• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.55-71
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• 2005

This study attempts to analyze research Quality about home economics and education, based on the studies in the Journal of Korean Home Ecomics Education. The purpose of this study is to investigate the recent studies in hem economics and find out the desirable direction of it. The findings of study are as follow: While the numbers of articles appeared in The Korea Association of Practical Arts Education and Korean Home Economics Education Association are increasing, The Korean Home economics Association does not show the increase the number of articles. According to the historical changes and distribution, the majority was teaching-learning method and teaching materials. Also, from the point of view in research thesis, there were more articles in home economics and education than any others, In addition, among the various types of research, survey was most frequently used. There was significant differences of the sizes of groups according to the different journals, but the one group research was most frequent and one certain research area was dominant. The teams consist of two people showed the highest ratio, and junior high and high school were the most frequently researched institutions. Generally, it is hard to find research grant. Though there is much difference in numbers of references based upon various journals, almost all articles cited reference date not only from Korean articles, but also from international articles.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.735-750
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• 2013

The purpose of this study is to relieve the difficulties caused by science terminology in science learning and increasing the efficiency of science education. The reason why students experience difficulties in science terminology is because science words are used without being filtered by a criteria and students have not had the opportunity to be educated properly in science terminology. As a way to solve this problem, we propose establishing a criteria about the science words used in science education and to teach the science words systematically to the students under the criteria. In this study, we used the method of empirical linguistics that investigate the science terminologies actually used in science education to establish a criteria for science words. As a basic research for this, we analyzed all words contained in the physics section of science textbooks for elementary and secondary schools. And then, we collected all words used in the physics section of science textbook, and selected the science words for teaching, and rated them by grade. As a result, a total of 930 physics terms were selected as the science words for grade 3 to 10. The numbers of physics terms per grade were as follows: 66 words for the 3rd grade, 38 words for the 4th grade, 35 words for the 5th grade, 28 words for the 6th grade, 203 words for the 7th grade, 135 words for the 8th grade, 123 words for the 9th grade, and 302 words for the 10th grade.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.564-577
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• 1999

The purpose of this study is to help an improvement of conceptional learning about the properties of gas based on molecular kinetics for secondary school students and to help an improvement of teaching method for reducing misconceptions regarding the molecular kinetics in gas phase for teachers. The subjects of this study were l00 students of 9th grade and 150 students of 11th grade students. The results showed that students had various misconceptions about the properties of gas. The major misconceptions are as follows. First, the energy is released due to the collision of the molecules, and also the direction of action of pressure is related to the direction of gravity. Second, as molecule is heated, the size of molecule is increased, and the molecule is more active because the number of moIecules is increased. Third, the pressure is reduced because of decreasing the temperature at the higher altitude and the pressure of gas molecuIes is inversely proportional to the collision number of gas molecules. Forth, the numbers of molecules of two different molecules in two same containers differ because the size of molecules differ each other. The results suggest that these problems ought to be addressed in chemistry textbooks and in the classroom teaching of chemistry. If teachers are more aware of students' misconceptions they wilI be better able to remove them.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.115-140
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• 2009

Freudenthal has advocated the mathematisation theory. Mathematisation is an activity which endow the reality with order, through organizing phenomena. According to mathematisation theory, the departure of children's learning of mathematics is not ready-made formal mathematics, but reality which contains mathematical germination. In the first place, children mathematise reality through informal method, secondly this resulting reality is mathematised by new tool. Through survey, it turns out that area unit of Korea's seventh elementary mathematics textbook is not correspond to mathematisation theory. In that textbook, the area formular is hastily presented without sufficient real context, and the relational understanding of area concept is overwhelmed by the practice of the area formular. In this thesis, first of all, I will reconstruct area unit of seventh elementary textbook according to Freudenthal's mathematisation theory. Next, I will perform teaching experiment which is ruled by new lesson design. Lastly, I analysed the effects of teaching experiment. Through this study, I obtained the following results and suggestions. First, the mathematisation was effective on the understanding of area concept. Secondly, in both experimental and comparative class, rich-insight children more successfully achieved than poor-insight ones in the task which asked testee comparison of area from a view of number of unit square. This result show the importance of insight in mathematics education. Thirdly, in the task which asked testee computing area of figures given on lattice, experimental class handled more diverse informal strategy than comparative class. Fourthly, both experimental and comparative class showed low achievement in the task which asked testee computing area of figures by the use of Cavalieri's principle. Fifthly, Experiment class successfully achieved in the area computing task which resulting value was fraction or decimal fraction. Presently, Korea's seventh elementary mathematics textbook is excluding the area computing task which resulting value is fraction or decimal fraction. By the aid of this research, I suggest that we might progressively consider the introduction that case. Sixthly, both experimental and comparative class easily understood the relation between area and perimeter of plane figures. This result show that area and perimeter concept are integratively lessoned.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.309-325
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• 2009

The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1385-1402
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• 2013

This study analyzes pre-service teachers' PCK dealing with visualization of the contents related to boiling point elevation and teaching methods in mock-lessons. As a result of analyzing pre-service teachers' knowledge based on PCK factors, most of the pre-service teachers accentuated on understanding boiling point elevation conceptually, whereas some of the others inclined to make students understand boiling point elevation in a scientific way, let the kids use numerical formulas to describe the concept, and motivate them to learn through the examples in real life. The pre-service teachers represented majority of the important facts of boiling point elevation as the knowledge required to understand things conceptually. However, they did not focus on improving the scientific thinking and inquiring levels of the students. Also, the pre-service teachers tended to teach at the level and order of the textbook. In some other cases, they considered the vocabularies and materials in the textbook (which could have been highlighted in the editing sequence) as the main topic to learn, or regarded the goal as giving students the ability to solve exercises in the textbook. It turned out that the pre-service teachers had a low level of knowledge of their students. It is recommended that they should make use of the materials given (such as data related to the misconception of students) during the training session. The knowledge of teaching and evaluating students was described superficially by the pre-service teachers; they merely mentioned the applications of models, such as the cyclic model and discovery learning, rather than thinking of a method related to the goals, or listed general assessment methods.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.779-790
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• 2021

Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.362-375
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• 2022

In this study, science teachers' NOS lessons were observed and the characteristics of the lessons were analyzed. Three science teachers who taught NOS in the 'Science Inquiry Experiment' developed under the 2015 revised curriculum participated in the study. Their NOS lessons were observed and interviews were conducted before and after lessons. The collected data were analyzed using analytical induction and constant comparative method. The analyses of the result revealed the teachers' naive views on NOS were also revealed during the lessons. There were some cases where they showed naive views during the lessons even if they showed informed views in the interviews. Although the domains of NOS taught by them were diverse, all of them taught 'tentativeness' and considered this an important goal. They tended to teach NOS with content related with their major, and teaching NOS was found to be deeply related to their major. In the activity where students learn NOS by inferring the unknown object, teachers disclosed the unknown object, which is unlike the rule of the activity. They thought that could help students' learning. At last, although they emphasized teaching NOS, they either did not assess NOS or assessed NOS in a limited way. Based on the results, some directions for teacher education and follow-up study are suggested.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.373-395
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• 2022

This study aimed to examine how prospective mathematics teachers (PMTs) perceive collaborative problem-posing (CPP) as a method to cultivate students' creativity and character in mathematics education. This is to propose the introduction of CPP at the stage of preparatory math teacher education as one of the ways to reinforce the creativity and character education capacity of PMT), and to attempt to be an opportunity to actively utilize CPP in math teaching-learning in the school field for the education of students' creativity and character. To achieve this objective, I designed PMTs taking the 'Educational Theories for Teaching Mathematics' course, required in the second year of university, to experience CPP tasks. Data were collected through questionnaires or interviews over three years on how PMTs recognized the CPP tasks as a tool to cultivate students' creativity and character in secondary schools. The results of the study are as follows. First, PMTs recognized regardless of their CPP experience that CPP might have a positive impact on improving students' ability to devise various ideas and that it positively influences students' attitudes toward building interpersonal relationships, including teamwork, respect, and consideration. Second, the experience of PMTs participating in the CPP made them more positively aware that CPP is effective in improving students' ability to elaborate on ideas. Third, the PMTs' experience of participating in CPP led to a more positive perception of the impact of CPP on the students' abilities and attitudes, namely, the students' ability to elaborate on ideas and their inner attitudes toward individuals, including honesty, fairness, and responsibility, and the attitude of students regarding logically presenting their opinions and making rational decisions. Finally, if there are downsides to the offline environment, an online environment may be more beneficial.

• Human Ecology Research
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• v.61 no.4
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• pp.673-686
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• 2023

The purpose of this study was to identify home economics (HE) teachers' concerns about and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution and to reveal whether they differ according to teachers' general background variables. The questionnaire survey method to measure HE teachers' concerns and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution was conducted online using the Google Questionnaire from which 150 responses were received. The main results were as follows. Firstly, HE teachers scored an average of 3.46 out of 5 for the latest technology. Among these interests in the latest technology, interest in "augmented reality and virtual reality technologies" scored the highest at an average of 3.80, while interest in "neural network machine learning" (2.78) was low. HE teacher's concerns about HE education using the latest technologies in the era of the 4th Industrial Revolution were high, with an average score of 4.40. Among these concerns for the latest technology, "concern about the results of HE education using the latest technology" scored the highest at 4.53. HE teachers' anxiety about the latest teaching technology in the era of the 4th Industrial Revolution was moderate, averaging 3.05. The highest form of anxiety was "anxiety about the impact on the job" (4.03) and the lowest was fear of "the disappearance of the teacher's job" (2.50). HE teachers' innovation resistance to the latest teaching technology was low at 2.18. Expectations of the latest technology in HE classes in the era of the 4th Industrial Revolution averaged 3.85, slightly higher than the middle of 3.