprise and consumer protection board realize that employee in the subdivision of consumer protection should be the one who well experienced home economics major graduates2), we, home economics educator, should try to develop actively new curriculum in line of the suggestion made earlier for our future home economics major student of open broadly their future employment opportunities3), we, home economics educators, should try to have consensus on whether we should have support from government in terms of receiving national qualification certificate on consumer pretection or not4), and I would appreciate if the Korean Home Economics Association and Korean Home Management Society paydeep and positive concern on this matter.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.525-530
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• 2023

Digital drawing subjects require the subdivision of evaluation elements and the graduality of evaluation according to the recent movement of the innovative curriculum. The purpose of this paper is to present the criteria for evaluating the drawing and to propose it as a rubric evaluation. In the text, criteria for beginner evaluation were technical skills such as the accuracy and consistency of the line, the ratio and balance of the picture, and the ability to effectively utilize various brushes and tools at the intermediate levels. In the advanced evaluation section, it is a part of a new perspective or originality centered on creativity and originality, and a unique perspective or interpretation of a given subject. In addition, as an understanding of design principles, the evaluation of completeness was derived focusing on the ability to actively utilize various functions of digital drawing software through design principles such as placement, color, and shape. The importance of introducing rubric evaluation is to allow instructors to make objective and consistent evaluations, and the key to research in rubric evaluation in these art subjects is to help learners clearly grasp their strengths and weaknesses, and learners can identify what needs to be improved and develop better drawing skills accordingly through feedback on each item.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.273-280
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• 2022

Based on the MOU between Chosun University and Daegu University, this study was conducted with the aim of exploring the operation strategy of a extracurricular education program on the theme of lifelong education for the disabled in community connection. In front-line university sites, extracurricular education programs are often recognized as forms and procedures to assist in subject learning at the major or liberal arts level, but they have a very important status and identity considering that they are classified as "learning competency reinforcement support", "career psychological counseling support", "employment and start-up support", "subject-linked extracurricular education". Accordingly, the extracurricular education programs has the nature and advantage of covering not only the level of the one-time trend program itself, but also various community -linked problem-solving learning, including students' major learning and employment linkage. As part of the above, this study aims to present a strategy for the operation of a extracurricular education programs with the main theme and content of "lifelong education for the disabled" by viewing Chosun University and Daegu University. The contents of the study were largely presented as "organizational operation strategy between two universities," "operation strategy of curriculum between two universities," and "comprehensive system for extracurricular education programs operation of lifelong education for the disabled between the two universities". First, the first research content, "Organized Operation Strategy between Two Universities," was schematized in detail the process of collaborating and communicating with Chosun University's center of extracurricular activities, Daegu University Lifelong Education Center, and other committees and departments. The second research content, "The Curriculum Operation Strategy between Two Universities", is a detailed schematic diagram of the learning contents, methods, and procedures to be organized in the extracurricular education program. The third study, "Comprehensive System of extracurricular education program Operation for Lifelong Education for the Disabled between Two Universities," presents the results of synthesizing the basis elements essential for operating the extracurricular education program at the level of a roadmap. As a result of the study, it was possible to see the project tasks that could be promoted in-depth through the operation of a extracurricular education program on lifelong education for the disabled through the MOU between the two universities.

• Korean Journal of Construction Engineering and Management
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• v.17 no.6
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• pp.31-39
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• 2016

This study aims to give suggestions based on survey to improve the quality of Global Construction Engineer Training Program in line with the government goals. The domestic construction industry in Korea has kept shrinking, whereas the global construction market is forecasted to keep expanding in the future. It has become an urgent task to be taken up for construction contractors and engineering firms so as to improve their capacity, in particular, in the fields of planning, management, finance as well as engineering. To deal with the lack of capacity of the domestic engineers and to help them emerge as global players in the competitive overseas construction market, the Ministry of Land, Infrastructure and Transport of the Korean government has designed a program called 'Global Construction Engineer Training Program.' The eligible target of the training program is mid-career professionals who are working for the construction contractors or engineering firms. To draw suggestions for this program, an importance-satisfaction analysis is conducted to evaluate the effectiveness of the training program implemented by the S University. The S University, along with C University, was selected as an implementation organization of the program in 2014 by the government. Through an email survey, the participating students in the program were asked questions on the importance and satisfaction against 17 indicators classified into 5 categories: instruction method, professional knowledge of instructors, contents of program, curriculum, and facility and environment. The survey results show that students are satisfied with the overall quality of the program, but it was also found that they want the program opens more coursework on practical application of knowledge, case studies, and global networking.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.209-212
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• 2013

The Nuri process of emphasis by the Ministry of Education to promote is standardized curriculum at the national level for the education and care. It is to improve the quality of pre-school education and Ensure a fair starting line early in life and It emphasizes character education in all areas of the window. Nuri the process of development of a the insect robot for the Creativity education Increased the interesting and educational effects. Assembly and the effect on learning of educational content using a VR educational robot using the existing floor assembly using the online website to help assemble and learning raised. Order to take advantage of information technology in the information-based society requires the active interest and motivation in learning, creative learning toddlers learning robot are also needed. A three-dimensional model of the robot, and augmented by linking through the marker, the target marker and the camera relative to the coordinate system of augmented reality, seeking to convert the marker to be used in augmented reality marker patterns within a pre-defined patternto be able to make a decision on what of. The fusion of a smart education through training and reinforcement the educational assembly of the robot in the real world window that is represented by a virtual environment in this paper to present a new form of state-of-the-art smart training, you will want to lay the foundation of the nation through the early national talent nurturing talent.