• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.607-616
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• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.247-257
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• 2021

It seems likely that the characteristics of future society will include an emphasis on diverse and expansive data sets and the use of AI technology. Because of this, school leaders within the traditional, textbook based educational framework there will be changes should meet the 2015 Revised National Curriculum and prepare students for future societies. The purpose of this research paper was to suggest the nature of and policies necessary for better educational processes in middle and high schools after they've been improved in accordance with the 2015 Revised National Curriculum. This paper implemented its survey and interview of school principals through the guidelines provided by UNESCO Bangkok's transversal competence research. Analysis results and research participants were practicing strengthened education in the course of their daily activities. The educators involved received positive evaluation from their students. Further, pedagogical opinions were suggested regarding the effects of school principals on various strengthened education elements. This paper's suggestions within the context of the 2015 Revised National Curriculum are expected to continue reinforcing the overall positive effect of the currently in practice strengthened education methods. Furthermore, it can contribute to the development of the next National Curriculum with empricial data.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.211-230
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• 2009

The purpose of this study was to investigate the effects of using the play with multiplication activities based on Skemp's theory for mathematics achievements and attitudes toward mathematics of elementary school students. For this study, we rearranged Skemp's play activities according to our curriculum in the area of multiplication and applied them to the 2nd grade classes of an elementary school. The plays with multiplication activities were applied to the experimental group while traditional teaching method was used with the current mathematics textbook for the comparative group. We obtained the following conclusions: First, in terms of mathematics achievement, the experimental group who used the plays with multiplication activities based on Skemp's theory didn't show significant difference with the comparative group. Second, it proved that the plays with multiplication activities based on Skemp's theory was more effective for lower level of students than the higher level of students. Third, the plays with multiplication activities based on Skemp's theory have positive effects on improving students' attitudes toward mathematics. We need to use the plays with multiplication activities based on Skemp's theory in the classrooms and find problems with the applying the activities. In addition, we need to develop a more various activities based on Skemp's theory for a better teaching.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.5
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• pp.29-41
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• 2017

Recently, citizen participation and user - oriented design are becoming increasingly important in the urban space design process. The Children's Park has also begun to discuss the need to reflect children's opinions and needs as well as existing ways and means of participation to reflect these opinions and ideas. In this study, a design education program for children was constructed and user opinions accessed via this design education were reflected in design and applied to the Children's Park. The training program consists of five weeks of educational programs, textbooks and teaching methods related to existing research, design education for children and participatory design programs. This program was used as a pilot of Eogong-6ho Children 's Park(No. 6 Children's Park), located in Gwonseon-gu, Suwon, and reinterpreted the results of the workshop for 5th grade students at Sunil Elementary School. This design education program is distinguished from other workshop programs on how to organize and operate participating professors and textbooks, and has a program base that can reproduce the entire process. In addition, it is necessary to verify the effects of user participation through research, such as monitoring the use of children's parks after completion, as well as the application of more diverse design methodologies to children's parks and the way they reflect children's opinions.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.123-135
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• 2021

In this study, we apply a lesson design process using an argumentation structure to preservice earth science teachers and analyzed argumentation levels displayed in the lesson plans written by preservice teachers in the process. As a result of the study, the preservice teachers designed a logically structured lesson by reflecting more argumentation components in the final lesson plan than the first one. In addition, in the case of lesson topics in which all argumentation elements were not explicitly presented in textbooks or curriculum, preservice teachers could not clearly reflect some argumentation components in the lesson plan. The conclusions and implications based on the results are as follows: First, it is necessary to use the argumentation structure as a tool to design logical science lessons, considering that argumentation levels of lesson plans written by preservice science teachers were improved by using argumentation structures in instructional design. Next, it is necessary to cultivate the preservice science teacher's ability to reconstruct the curriculum for science lesson design using the argumentation structure since argumentation levels of lesson plans written by preservice science teachers were limited to the argumentation components presented in the textbook and curriculum. Additionally, it is necessary to develop and apply a preservice teacher education program that uses the argumentation structure in the context of actual teaching activities so that preservice science teachers can not only understand argumentation but also improve their class expertise.

• Journal of the Korean Society of Radiology
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• v.11 no.5
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• pp.371-377
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• 2017

General phantom for practical X-ray photography Practical phantom is an indispensable textbook for radiology, but it is difficult for existing commercially available phantom to be equipped with various kinds of phantom because it is an expensive import. Using 3D printing technology, I would like to make the general phantom for practical X-ray photography less expensive and easier. We would like to use a skeleton model that was produced based on CT image data using a 3D printer of FDM (Fused Deposition Modeling) method as a phantom for general X-ray imaging. 3D slicer 4.7.0 program is used to convert CT DICOM image data into STL file, convert it to G-code conversion process, output it to 3D printer, and create skeleton model. The phantom of the completed phantom was photographed by X - ray and CT, and compared with actual medical images and phantoms on the market, there was a detailed difference between actual medical images and bone density, but it could be utilized as a practical phantom. 3D phonemes that can be used for general X-ray practice can be manufactured at low cost by utilizing 3D printers which are low cost and distributed and free 3D slicer program for research. According to the future diversification and research of 3D printing technology, it will be possible to apply to various fields such as health education and medical service.

• Child Health Nursing Research
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• v.20 no.4
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• pp.322-331
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• 2014

Purpose: The purpose of this study was to identify health literacy levels of elementary school students. Methods: Participants were 331 fifth and sixth graders in nine elementary schools located in Gyeongsangnam-do. Instruments were 42 health-related words derived from fifth-grade textbook 'Health in Daily Life' for linguistic health literacy, modified Korean Health Literacy Assessment Tool (KHLAT) for numeracy section of functional health literacy, items from a snack box and newspaper article for reading comprehension section of functional health literacy. Data were collected from July 15 to August 15, 2013. Results: The mean score for linguistic health literacy was $24.02{\pm}7.16$ of 42 (57.2% were correct answers). The mean score for functional health literacy was $9.27{\pm}2.30$ of 12 (77.3% were correct answers). There were significant differences in health literacy by grade and academic performance. Conclusion: This study results show that both linguistic and functional health literacy among elementary school students were not high enough to use health-related information and make appropriate health-related decisions. Therefore, it is important to develop strategies aimed at increasing health literacy levels, especially focused on underperforming students. It is also necessary that studies be done on the factors affecting the health literacy of elementary-school students.

• Journal of Digital Contents Society
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• v.13 no.3
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• pp.393-399
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• 2012

New and creative skills must be developed, and adapted into a lesson, to motivate learners to acquire a second language easily and enjoyment, Multimedia tools which are of interest to learners, such as; smart phones, computers, and notebooks with wireless internet compatability, will provide learners opportunities to study, and do their work practically anywhere and anytime. Recently, podcasts, which are a type of digital media, consisting of a series of audio episodes or video files, subscribed to and downloaded through web syndication, or streamed online to a computer or mobile device, are used to facilitate ESL (English as a Second Language) learning. Development of a variety of teaching methods, using multimedia tools, is needed. There are advantages and disadvantages to using a variety of multimedia tools. The current research aims to study its characteristics and application, in order to maximize their effective use, in English education. The current study suggests a ubiquitous learning environment using multimedia content tools, internet media, video teleconferencing, cyber-learning, and one-to-one videos used in conjunction with, or as a digital textbook for the English lesson. This study also investigates future educational changes, using state-of-the-art equipment for the self-learning experience, and will present a new direction in English education, through a variety of instructional devices and a marginalized class system model.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.459-474
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• 2014

The purpose of this study was to investigate the effects of mathematical instruction using GSP program on the symmetrical figures learning and self-directed learning attitude. According to the pretest result, the experiment group and the comparison group showed to be homogeneous groups. The experiment group has learned symmetrical figures for 9 hours using the GSP program and the comparison group has learned for 9 hours using the traditional method(paper and pen lesson). As the posttests, self-directed learning attitude test and symmetry figure understanding test were performed. The results obtained in this research are as follows; First, there was a significant difference in symmetry figure understanding test between the experiment group which learned through GSP program and the comparison group which learned through traditional method. Since there showed a very high achievement in the experiment group which learned using GSP, it can be inferred that GSP was very effective in the lessons of symmetrical movements. Second, there was a significant difference in self-directed learning attitude test between the experiment group and the comparison group. This seems to be because the length of the sides of the figures, size of the angles of the figures etc can be verified instantly and the students can correct by themselves and give feedbacks when they use GSP program. Students preferred drawing using the GSP over drawing using rulers and pencils, and they showed interest in the GSP program and they did not have burden in being wrong in their study and studied in various methods. And as they become familiar with the GSP program, they even studied other contents beyond the scope presented in the textbook.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.675-695
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• 2023

To learn mathematics effectively, understanding vocabulary is essential. Accordingly, as a way to present vocabulary for mathematics education, high-frequency vocabulary was extracted from the 2009 revised 1st and 2nd grade mathematics textbooks and the 2015 revised 1st and 2nd grade mathematics textbooks. At this time, mathematics textbooks were analyzed by grade and semester, and vocabulary with a common frequency of 5 or more was extracted. In order to use it effectively in school settings, common vocabulary for each grade and intensive vocabulary for each semester were presented. As a result of the study, 61 vocabulary words for first grade education and 121 vocabulary words for second grade education were selected. As a result of analysis by vocabulary level, various levels of vocabulary from grades 1 to 5 were used. As a result of analysis by vocabulary type, the proportion of academic words increased similarly, but the proportion of technical words was found to be highest in the first semester of the second year. Based on these results, the extracted vocabulary for mathematics education is used as a resource for vocabulary instruction for students' mathematics education in each grade to help students learn mathematics.