• Journal of Science Education
• /
• v.34 no.1
• /
• pp.140-154
• /
• 2010

The core of subject matter education is determined by the choice of subject matter taught to students and by the organization of content according to educational objectives. The purpose of this research is to suggest ways to improve the present content of science education so as to prepare students and schools for a radically different future. We deduced the main issues the solution of which could lead to significant improvements in the contents of science education by analyzing previous studies and investigating the changes in content that were effected during curriculum revisions in the past. The main issues thus revealed through this study are as follows: the essence of the contents of subject matters in science education, the social and cultural background of change in the science curriculum, the rational steps on the way to choosing contents as part of the science curriculum, the processes of choosing the main contents of each subject, the international comparative study of contents, the updating of contents for the benefit of future society, and the reorganization of subject contents. In order to find a concrete improvement on the issues deduced, we organized an expert group. Then, we proceeded to collect and analyze the experts' opinions. A survey was administered to 19 science education experts working with universities and colleges of education. We examined their degree of agreement on the issues and problems, and on the steps that may be taken to us the improvements on these issues. we suggested that: collecting opinion and reaching an agreement on the essence of the contents of the subject matters in science education, the necessity to choose core contents within the scientific domain, developing a structure map in order to integrate and connect various subject domains, presenting explicitly the objective of inquiry by grades, moving toward integrating science contents, diversifying the construction of science textbooks.

• Journal of the Korean Society for information Management
• /
• v.23 no.4 s.62
• /
• pp.69-87
• /
• 2006

The access to literary works, including fictions, has focused on descriptive elements, and the subject access has been confined to denotative elements such as the subject matter, name of character and geographical name, etc, which appear in the work. This practice will not lead to the essence of subject of fiction, and does not reflect the demand of users for the subject who pursue aesthetic experience. In this study, concepts of symbol and motif and their possibility to be used as subject access point are considered to enhance a subject access scheme. In addition, this study tries to build the scheme of symbol and motif by using the glossary as the source of information. The composed schemes are applied to 20th century Korean fictions and its usability and limits are discussed.

• Korean Journal of Child Studies
• /
• v.12 no.1
• /
• pp.68-77
• /
• 1991

The purpose of this study was to analyze the words of the songs in children's games in order to determine the traditional characteristics of their rhythm and subject matter and to investigate age and sex differences in recognition of the songs. 71 play songs were used for content analysis. After this, 840 subjects in 15 grades (preschool, first to 12th grades, and college students) were presented with the songs. Statistical analysis was done by one-way ANOVA and Scheffe. The songs exhibited traditional rhythms (3.3 or 4.4) and subject matter (nature, everyday life, and family). Some historical events such as the Korean war, and current phenomena such as TV, were also included. Sex but not age differences were found in recognition of the songs.

• The Mathematical Education
• /
• v.39 no.2
• /
• pp.145-150
• /
• 2000

In this paper, we study the subject-matter knowledge related to the problem about rational exponent with negative bases. From the school mathematics point of view, we first investigate the meaning of the extensions of the number systems. We analyze the intrinsic meaning involved in the (-8)$^{1}$ 3) through the natural interpretation of rational exponent with negative bases by the complex number. we explain why it is important for a teacher to have the subject-matter knowledge in order to detect and correct student\`s mistake and misunderstanding.

• The Mathematical Education
• /
• v.47 no.3
• /
• pp.291-310
• /
• 2008

This article is based on an international collaborative study that aimed to investigate mathematical preparation of prospective elementary teachers in several selected education systems in East Asia. This article reports the Korean portion of the study. A survey instrument was developed to explore not only prospective teachers' knowledge of elementary mathematics curriculum and their beliefs in their preparation and mathematics instruction but also their subject matter knowledge and pedagogical content knowledge on the topic of fraction division. A total of 291 seniors in 3 universities participated in the survey. The results reveal these prospective teachers' strengths and weaknesses with regard to their knowledge of fraction division, and suggest that content-specific pedagogical knowledge needs to be emphasized in the teacher preparation program.

• The Mathematical Education
• /
• v.43 no.3
• /
• pp.257-273
• /
• 2004

In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

• School Mathematics
• /
• v.10 no.4
• /
• pp.573-581
• /
• 2008

School geometry takes various approaches such as deductive, analytic, and vector methods. Especially, the mathematical connections between these methods are closely related to the mathematical connections between geometry and algebra. This article analysed the geometric consequences of vector algebra from the viewpoint of teacher's subject-matter knowledge and investigated the connections between the geometric proof and the algebraic proof with vector and inner product.

• Research in Mathematical Education
• /
• v.22 no.3
• /
• pp.203-222
• /
• 2019

Despite its importance when it is employed in classrooms, scaffolding is limited in the classrooms. Many researchers have focused on contingent teaching, which is the first component of scaffolding. Given a lack of research on contingent teaching with prospective teachers (PSTs), this paper explores how PSTs intend to do contingent teaching in small groups when they engage in mathematics teaching. Building on research on contingent teaching, I analyzed 26 PSTs' written responses to scenarios in an online open-ended survey. The focus of the analysis was on how the PSTs would do contingent teaching that might support students to learn the subject matter. I present findings in relation to what the PSTs' responses showed in relation to contingent teaching with the subject matter. The findings will be discussed along with implications.

• Journal of The Korean Association of Information Education
• /
• v.14 no.2
• /
• pp.219-227
• /
• 2010

The identity of a subject could be established by justifying the educational value of the subject from various angles. Despite the huge necessity of information subject as one of basic disciplines, it cannot be said that the subject is considered valuable as a school subject. Even though that is selected as part of the revised curriculum and has textbooks of its own, it's actually disregarded in school education. The purpose of this study was to discuss the value of information literary subject as part of academic education in conjunction with computer science education, and to shed light on the value and objects of it as a school subject based on the characteristics of computer science education.

• Journal of The Korean Association of Information Education
• /
• v.10 no.1
• /
• pp.129-141
• /
• 2006

The purpose of this study is to explore the content hierarchy of ICT curriculum in elementary school. Korea Ministry of Education has been released the 2nd ICT curriculum by last year. Over the past few years, several studies have been focused on the problem of 1st curriculum. But there has been no study that tried to find the internal justification of computer subject matter. Also there has been different hierarchy each and every textbook. And, we explored a standards of selection and a principles of organization of computer subject matter. then applied it to the content hierarchy of 2nd ICT curriculum. We tried to find relations with the content hierarchy and the types of thinking learner use. We suggests that computer subject can be organized by hierarchy of content and learners experiences. It can be logically organized between different grade, horizontally organized between same grade.