• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.43-51
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• 2002

This study is to compared with 7-ga mathematics textbooks of 13 types in the middle school by 7-th curriculum. A synopsis of the Analysis and comparison about the contents of these textbooks is as follows. -The order of contents almost is same about the title and contents in 13 types of textbooks. -It is very important that the definition of terminology should be simple and correct. I investigated the terminology in thirteen textbooks of material at 7-th curriculum. -Most of their textbooks present the motivation of learning mathematics with resource of life such as a story of mathematics and famous mathematicians. -The chapter about numbers and operations has the biggest volume of all. -The evaluation of lessons presents at the each end of chapters with many problems as levels.

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.69-79
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• 2007

Students experience many problem solving activities in school mathematics. These activities have focused on finding the solution whose existence was known, and then again conjecture about existence of solution or posing of problems has been neglected. It needs to put more emphasis on conjecture and problem posing activities in school mathematics. To do this, a model and examples of designing mathematical activities centered on conjecture and problem posing are needed. In this article, we introduce some examples of designing such activities (from the pythagorean theorem, the determination condition of triangle, and existing solved-problems in textbook) and examine suggestions for mathematics education. Our examples can be used as instructional materials for mathematically able students at middle school.

• The Mathematical Education
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• v.55 no.3
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• pp.281-297
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• 2016

There has being developed elementary mathematics textbooks currently based on the 2015 revised mathematics curriculum. Vocabularies used in mathematics textbooks are mainly determined by the authors to develop textbooks. The purpose of this study was to investigate the adequacy of elementary school mathematics textbooks based on the unit structure and vocabulary, and to provide implications for elementary mathematics textbooks which is currently in development, in accordance with the 2015 revised curriculum. As a result, there were found some problems in the unit structure and vocabulary of elementary mathematics textbooks.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.123-135
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• 2012

The purpose of this study is to search for factor of obstructing curriculum reconstruction. we try to reconstruct curriculum for relevance and adequacy of educational content. There are many reasons for refusing mission of curriculum reconstruction. We searched the factor of obstructing curriculum reconstruction by survey and qualitative interview. According to the results of previous research, teachers are felt for strong demand of accountability and rigorous evaluation. In the future, the study of these themes will be approached by grounded theory and qualitative study because of nature of the reconstruction problem. Curriculum reconstruction is searched by teacher in real context of instruction and teaching.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.53-63
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• 1999

This research surveyed how much the professors ill tile university of education and primary school teachers understand the 6th National primary science Curriculum. Items to check tile degree of purpose description, reflection of basic policy, appropriateness of content, its organization, teaching method and evaluation, its influence on textbook and putting in practice of themselves were evaluated neutral or positive by most of them. But the opinion of responders were divided into tile two extremes, positive or negative, ell tile possibility of carrying out various inquiry activities and participation in science activities of students. Both of professors and teachers indicated that tile explanatory book of curriculum and annotated teachers' edition are the principal sources of information about curriculum. And the teachers stated that the shortage of information and materials are the principal factors to obstruct the change of lessons according to new curriculum.

• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.217-225
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• 2019

In this paper, we proposed comparison of software education units according to 2015 Revised National Curriculum. Comparative analysis of 6 Practical Arts textbooks was conducted especially on the software education units. The analysis criteria were decided to be unit system, unit structure, learning objectives, the way of placing contents, activities, supporting materials, providing resources, and evaluation. As a result, the software education units have secured a lot of quantity compared to the total number of units. And the affective domain of the learning objectives is shown to be lacking. All the textbooks were uniformly arranged the component of contents described in 2015 revised national curriculum. Cooperative activities are strengthened compared to the previouse curriculum. On the other hand, evaluations have a large variation among textbooks and some have fewer types.

• International journal of advanced smart convergence
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• v.8 no.2
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• pp.170-182
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• 2019

In this paper, we use scratch to design and develop non-formal learning experiences that are linked with contents of secondary science textbook to educational programs. The goal of this paper is to develop a convenient and interesting program for non-formal learning in a learning environment using various smart device. Theoretical approaches to mobile education, such as smartphones, and smart education support policies continue to lead to various research efforts. Although most of the smart education systems developed for students who have difficulty in academic performance are utilized, they are limited to general students. To solve the problem, the learning environment was implanted by combining the scratch, which is an educational programming that can be easily written. The science education program proposed in this paper shows the result of process of programming using ICT device using scratch programming. In the evaluation stage, we were able to display the creations and evaluate each other, so that we could refine them more by sharing the completed ideas.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.99-114
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• 2018

Textbooks are one of the most crucial variables that determine the quality of education and one of the most influential sources for education. Textbooks should be designed with inquiring tendencies so as to help students to practice self-directed learning. inquiring textbooks can not only intrigue students but also enhance the quality of class. Here, this author is going to analyze the inquiring tendencies of a core construct, 'management', in 12 different types of high school Technology & Home Economics textbooks reflecting the 2015 revised national curriculum based on the Romey method. According to the analysis results, only one type of textbook shows inquiring tendencies in the text, which means that the text is more oriented to delivering knowledge rather than to pursuing students' inquiry learning. Because analysis indexes for figures and diagrams fall under the range of desirable inquiring tendencies in 10 types of textbooks, the figures and diagrams presented in Home Economics textbooks are intended to induce particular learning activity. Learning activity indexes reveal 9 types of textbooks' inquiring tendencies, which means that Home Economics textbooks present a reasonable amount of learning activity in general in order to intrigue students and stimulate their inquiring mind. In terms of evaluation indexes, only 2 types of textbooks show inquiring tendencies. According to the results of examining each individual textbook, some of the Home Economics textbooks reflecting the 2015 revised national curriculum include inquiring elements in the text, figures and diagrams, activities, and evaluation all; however, some still need improvements. Regarding how to better the Home Economics textbooks, this researcher will suggest the following implications and complements. Home Economics textbooks should include inquiring elements to induce interactions properly in the class, and when they write the textbooks, the text, figures and diagrams, activities, and evaluation should be designed balancedly, and the questions need to be expressed in a way to develop students' inquiring mind.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.65-76
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• 2014

This paper aims at implementing experimental devices with which middle school students can explore scientific ideas using GoGo Board and NetLogo that connect real and simulated worlds. Related research literature was reviewed to design a simulation-based learning model using computer simulation and robot-related activities. In order to construct devices for exploratory experiments, GoGo Board was adopted for developing the interface of Micro-Based Laboratory(MBL) devices with several sensors while NetLogo was used for connecting MBL devices (real world) and simulated experiments (virtual world). The simulation contents were developed in the area of heat equilibrium for changing temperature and the conduct-current relationship appeared in the textbook of middle school science class. With the developed device and contents students can visualize the change of temperature cold and hot waters in terms of heat equilibrium. They also can measure the change of conductor representing the relationship between conductor and current. The formative evaluation of the contents carried out with several middle school students indicated the future direction for upgrading simulation contents and interface. The results might be beneficial for science educators who want to apply simulation contents with the use of computers.