• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.711-723
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• 2007

As the discourse of scientific literacy has broadly summed up the goals of science education in the current decade, this study attempts to question how we contextualize appropriate interpretations and feasible approaches to scientific literacy in K-6 science education. With respect to the complex praxis of scientific knowledge and practice, this study emphasizes the participatory framework of scientific literacy which interweaves children's everyday experiences and science learning. This study also concerns children's abilities to understand and enact scientific enterprises (i.e., children's fundamental sense of scientific literacy). As a way of developing K-6 scientific literacy, this study investigates how using science books can broaden the scope of children's understandings of science in life connections and promote a fundamental sense of scientific literacy through talking, reading, and writing skills in Grade two science classrooms in Canada. Second graders were engaged in learning "sound" for five weeks. During science lessons, children's talks were recorded and their writings were collected for data interpretation. This research finds that using science books can encourage children to become engaged in communicative activities such as talking, reading, and writing in science; furthermore, using science books develops children's inquiry skills. These findings open a further discussion on scientific literacy at the K-6 levels.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.345-364
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• 2009

This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.580-595
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• 2007

To respond to the announcement of the revised version of science curriculum early this year, it has been necessary to develop new science textbooks which can be appropriate and effective to achieve the goals of the revised curriculum. The system of new textbooks needs to embrace the concerns of cognitive development in scientific knowledge, skills, and attitudes as well as social and cultural demands in the rapidly changing society. To develop an innovative framework of science textbooks, we examined previous studies on textbook analysis in Korea and analyzed science textbooks in the United States, Singapore, and Japan. We analyzed various ways of introducing and developing conceptual knowledge, leading scientific inquiry skills and process, enhancing scientific attitudes toward science, technology, society and the environment in those science textbooks. In the process of framing the structures of textbooks, we focused on ways of increasing educational effects of visualized texts, leaners' interest, user-friendly procedure, scientific inquiry, effectiveness of hands-on activities, scientific reading and writing skills, and usage of workbook. Based on those aspects and analyses of textbooks, we attempted to propose a feasible framework of Grade $3{\sim}4$ Science textbook which can effectively respond to the educational changes and demands in the local and global society.

• The KIPS Transactions:PartC
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• v.14C no.7
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• pp.603-610
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• 2007

Effective handover decision is important for providing seamless services to mobile users. In this paper, we propose an analysis framework to evaluate the performance of handover decision based on received signal strength (RSS) measurements in terms of the late notification and false alarm probability. In our framework, we consider mobility of a mobile user, signaling delays for exchanging messages related to handover protocols, cell sizes and RSS measurement interval to stabilize RSS reading due to random measurement errors. By quantitatively scrutinizing the impact of each parameter on the late notification and false alarms, we suggest the research directions for effective handover decision mechanism that may provide fast and reliable handover.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.126-142
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• 2001

Although a call for the implementation of PBL in nursing education is getting increased, it has not been actively implemented as it could be. The main reason for this situation seems to be the lack of well designed learning packages. Well designed PBL packages can be the core factor for the successful implementation of PBL. However, this seems to be the hardest task for teachers wanting to implement PBL. Therefore, the purpose of this study is to develop a systematic framework of PBL package development process and provide the examples of its application. This framework of the process of PBL package development includes thirteen steps. First of all, the team needs to decide a topic to be explored in the package and then clusters concepts related to the topic. Second, the team selects a real situation and writes it as a story. Third, knowledge, skills, and attitudes that practitioners need to know to deal with the situation will be explored. Fourth, learning objectives will be written. The next, the team will check if the situation includes multidisciplinary concepts and content. Sixth, the story will be divided into several parts. Seventh, part 1 will be written. Eighth, clinical documents related to part 1 need to be prepared. Ninth, the team will write a suggested approach for students. Then, they need to prepare a tutor's guide for part 1. Eleventh, the team will prepare a list of reading materials and plan for lectures and clinical laboratory sessions. Twelfth, they will write part 2 ~ part N following the steps from the seventh to the eleventh. The last step is evaluating the package and amending it as needed. These thirteen steps are very detailed and easy to follow for beginners. It is expected that this framework will contribute to accelerate the implementation of PBL in nursing education.

• Journal for History of Mathematics
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• v.28 no.1
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• pp.15-29
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• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

• The Korean Journal of Financial Studies
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• v.2 no.2
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• pp.171-211
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• 1995

Relatively little is known about the relationship between taxes and asset prices. Differential tax treatment of assets in the same risk class implies differential pricing. Conversely, the ability of tax-exempt investors to engage in tax arbitrage should drive any pricing differences away. The differential tax treatment of classes of US Treasury securities provides a straightforward setting for the examination of possible tax-effects in asset prices. Using the Cox-Ingersoll-Ross Term Structure Model as our framework, we examine the pricing of US Treasury securities over two distinct tax regimes. Evidence that tax effects are not arbitraged away is presented.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.387-416
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• 2001

In an attempt to identify highly probable causes of poor EFL performances, certain intriguing data of 11 common errors collected from 23 university students' listening and reading for correction of a short conversation of three people, with a questionnaire regarding their knowledge of the situational context, were analysed and interpreted within a theoretical framework of consciousness and the intonation unit (Chafe 1974, 1980, 1994), compatible with some important philosophical and psychological theories. The results: situational understanding does not always guarantee good EFL performances; the 11 errors were not attributable to hearing problems; consciousness appropriate for literacy and formal schooling appeared to be the major cause, which was inappropriate for a communicative use of English. Re-shaping of consciousness was suggested, with a warning against the ‘grammar consciousness raising’ approach.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.241-254
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• 2000

The past decade has witnessed the abundant use of computer in testing language skills such as listening and reading. Compared with these language skills, we have experienced little use of computer in testing a speaking skill including pronunciation. This is largely due to limitations of the current computer technology. One of such limitations for testing pronunciation is to store and automatically evaluate what the learner utters. Due to this limitation, the computer simply stores what the learner utters and raters evaluate it afterward on a certain rating continuum. With the advent of voice recognition technology, however, the computer has been able to test pronunciation in a systematic way. This technology enables the computer to identify, visually show, and evaluate the learner's intonation pattern by means of autocorrection. The evaluation is expressed in terms of the degree in which the learner's intonation pattern overlaps with that of the native speaker of the target language. In particular, the degree is numerically displayed on the screen, and this numeral is considered as the score of the learner's utterance under our testing framework.

• School Mathematics
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• v.19 no.3
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• pp.513-531
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• 2017

This study aims to analyze and compare Korean mathematics textbooks on time and to induce its educational implications. Concretely, the mathematics textbooks from the 1st to the 2009 national revised curriculum were selected for the longitudinal analysis. In each textbook, the contents such as clock reading, units of time, and calculation of elapsed time among various contents about time were chosen. The learning elements and their teaching sequence, the teaching method (the introducing ways of each concept and principle), and the didactical representations are set as an analysis framework. The results of analysis revealed many characteristics and differences in ways of dealing contents about time. Based on these results, we suggested several implications for writing the unit of time in elementary mathematics textbooks and teaching about time in classrooms.