• Journal of Korean Home Economics Education Association
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• v.7 no.1
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• pp.81-95
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• 1995

The purpose of the study were to :(1)determine important home management concepts in the secondary home economics education curriculum, (2) identify the educational needs related to home management perceived by home economics teachers, and the factors affecting it. (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 385 home economics teachers, lived in seoul, local cities and rural area. The data were analyzed by using descriptive statistics, t-test one way ANOVA with scheffe test, factor analysis, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Resource use, environmental concerns, consumer rights and consumer problems were the concepts which showed the highest level of educational needs perceived by the teachers. The educational needs were affected by school level, residence area of the respondents, age, career, and other factors related to the perception about home management education.

• The Mathematical Education
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• v.38 no.1
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• pp.1-14
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• 1999

It has already been fifty years since the Korean peninsula was divided into two nations, South and North Korea. Owing to forming different political and social structures with each other, we can conjecture that there are much heterogeneity in education. On the assumption that education plays important role in coming to an accommodation and in restoring homogeneity of the Korean race after unification, we consider the investigation of the contents of mathematics text-book of secondary schools as a meaningful research to make provision against unification. In this paper, we shall investigate the learning contents, and the teaming substances and sequences in mathematics of secondary schools between South and North Korea by falling into four regions; algebra and statistics, analysis and geometry. By grasping the special features of terms, teaming subject matters and learning substances, and clarifying their distinctions, we shall present some reforms measure of distinctions.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.175-186
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• 1996

The main purpose of this study is to provide basic data for the development of secondary Home Economics education curriculum and program by investigating the recognition perceived by Home Economics teachers. We have done statistical analyses of 237 questionnaires on the Home Economics teachers' recognition. The results are as follows: 1) The respondents evaluated the necessity of Home Economics education in secondary school, application of aquired knowledge and technical skill and learning by practical experience, highly. 2) As for the contents of Home Economics education curriculum, the respondents place a high value on the field of Meal Management, Child and Family Studies, Home resourse Management and Consumer life, Clothing Management, and House Planning and Management, in the order. 3) The most important educational concepts are knowledges and understanding for the human beings.

• American Studies
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• v.43 no.2
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• pp.1-25
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• 2020

This paper examines the benefits of teaching The Adventures of Wu Han of Korea in secondary education in Korea. The novel is a rare sample of twentieth-century American fiction that features a Korean protagonist. What is notable in this novel is that its major Korean characters seem to share the mindset of their American author and creator and represent the Western perspective in their discourse of Korean/Eastern idea and culture. The novel is packed with Orientalist attitudes and could be taught as a case study of Orientalism. Teachers can also use the novel to teach students the art of close reading by analyzing selected scenes from the text.

• Research in Mathematical Education
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• v.25 no.1
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• pp.65-89
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• 2022

Despite its recognition in the field of mathematics education and mathematics, students' understanding about proof and performance on proof tasks have been far from promising. Research has documented that teachers tend to accept empirical arguments as proofs. In this study, an online survey was administered to examine how Korean secondary mathematic teachers make judgements on mathematical arguments varied along representations. The results indicate that, when asked to judge how convincing to their students the given arguments would be, the teachers tended to consider how likely students understand the given arguments and this surfaces as a controversial matter with the algebraic argument being both most and least convincing for their students. The teachers' judgements on the algebraic argument were shown to have statistically significant difference with respect to convincingness to them, convincingness to their students, and validity as mathematical proof.

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.99-112
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• 1985

As long as there is education, there will be teacher education. This statement implies that science education is the first step for the improvement of science education of the secondary schools. And science education must reflect an everchanging reality of scientific, technological, and social changes. However there have been problems in the curiculum and its operation for science teacher education. Therefore this research has its objectives to: 1) investigate the current goals of science education in the Korean secondary schools. 2) analyze the quality' and Knowledge required for science teacher to achieve the goals. 3) investigate the status and problems of science teacher education in korea and foreign countries. 4) develop a model for curriculum and its operation for desirable science teacher education. As a result of the study, a model for curriculum is described and the summary of the results of the study and suggestions for operation of the model are followed.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.159-181
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• 2023

The purpose of this study is to explore secondary mathematics teachers' perceptions on Artificial Intelligence (AI). For this purpose, we conducted three focus group interviews with 18 secondary in-service mathematics teachers and analyzed their perceptions on AI for math and math for AI. The secondary in-service mathematics teachers perceive that AI allows to implement different types of mathematics instruction but has limitations in exploring students' mathematical thinking and having emotional interactions with students. They also perceive that AI makes it easy to develop assessment items for teachers but teachers' interventions are needed for grading essay-type assessment items. Lastly, the secondary in-service mathematics teachers agree the rationale of adopting the subject ＜Artificial Intelligence Mathematics＞ and its needs for students, but they perceive that they are not well prepared yet to teach the subject and do not have sufficient resources for teaching the subject and assessing students' understanding about the subject. The findings provide implications and insights for developing individualized AI learning tools for students in the secondary level, providing AI assessment tools for teachers, and offering professional development programs for teachers to increase their understanding about the subject.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.75-89
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• 1989

Secondary schools in Korea have been faced with several critical problems with regard to science education. Among them one of the most fundamental problems is associated with laboratory-based science education. There fore as a part of research project for the improvement of science education in secondary schools, this study had its abjectives to inquire into the following areas related to laboratory experiment. ${\circ}$Survey and analysis of theoretical backgrounds for science teaching focused on laboratory experiments. ${\circ}$Status survey of experiment-based science teaching in high schools. ${\circ}$Development of model for improving experiment-based science teaching. In order to fulfill these objectives this study used methods of eiterature review, survey, and interviews. The major finding are as follows : ${\circ}$Some topic for laboratory experiments as oppeared in the textbooks are not appropriate in the light of sience curricular operations in high schools. ${\circ}$In some schools equipments and facilities of school laboratories are for from sufficiency. ${\circ}$Laboratory experiments are not financially supportel for ideal science teach in both middle schools and high schools. These are not on exhaustive list of findings from this study More finding and teaching model for improvement of science education are also described in this paper.

• Journal of Korean Home Economics Education Association
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• v.3 no.1
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• pp.15-47
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• 1991

The purpose of this study is to suggest basic data and the direction for revising the curricula of the departments of Home Economics Education toward developmental and efficient ones. The current 23 curricula of all the department of Home Economics Education in Korea were analyzed and compared with the course of the subject “Practical Arts”included in the 5th Study Course of Secondary School to get the following results. 1) Only three subjects are commonly established in all the colleges, and they are Nutrition(obligatory in 23 colleges), Home Economics (obligatory in 21, optional in 2) and Housing (obligatory in 21, optional in 2). 2) Some subjects have various names differing with colleges, though the contents being the same, 8 subjects are established under more than 7 titles. 3) Principles of Home Economics and Home Education, which are obligatory subjects for the majors in Home Economics Education, are established with far less number of scores than the instructions given from the specialists. 4) Subjects over-subdivided beyond necessity are sometimes established, and some curricula are showing the lack of balance in distributing scores among disciplines after concentrating on a particular discipline. 5) Too few subjects are established entirely for experiment and exercise. 6) There is almost no subject related with the technics for domestic life, vocation and career which are included in the Secondary School Course.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.127-135
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• 2022

The purpose of this study was to explore pre-physical education teachers' subjective perception on the athletics practical skill test of examination system for appointment secondary physical education teachers using Q-methodology. This study found three types of pre-teachers' subjective perception on the system. Type I is named 'the type of specialized facility support demand', Type II is named 'the type of professional technical guidance demand'. Type III is named 'the type of evaluation method improvement demand' In conclusion, the pre-physical education teachers hoped for the support of specialized facilities, the opportunity to receive professional skills, and the detailed preliminary guidance on evaluation methods and procedures.