• The Mathematical Education
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• v.55 no.4
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• pp.485-501
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• 2016

This study was to explore the factors that mathematics teachers actually need to improve their students' creativity and character to pursue education in the direction of the revised curriculum. We first temporarily extracted the elements to reinforce mathematics teachers' professionalism for creativity and character education through literature review, and then conducted the modified delphi technique and interview by targeting secondary school mathematics teachers. Based on the discussion of previous studies, we divided into five areas for mathematics teachers' professional development of creativity and character education: 1. understanding of creativity and character education, 2. creating an environment, 3. understanding curriculum for creativity and character education, 4. instructional design and apply for creativity and character education, 5. evaluating for creativity and character education. Actually content elements highly required by mathematics teachers were reset 17 items. The results of this study are expected to be used as the basis for teachers' professional development of creativity and character education in mathematics education.

• The Mathematical Education
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• v.47 no.4
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• pp.447-465
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• 2008

The purpose of this study is to suggest effective teaching methods on the concept of infinity for students to obtain the right concept in the middle school curriculum. Many people have thought that infinity is something vouge and unapproachable. But, nowadays it is rather something with a precise definition that lies at the core of modern mathematics. To understand mathematics and science very well, it is necessary to comprehend the concept of infinity. But students tend to figure out the properties of infinite objects and limit concepts only through their experience closely related to finite process, and so they are apt to have their spontaneous intuition and misconception about it. Since most of them have cognitive obstacles in studying the infinite concepts and misconception, mathematics teachers need to help them overcome the obstacles and establish the right secondary intuition for the concepts through good examples and appropriate explanation. In this study, we consider the developing process of the concept of infinity in human history and give some comments and suggestions in teaching methods relative to that concept with new suitable examples.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.34-44
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• 1994

The major objective of this study was to develop effective teaching methods for middle school science. To achieve the objective, general characteristics of science teaching methods were discussed and the 6th national science curriculum was analyzed in terms of epistemological backgrounds, cognitive demand and organizational characteristics. It was analyzed that epistemological background of the curriculum was based on the traditional philosophy of science. It was also indicated that modern Philosophy of science was only partially reflected the objectives of the past curricula. The cognitive demand of the curricula has also been higher than students' actual level of cognitive development. Based upon these results of the analysis, several exemplary instructional methods were developed.

• Journal of Advanced Information Technology and Convergence
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• v.10 no.2
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• pp.111-123
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• 2020

The core competencies for the 21st century are creativity, critical thinking, collaboration, and communication. In recent classes where ICT (information, communication, and technology) is grafted, a lot of efforts are also being made to increase such competencies. According to a research work, ICT is most often used as a communication channel between teachers and students or as an online collaboration tool among students. However, ICT has only played a role as a guideline for instruction, but not included in the curriculum until now. The research on methods how to integrate technology into teaching and learning is in full swing due to the development of technology and the advent of Covid-19. In this paper, we propose a technology integration hierarchy model, namely K-TIHM that can be combined with STEAM education. Since only learning environments have been proposed in the existing research for technology-based STEAM education, our model proposes a series of technology integration hierarchy that can be applied by school age along with STEAM. Also, we analyze the differences in among the Korea's ICT education operation guidelines, the Korea's Software education guidelines, and ours. The proposed model can help developing the primary and secondary school curriculum integrated with technology.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.36-50
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• 2010

The purpose of this study is to investigate the aspect of variation of the texts in elementary and secondary school science textbooks at each grade level in terms of linguistic features. Data included some of the written texts related to 'Volcano and Earthquake' in Korean elementary and secondary school science textbooks in the seventh National Curriculum. The written texts were comparatively analyzed in terms of textual meaning, interpersonal meaning, and ideational meaning. Results revealed that there were different structures and linguistic features of the texts in school science textbooks depending on the grade level. Therefore, we argue that the differences in this study may make students feel difficult and strange when they read and understand science textbooks. We suggest that science teachers need to play the role of a mediator between students' understanding and the structural features of the scientific language in science learning.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.558-565
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• 2001

The purpose of present study is to examine the science attitude level of middle school, high school and university students, and to provide the suggestions for science education. Instrument to invent science attitude consists of four domains as 'Scientific Inquiry', 'Importance of Contribution to Science', 'Normality of Scientist', and 'Social Value of Science'. Inventory instrument have 20 items(Likert scale of 1 to 5). Subjects are 70 middle school, 72 high school, and 95 university students. There is no significant difference among students by school, but the attitude level toward science of female students is lower than that of male students. 'Importance of Contribution to Science' among four domains has the highest score of attitude toward science, whereas 'Normality of Scientist' has the lowest attitude score toward science. To bring up scientific abilities of students, we conclude that it needs the educational plan to increase science attitude of students, through improving and developing curricular system and science curriculum for the secondary school and university.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.321-330
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• 2014

Changes are expected in the future, and the future society will expect changes in education. Science curriculum needs to reflect such demands for changes in the future of education. Hence, this study explored ways to reflect the changes demanded by the future society in science education. In this study, we investigated the major issues and directions for improvements based on the findings from questionnaires given to 447 primary and secondary school science teachers as well as in-depth interviews with 12 experts. We explored the problems of the 2009 revised national science curriculum including organization of science elective courses, fusion 'science' as an elective course, intensive course-taking of science, career-focused science curriculum, variation of completion units in science elective courses, and fairness of science elective course selection in college entrance. In addition, we proposed ways to organize science curriculum around core competencies and STEAM education suggested by science teachers. According to the results, we need to add such key competencies as basic learning abilities, self-identity, and moral competencies to science curriculum in addition to existing key competencies including problem solving and communication. Regarding the fusion science, experts contended that convergence of science courses should come before that of science and other subjects, and that STEAM with science as the axis was the desired form of convergence. We also need to establish a curriculum development center that exclusively focuses on science curriculum research and development.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.19-39
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• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.480-497
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• 2021

This study intends to explore the content and organization characteristics of elementary school science textbooks in the astronomical domain from the perspective of understanding the astronomical spatial concept. This study analyzed the relevant unit of the achievement criteria in the 2015 revised science curriculum for the 'space' domain in elementary school science textbooks in comparison with that in secondary school textbooks according to the spatial concept analysis criteria by texts, illustrations, and inquiry activities. As a result, elementary school science textbooks were found to be organized around phenomena rather than concepts, targeting observable celestial bodies linked to real life in order to optimize the amount of learning content. However, the learning contents of astronomical observation related to observation and phenomena-centered real life should stimulate the curiosity and imagination of elementary school students and encourage their intellectual participation. Students need to be supported for understanding of the spatial concept to find an answer to the question of 'why'. The content organization for core concepts should be organized around the transferable spatial concept rather than simply focusing on presenting results by accurately describing the phenomena observed by students through scientific practice in order for students to answer various questions that arise in the course of scientific practice.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.27-41
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• 2004

The purpose of this study is to analyze connection of the field on 'Nutrition and Food' among grades in the Practical Arts and Home Economics. The subject of analysis is 'Practical Arts' textbook in elementary school and 'Home Economics' textbook in middle school and high school. The Practical Arts textbook of 5th, 6th grade and 5 Home Economics textbooks middle school 1st, 3rd and high school. First of all, it is arranged the aim and contents, used analysis connection frame. The following contents are to summarize the result. First, 'Nutrition and Food' unit is presented nutrition, food, meals management in textbook. Second, aim in curriculum is agreed with contents in curriculum, but how to description in textbook is needed agreements. Third, contents in elementary school and secondary school is connection to develope, but contents in middle and high school are repetition. With the results analyzing connection among text contents, it is concluded that contents' connection has more developed and repeated. Specially, contents of Nutrition are mostly developmental contents, contents of Food are that one part is developmental contents and the other part is repeated contents.