• Journal of the Korean earth science society
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• v.29 no.7
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• pp.626-639
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• 2008

To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.201-220
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• 2021

The objective of this study is to increase awareness and interest regarding polar science and thereby aid in establishing the concept and future direction of polar literacy. To analyze the current status, textbooks based on the common school curriculum pertaining to polar topics were reviewed. Six countries that actively conduct polar science, namely Korea, France, Japan, Germany, the United States, and the United Kingdom, were chosen. Subsequently, 402 cases in 110 science and social studies (geography) textbooks of these countries were analyzed through both quantitative and qualitative methods. Based on the obtained results, the importance of polar research in geoscience education and the need for spreading awareness regarding polar research as an indicator of global environmental changes were examined. It was found that the primary polar topics described in the textbooks are polar glaciers, polar volcanism, solid geophysics, polar infrastructure, and preservation of geological resources and heritage. This demonstrates that the polar region is a field of research with important clues to Earth's past, present, and future environments and is also a good teaching subject for geological education. However, an educational approach is needed for systematically laying emphasis on polar research. The implications of this study are manifold, such as the establishment of a cooperative system between polar scientists and educators, extraction of core concepts for polar literacy and content reconstruction, discovery of new polar topics associated with the curriculum, diversification of forms of presentation in textbooks, and development of an affective image that is based on correct cognitive understanding. Furthermore, through the continuance of polar topics in textbooks, students can improve their awareness regarding polar literacy and polar science culture, which in turn will serve as the driving force for sustainable polar research in the future.

• (The) Research of the performance art and culture
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• no.37
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• pp.249-293
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• 2018

The Musical Theatre was a popular art genre that originated from the western musical tradition represented by the European opera. In the twentieth century, it bloomed around Broadway in the United States. It is also one of the commercial arts which is popularly loved by the public in the field of performing arts all over the world at present. Due to the nature of this genre, the development of dramas and the expression of characters use music, not words or gestures, as the main medium. And the style of music reacts sensitively to the taste of the public, not to a particular class. When Japan colonized Korea, the empire strongly believed modernization equaled westernization and Japan was the one who could awaken Korean. The Japanese colonial music education was intended to bring cooperation and obedience to Japan by forcibly injecting Japanese ideology and culture into Joseon people. The music education of colonialism with the textbook of the "Songs for public education(보통교육 창가집)" compiled by the Japanese government was a sparkstone for the conversion of the Korean musical identity to Japanese and Western music. In addition to the capitalistic economical mechanism for establishing a South Korean government friendly with the United States during the Cold War after liberation, and the rush of American Pop culture represented by 'the show stage in 8th US Arm' and 'movies' which are to be the influence of invisible 'new cultural imperialism', our traditional music was confined to the meaning of 'Korean music', meaning 'past music'. In Korea, after the liberation, the musical was introduced by the influx of American popular culture. In accordance with the cultural policy of Park Jeong-hee regime, which aimed to spread the 'healthy culture' through the modernization of traditional arts, 'The Yegreen(예그린악단)' was founded. However, the plan to create a contemporary performing art based on Korean national arts showed the possibility of success in 1966 with the success of , but soon after, they have been destined to fall into an institution that has lost their ability to operate on their own due to the suspension of the sponsorship of the regime. Due to the cultural imperialist strategy of the influence of Japanese imperialism's colonial music education and influx of American popular culture after liberation, in the early days of Korean musicals, our traditional aesthetic style brought about the situation of the 1960 's, which did not become an independent ethnic art through the exchange and expansion with Western music. This is the background of the western licensed musicals led by the Korean musical market in the 21st century as well as the main cause of musical creation based on western music.

• (The) Research of the performance art and culture
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• no.36
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• pp.531-551
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• 2018

The educational trait that the arts and cultural education and dance strive for at a time when the ethical tasks of life is the experience for insight of life. The awareness of time entrusted with the intensity [depth] of artistic and aesthetic experience is to contain its implication with policy and system. In the policy territory, broad perception and strategy are combined and practiced to produce new implication. Therefore, on the basis of characteristics and spectrum persuaded at a time when the arts and cultural education and dance education are broadly expanded, the result of this study after taking a look at the role of dance education within the arts and cultural education is shown as follows. The value striving for by the culture and arts education and dance education is to structure the life form with the artistic experience through the art as the ultimate life description. This is attributable to the fact that the artistic trait structured with self-understanding and self-expression contains the directivity of life that is recorded and depicted in the process of life. The dance education in the culture and arts education has the trait to view the world with the dance structure as the comprehensive study as in other textbook or art genre under the awareness of time and education system category within the school system and it has diverse social issues combined as related to the frame of social growth and advancement outside of school. When taking a look at the practical characteristics (method) of dance based on the arts and cultural education business, it facilitates the practice strategy through dance, in dance, about dance, between dance with the artist for art [dance]. At this time, the approachability of dance is deployed in a program based on diverse artistry for technology, expression, understanding, symbolism and others and it has the participation of enjoyment and preference. In the policy project of the culture and arts education, the dance education works as the function of education project as an alternative model on the education system and it also sometimes works as the function for social improvement and development to promote the community awareness and cultural transformation through the involvement and intervention of social issues.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.85-101
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• 2021

The purpose of this study was to make suggestions for improvement by analyzing the activity tasks in the clothing life area in middle school 「Technology & Home Economics」 textbooks of the 2015 revised curriculum. For this purpose, the multiple intelligence teaching-learning strategy analysis criteria were reconstructed and used for analysis. The activity tasks of the clothing life area of 「Technology & Home Economics I」 textbooks from 12 different publishers were analyzed based on the reconstructed analysis criteria, and the content validity was verified by 11 experts. The content validity, assessed by CVI was 0.94. According to the results, the logical·mathematical intelligence accounted for the highest proportion with 31.02%, followed by linguistic intelligence(23.81%), visual/spatial intelligence(17.08%), intrapersonal intelligence(14.71%), interpersonal intelligence(5.79%), bodily/kinesthetic intelligence(5.22%), naturalistic intelligence(2.37%), and musical intelligence(0.00%). The results showed that the teaching-learning strategies most frequently implemented in clothing life area were logical/mathematical intelligence, linguistic intelligence, visual/spatial intelligence, and intrapersonal intelligence. On the other hand, teaching-learning strategies related to interpersonal intelligence, bodily/kinesthetic intelligence, and naturalistic intelligence were used at a relatively low proportion. Therefore, it is recommended to expand the teaching-learning strategies of interpersonal, bodily/kinesthetic, naturalistic and musical intelligence, for a more balanced intelligence development of students.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.247-260
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• 2023

In this study, when applying the 'geological structure' content element of high school earth science I developed according to the 2015 curriculum to the STEAM program using a web-based expert system using 3D data of Google Earth and drones, the creative problem-solving ability of high school students, attitudes toward STEAM, and the results of this study are as follows. First, after applying the STEAM program, high school students' creative problem-solving ability showed meaningful results at the p<.001 level. Second, STEAM attitudes showed a significant value at the p<.001 level, confirming that they had a positive impact on high school students' attitudes towards STEAM. It was judged that web-based class activities using Google Earth and drones were useful for integrated thinking such as learners' sense of efficacy and value recognition for usefulness of knowledge. High school students' satisfaction with the STEAM program was 3.251, showing a slightly high average. It was confirmed that web-based class activities such as drones and Google Earth had a positive impact on learners' class satisfaction. However, it was interpreted that the lack of time for class activities limited the ability of the learners to increase their interest in class. The proposal of this research is as follows. First of all, in consideration of the production of presentation materials and practical training in the STEAM program, activities such as block time and advance instruction for class understanding before class are necessary. Secondly, in order to revitalize STEAM education in the high school curriculum, we judge that research on the development of various integrated education programs that can be applied to the high school grade system is necessary.

• Journal of Korean Home Economics Education Association
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• v.36 no.2
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• pp.65-88
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• 2024

This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited characteristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is centered around the home economics subject and curriculum and is organized into four groups. A temporal analysis revealed that the influence of core keywords such as perception, content, unit, home economics teachers, practice, behavior, and influence has decreased, while the influence of curriculum, textbook, and development has shown a trend of increasing. Third, the sub-knowledge structures were identified as seven categories. The study found that the influence of 'perception and demand for home economics education' is decreasing, whereas the influence of 'home economics curriculum and textbooks' and 'application of home economics teaching and learning process' is increasing. Additionally, 'adolescent self-esteem and family relationships' and 'home economics curriculum and textbooks' were found to be the most influential in the knowledge structure of home economics education. This research is significant as it demonstrates the temporal changes in the core keywords and sub-structures of the knowledge structure within the field, thereby providing a foundation for understanding and expanding the research knowledge structure in the field of home economics education.

• Journal of The Korean Association For Science Education
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• v.44 no.5
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• pp.391-404
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• 2024

The development of science and technology brings abundance and convenience to human life, but it also brings risks. The risks caused by science and technology are universal and far-reaching, affecting the lives of humans, and they are living in an uncertain VUCA era where humans cannot predict when and where they will encounter risks. In order to respond to these risks, it is necessary to increase the level of citizens' risk awareness through risk education. It is necessary to discuss the role of science education in helping citizens to judge and respond to risks scientifically and objectively. On the other hand, in the process of judging and assessing risks, citizens are affected by the frames and ways in which risk information is expressed, a phenomenon known as the "Framing Effect". In this study, we categorized the factors that cause the framing effect, and based on the categorization, we compared and analyzed the frames of risk expression presented in the 2015 revised curriculum science textbooks. For this purpose, we categorized the factors that cause the framing effect by looking at papers published in KCI and SSCI journals with keywords "Framing Effect", and extracted the risk expression texts in textbooks and analyzed them according to the categories. We were able to derive eight factors causing framing effect and categorize the relationship between the factors in a 5x5 matrix. The differences in the frequency of risk expressions by subject in the 2015 revised science curriculum were related to the nature of the subject and the achievement standards, and the differences in the frequency of risk expressions could be identified by the categories of framing and presentation methods. This study is significant in that it examines the way risk is expressed by science subjects based on the factors that cause the framing effect and suggests the importance of the framing effect in risk education.