• Journal of Environmental Science International
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• v.19 no.3
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• pp.343-351
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• 2010

Since the effect of environmental education at class using textbooks or materials related to environment is limited, the importance of activities for field experience is getting increased day by day. Thereby, the education tends to change into the type of education providing students with direct environmental experience. Students attending the science high school have excellent aptitude and ability for science and will lead the development of science in the future. Now it is urgent to develop various experiential programs which are helpful for them to establish desirable values on environment. However, the field of environmental education that allows science high school students equipped with ample environmental knowledge to improve environment sensitivity and have proper environment awareness is quite restricted as of now. Natural exploration activities are the programs which provide science high school students having lack of chance for environmental education with good opportunities to contact nature and also play significant roles in arousing their interest in issues related with environment. Therefore, it is thought that they will let science high school students explore the natural features of Korea, understand the importance of preserving environment and ecosystem profoundly, and encourage environmental awareness and will of environmental practice. Thereupon, with the study subjects of 121 first and second graders at U Science High School, this article analyzed their recognition of the necessity for environmental education and environmental pollution problems before and after the natural exploration activities, and conducted a survey on their satisfaction after the natural exploration activities and analyzed it. The result of this research is as follows. First, it was shown that the natural exploration activities were effective to raise the science high school students' awareness of issues related with environmental pollution. Second, the natural exploration activities had effect upon enhancing the students' willingness of environmental practice. Third, there was statistically significant correlation between the science high school students' satisfaction with the natural exploration activities and their achievement in the science subject. Fourth, there also was a statistically non or weakness significant correlation between their satisfaction with the natural exploration activities and preference for the science subject. In particular, it was found that students preferring biology indicated higher satisfaction.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• East Asian mathematical journal
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• v.32 no.4
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• pp.483-500
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• 2016

Ancient Greek mathematician Euclid left three books about mathematics. It's 'The elements', 'The data', 'On divisions of figure'. This study is based on the analysis of Euclid's 'On divisions of figure'. 'On divisions of figure' is a book about the construction of the shape. Because, there are thirty six proposition in 'On divisions of figure', among them 30 proposition are for the construction. In this study, based on the 'On divisions of figure' we explore the direction for construction education. The results were as follows. First, the proposition of 'On divisions of figure' shall include the following information. It is a 'proposition presented', 'heuristic approach to the construction process', 'specifically drawn presenting', 'proof process'. Therefore, the content of textbooks needs a qualitative improvement in this way. Second, a conceptual basis of 'On divisions of figure' is 'The elements'. 'The elements' includes the construction propositions 25%. However, the geometric constructions contents in middle school area is only 3%. Therefore, it is necessary to expand the learning of construction in the our country mathematics curriculum.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.256-272
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• 2017

The purpose of this research is to study and learn more features how this type of distribution for communication in $6^{th}$ grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn't consider it as a revised.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.626-638
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• 2013

The purpose of this study was to design a development frame for multicultural science program and develop a corresponding program using the frame. This study organized a development frame to design a multicultural science education program based on the culturally responsive teaching theory. This development frame consisted of the elements of purpose, teaching examples, teaching and learning methods, and assessment. This program consisted of the guideline for class teaching courses, reading materials, student worksheet, and teachers' reference materials. Based on this development frame, a multicultural science education program was developed, which was comprised of seven activities for elementary and middle school students. Each activity of the program included the concept and inquiry related to science education. In particular, by connecting the concept of science with the cultural characteristics of various countries, the activity made students aware of cultural diversity and the commonness of science principles. Compared to other subjects, the science education field has not actively undertaken studies on multicultural education. In term of dealing with universal principles, science education is suitable for making students aware of commonness. Accordingly, this gives rise to the need to draw cultural characteristics based on basic studies such as the analysis of science textbooks in various countries and develop culturally responsive programs utilizing the outcomes.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.81-94
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• 2008

The 7th national curriculum requires the paradigmatic shift in education from teacher-centered to student-centered instruction. But, teachers beliefs on instruction have not been changed during implementing of the mathematics textbooks based on the curriculum. More exactly speaking, they are changed very slowly. Therefore, some beliefs they should establish in order for them to implement it were discussed: Perspectives of students' intelligent ability, learning goal for the every lesson, the passibility of teaching contents involved in the national curriculum, the size of classroom, and students' achievements.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.285-295
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• 2013

In this study I examine the definitions of terms related to ratio and rate from 5, 6, 7th revised elementary school math textbooks to discuss the improvements and the remained problems in 2007 curriculum textbook. Next, I make the alternative definitions of the terms, 'biyoul', the value of 'bi', and 'baekboonyul' by re-establishing the relations between them. Finally, I point out that those problems are intrinsic to the attempt of the textbook to introduce the terms related to ratio with little consideration for the mathematical meaning of ratio as a equivalence class.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.491-510
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• 2017

This study analyzes on conjecturing tasks in elementary mathematics textbook. We adopted Peircean semiotic perspective and variation theory to analyze conjecturing tasks in elementary mathematics textbook. We specifically analyzed mathematical tasks designed to support students' inquiries into definitions and properties of quardrilaterals. As a result, we found that conjecturing tasks in textbooks do not focus on supporting students' diagrammatic reasoning and inductive verification on provisional abductions. These tasks were mainly designed to support students' conjecturing on commonalities of mathematical objects rather than differences between objects.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.21 no.8
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• pp.1348-1355
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• 1997

Machine element design is a very important course in the undergraduate program of mechanical engineering in that it presents traditional design concepts. While computer aided design(CAD) receives more attention, students tend to ignore the machine element design or traditional design concepts. However, design methodologies related to machine elements are utilized quite often in practical fields. Also, design methodologies provide good insight for the decision making process of modern design. Generally, CAD is used for simple drafting without the real design process in the undergraduate program. Design software has been developed for various machine elements. Through menu display, a user can select or furnish the design input such as design objects, dimensions, environmental forces and usages, and safety factors. Then the software carries out the design processes which are the same as those of textbooks. The result of the design is filtered to have the values in the standards. The designed machine element is drawn via commercial CAD software. The software has been developed with C language on a personal computer. The developed software is being utilized successfully in a design course, and the experiences are discussed in this paper. The software can be used in industries which require the repeated process of the machine element design.

• The Mathematical Education
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• v.49 no.1
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• pp.67-83
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• 2010

The purpose of this study was to analyze the research trends of elementary mathematics education with regard to the topics, methods, subjects, and mathematical contents of such research. For this purpose, the papers published in domestic journals during the recent 5 years (2004-2009) were analyzed. A total of 383 papers from 8 professional journals were analyzed with the 4 criteria. First, the frequent research topics included instructional design and methods, learners' perspectives and abilities, and analysis of curriculum and textbooks in order. Second, qualitative research methodology was used twice as many as quantitative one. Whereas a survey was the most frequent quantitative research method, content analysis and case study were for qualitative methods. Third, research subjects included mainly typical students, specifically fifth and sixth graders. Papers dealing with lower graders or low-achievers as well as pre-service teachers were rare. Lastly, whereas the research on geometry as well as number and operations was active, that of measurement as well as probability and statistics was not. On the basis of these results, this paper includes several implications for the future research direction in elementary mathematics education.