• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.651-660
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• 2015

This study was conducted to consider application methods of infographic that corresponds to the educational goals of English subject, which is applied with different teaching and learning standards than other subjects. The aim of this study is to analyze the types and the characteristics of 'infographic completed by know-how learning', in other words, 'User behaviors involved infographic', which is frequently used in English textbook. Based on an analysis according to the teaching and learning standards, infographic used in English textbook were suggested in three types, which are 'General Concept', 'Significance' and 'Signification' centered infographic. In addition, according to the level of diagram composition, the main visualization attributes were derived as 'Overview', 'Structure', 'Relationships', 'Sequence', 'Transition between states' and 'Messages'. The major findings of this study are as follows: First, it is necessary to conduct a study on diverse display methods for 'Signification-centered infographic' that need to be displayed on the basis of two or more visual attributes. Second, as the purpose of application for applying infographic in English textbook collides with that in information design fields, it is found that verification is required on the educational effects in relation to this aspect.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.42-46
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• 2022

To cultivate talented people with creative and convergent thinking skills to live in the era of the 4th industrial revolution, the national curriculum of Korea is gradually emphasizing convergence education and software education. To meet the demands of the times, this paper suggests subject-convergent teaching-learning materials for educating core principles of Support Vector Machines, especially targeting elementary learners. Based on analysis of the national curriculum, achievement standards of three subjects are integrated. After printable worksheets for traditional face-to-face classes had developed, they were transformed to online interactive worksheets for non-face-to-face classes. The teaching-learning materials are expected to promote the growth of the learners' academic motivation and knowledge.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.5
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• pp.23-33
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• 2011

To ensure the effective operation of a curriculum, facilities and equipments should be properly supported. Therefore, changes are required for educational facilities in accordance with the curriculum, revised 10 times in total from 1945 to 2011, but it's true that the facility and equipment laws, which are the standards of facility and equipment changes, did not adapt to the changes. After 'the Act on Standards of School Facilities' was repealed, 'the Act on Establishment and Operation of the Schools,' the corresponding law for the purpose of spatial configuration for teaching and learning methods, was enacted in Sept. 1997. This law has been active for 14 years and revised 11 times thereafter. It has also been decided to often revise the curriculum, so the 7th National curriculum has undergone 6 times of minor revisions. Among them, the most recently revised 2009 curriculum is to be applied for elementary school 1st and 2nd grade, middle school 1st grade, and high school 1st grade from the beginning of this year of 2011. Hereupon, the purpose of this study is to research on the revisions of the school facility and equipment standards which can support the curriculum revised in 2009 and thereafter by examining classrooms and facilities as the learning space that can respond to the changes of school functions and systems with curriculum transition, of teaching and learning systems, and of subjects.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.37-62
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• 2021

The purpose of this study is to develop a project-based teaching-learning instruction to solve the problems in family life. The developed process can be a practical plan to activate environmental education centered on living environment problems curriculum of Home Economic Education[HEE]. In order to achieve the purpose of this study, the curriculum of HEE and environmental education categories were compared and analyzed. The study selected 10 themes and developed a project-based HEE teaching-learning instruction with 8 sessions. The characteristics of the developed teaching-learning instruction are as follows. First, HEE curriculum included environmental knowledge, values and attitudes, competence, and practice and participation in environmental education and related categories in achievement standards and learning elements. Second, since HEE curriculum has a teaching-learning instruction plan based on project-based learning that allows learners to recognize and solve problems themselves was developed based on the real life-centered learning themes related to environmental education. It was also proposed that the subject of HEE has a high correlation with environmental competence and environmental practice, and thus environmental contents that can raise students' interests in society and environment should be added to the HEE curriculum. The teaching-learning instruction developed in this study can be used for classes such as HEE classes or free semeste. A follow up study would need to test the educational effects of this teaching and learning plan by implementing it to the actual class.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.17-35
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• 2011

The purpose of this study was to determine the possibility of character education in the middle school home economics program: by extracting learning factors that can cultivate gratitude disposition from the eighth grade in the unit of 'clothing life' of middle school HE text, developing five teaching-learning lesson plans and learning materials, and applying them in classrooms to see any changes in gratitude disposition standards before and after its application. Five teaching-learning lesson plans for the cultivation of gratitude disposition were developed, and completed after three experts in home economics verified their validity and revised them. From June 1, 2010 to June 30, 2010, five classes were to 210 grade students at a Gyeongbuk Junior School, and dispositions were investigated before and after the classes. Gratitude disposition standards used GQ-6, like McCullough, and for before-and-after-inspection comparison, t-test and analysis of open-ended questionnaires were carried out. The results proved the instruction effective. Before the class for the cultivation of gratitude disposition, students had a gratitude disposition average of 2.87(out of 5). After the class, the average was 3.35, which shows that students had improved considerably. Also, in analysis of a open-ended questionnaire, it was said that the class had been provided the opportunity to think about the value of nature and neighbors and that the class content reminded them about appreciation. In conclusion, for the character education in other areas of middle school home economics, teaching-learning lesson plans development must be attained to further this character education program.

• The Korean Journal of Archival Studies
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• no.28
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• pp.83-121
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• 2011

Archival contents service for education is now a major service program in a foreign National Archives. Therefore We need to study their archival contents services in more depth-analysis methods for the development of our contents. My study is based on the summary of the Homepage Sites for Education of the TNA of UK and the NARA of USA. And also a depth-case study on structures of the samples, 'Coldwar' contents of the TNA and the 'McCarthy' contents of the NARA. As a results, first, the formats of archival contents for teaching-learning materials should be in consistent contents structures like a standard textbooks. Second, archival contents service for teaching-learning materials certainly have to support original images of primary resources and educational kits in order to read easily primary sources. Third, given the costs of development, it's desirable for archive to develop archival contents for teaching-learning materials in the way of cross-use by age and curriculum. Forth, when selecting primary sources for teaching-learning materials, priorities have to be given to the text-sources in the light of learning purposes for history education. Fifth, National archives must develop archival contents for teaching-learning materials in connection with standard curriculums in order to promote a nation-wide use.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.1-15
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• 2002

The purpose of this study came to start to be helpful in that the teachers in field produced evaluation subject about the mathematics and applied by analyzing the performance capacity for the students about the subject developed through the application of subject about the teaching-learning model that can utilize the learners' learning experience and the development of items that can evaluate it by utilizing various and concrete operational materials as an object of the first year at the middle schools. The concrete purpose of realizing it is as follows. 1. This study is to develop the teaching-learning model centered on activities adequate to utilize various and concrete operational materials. 2. This study is to develop evaluation data for utilizing the concrete operational materials by making construction through the application of developed teaching-learning model as possible. 3. This study is to present standards initiative for reliable and fair marking about the evaluation data and to analyze the students' practice capacity by using it effectively. For accomplishing the purpose of this research, this study is the work-oriented teaching and learning model using learning data that can be easily found around the surroundings and 8 evaluation programs in order that the experience-oriented learning based on circumstances learning among the learning models of constructivism. Also, it is to examine the result after applying that on a basis of 25 students, consisted of only on class in a year, in the first year at the small size of agricultural middle schools. The result of this study from this research is as follows. First, as a result of frequency survey, of response about the developed evaluation data it showed positive response more than 80% of all the items. The atmosphere of self-directed learning was produced because the developed evaluation data could induce activity-based learning naturally by stimulating the students' curiosity and promoting interest. Second, this study executed t-test for the result of questionnaire about the mathematics propensity, and there were significant differences in 19 items among 25 items. It presented that the application of data about the teaching-learning and evaluation directly using concrete operational materials to the constructional learning by level might have desirable affect on the students' mathematical propensity. It came to be a motive that could increase value recognition and interest on the subject of mathematics by investigating a mathematical principle rule and confirming it through activity learning using the concrete operational materials.

• Research in Mathematical Education
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• v.22 no.1
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• pp.47-82
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• 2019

Pennsylvania is one of the states that adopted the Common Core State Standards for Mathematics (CCSSM) and crafted its own standards (The PA Core State Standards). Pennsylvania teachers are required to have a clear understanding of the PA Core Standards. It is timely and appropriate to study Pennsylvania teachers' beliefs, as the standards have been adopted and implemented for several years since the revision of the PA Core Standards (2014). This study examined how eight western Pennsylvania elementary school teachers' beliefs about teaching and learning mathematics related to the SMP. To this end, I conducted an in-depth interview with each participating teacher. The in-depth interviews featured the teachers' overarching mathematical instructional goals and their productive beliefs. Furthermore, I linked these beliefs with the CCSSM Standards for Mathematical Practice (SMP).

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.63-82
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• 2018

In the 2015 revised curriculum, software (SW) education was strengthened to cultivate computational thinking. In the curriculum of practical course at elementary school and of informatics course at secondary school, the characteristics, and content systems of SW education have developed systematically. However, it is necessary to study practical methods and cases for SW education because the curriculums provide only note and direction about teaching & learning, and evaluation methods for SW education. The purpose of this study is to analyze the achievement standards of the SW curriculum in the tasks of Bebras Challenge 2017 and to suggest various methods of teaching and learning, and of evaluation using the Bebras tasks. The results of this study are expected to propose a basis to develop various teaching and learning and evaluation researches.