• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.165-175
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• 2000

The situation of unification has been changing in the rapid speed. In this condion it is most important that we understand North Korea's current situation correctly, by overcoming the differences between South and North Korea and trying to pursuit the national homogeneity. One of the most effective ways to understand North Korea is to understand their education. So, I wrote this thesis as a way of getting ready for the united Korea by konwing mathematics texts and their system, composition, contents of junior high school in North Korea Anyway, I hope that this study will be helpful to the integration of mathematics education after unification of North and South

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.425-433
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• 1997

The purpose of this study was to examine for middle school science textbooks published by the sixth curriculum to analyze STS material, activity, and space devoted to STS. Because most teachers and students are dependent upon textbooks in teaching and learning, analyzing science textbooks will give basic information to ascertain the extent to which the current school science incorporate STS themes. Results indicated that lots of STS topics in the middle school science text books are related to applications of science. They also revealed that about 3% of the narrative space is devoted to STS topics, with a range of 0.7% to 5.2%. The coverage of STS topics increases as grade level increases.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.129-145
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• 2002

This paper compares the four official romanization systems (1948, 1959, 1984 and 2000) and analyzes the third- and fourth-year primary school English textbooks and teacher's guides in terms of romanization of personal names. This study is conducted with the assumption that the inconsistent use of romanization is due to two major causes, i.e., the frequent changes of the formal romanization systems and the exclusion of the romanization system from the school curriculum. The current third- and fourth-year primary school English text books (Ministry of Education, 2001) are chosen for the analysis because they are the first primary school English textbooks to be implemented based on the 7th National Curriculum. The study found that the textbooks and teacher's guides did not state which romanization system they were following and were not consistent in romanizing personal names. This study suggests including the current official romanization system in the current primary school curriculum and outlines a strategy for teaching the romanization system which suits the curriculum.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1068-1078
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• 2013

We will discuss the procedures involved in the development of the lesson plans including the various research and analysis approaches, which lead into practical lesson plans based on the 4 sub-categorized subjects analyzed throughout 7 different text books of food hygiene and safety education as followings: Food Hygiene, Personal and Environmental Hygiene, Food Contamination Incidents, Food Poisoning, and Food Safety. Lesson Plans represents STEAM associated education involving the partnerships between business-associated teachers and food educational teachers, focusing on cultivating the students' problem-solving abilities by inducing voluntary participation and critical thinking.

• Journal of Korean Library and Information Science Society
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• v.47 no.2
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• pp.51-70
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• 2016

The purpose of this study is to analyze the semantic relation network and valence-arousal dimension through the words that describe emotions in Korean language. The results of this analysis are summarized as follows. Firstly, each emotion word was semantically linked in the network. This particular feature hinders differentiating various types of "emotion words" in accordance with similarity in meaning. Instead, central emotion words playing a central role in a network was identified. Secondly, many words are classified as two categories at the valence and arousal level: (1) negative of valence and high of arousal, (2) negative of valence and middle of arousal. This aspects of Korean emotional words would be useful to analyze emotions in various text data of books and document information.

• Annual Conference on Human and Language Technology
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• 2002.10e
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• pp.98-102
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• 2002

초등학교 교과서에 사용된 어휘의 수준을 보기 위해 교과서에 쓰인 어휘의 사용 빈도를 포함하여 결정에 영향력을 미칠 요소를 파악하고 요소간의 관계를 설립하여 교육용 어휘 설정의 나아갈 방향을 제시하는데 목적이 있다. 7차 교육과정에 있는 초등학교 교과서에서 국어 어휘 교육 관련 항목을 살펴 이들의 단계별 학습 수준의 고려가 이루어져 있는지를 검토하고자 한다. 수준별 교육 과정에서 밝히고 있는 어휘 의미 교육의 위계가 세부적이고 치밀한 수준의 적정성을 바탕으로 하여 구성되어 있는지를 검토하고 초등학교 교육용 어휘 선정의 문제 분석을 통해 기본 어휘와 기초 어휘 분류의 적정 기준과 학습 활동에 있어 언어 사용 능력으로서의 어휘력과 언어 체계 속의 어휘력을 구분할 필요가 있음을 설명하고자 한다.

• Asian Oncology Nursing
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• v.12 no.3
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• pp.237-245
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• 2012

Purpose: The purpose of this study was to identify attributes of the concept of cancer survivorship. Methods: Walker & Avant's concept analysis framework (2005) was used to review the medical & nursing text books, medical and nursing research articles related to cancer survivorship and published from 1985 to 2011. Results: There were nine aspects of the concept of cancer survivorship: A process, liminality, uncertainty, life-changing experience, complexity, unique experience, duality of positive and negative aspects, partnership, and need for support. Antecedents of cancer survivorship were cancer diagnosis and perception as a cancer survivor. Empirical referents of cancer survivorship were survival rate, quality of life, adaptation to the survivorship experience, and health-related hardiness, social support, spirituality, and health behavior. The consequences of cancer survivorship were effects on the physical, psychosocial, spiritual and socio-economic well-being of the patients. Conclusion: This concept analysis of cancer survivorship is expected to contribute to promotion of survivorship care in the clinical field by removing conceptual ambiguity and confirming the true meaning of survivorship care.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.129-142
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• 2006

The purpose of this research was to find the solution of problems originated from financial illiteracy. To accomplish this task, the content which supposed to be taught in the area of personal finance in the Elementary, Middle and High School curricular were identified based on the previous research. Then, the personal finance content taught in public education system were analyzed rising content analysis of over 100 text books related to Personal finance education, such as Home Economics, Social Science, Economics, and Human Life Sciences, etc. Based on the results, followings were concluded. In spite of the fact that only few personal financial education topics were included in the 7th Education Curriculum, many topics taught in the subject of Social Science were duplicated in the Home Economics Curricular. To accomplish the ultimate goal of personal financial education, an introduction of the new course(Personal Finance) in the regular curriculum like U.S. is strongly recommended.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.26-40
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• 2008

This study aims to analyze the science content in secondary school environmental education(EE) textbooks and the environment-related content in secondary school science text- books. Firstly, a total of 73 EE and science textbooks for secondary students were reviewed, which three kinds of textbooks, secondary school EE textbooks and the 10th grade "Science" textbooks, were finally selected for analysis. Three researchers separately analyzed the textbooks using NAAEE framework(1996) for the development of EE materials. In condition that there was a disagreement in their opinion, they had discussed until they came to an agreement. The results showed that secondary school EE textbooks contained more and deeper science concepts than the 10th grade "Science" textbooks, which were evaluated better in all perspectives of the analysis framework. The 10th grade "Science" textbooks had more various teaching and learning activities than EE textbooks. It it expected that the new EE textbook developers should consider the ultimate goal of EE which focused the affective perspectives rather than the cognitive perspectives.

• Journal of Science Education
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• v.36 no.1
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• pp.120-129
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• 2012

The purpose of this study is to provide informations for developing next elementary school science textbooks and educational implications for a spot of science class through analyzing patterns of questions in the elementary school science textbooks under the 2007 revised curriculum. To get a meaningful results, the 2,446 questions extracted by operation definition from 3~6 grade science text books were analyzed by modified analysis frame work based on Blosser's classified system. The findings of this study were as follows: First, among 2,446 questions, the propositional pattern element had the highest rate, 49.2%, the appreciable pattern element had the lowest rate, 1.4%, of all pattern elements. Second, from the results of comparing patterns of questions in each grade's science textbook, as the grade went higher, the rate of the applicable and the divergent pattern element tended to increase, and that of the other elements tended to decrease. Third, as the results of comparing patterns of questions of 4 each field in elementary science textbooks, the energy field questions were the largest in number, followed by the substance field. The rate of the propositional pattern element was the highest of all question elements in common in each field. In the reproductive and the propositional pattern element, the energy and the substance field had a little higher rate than the other fields. On the other hand, in the applicable and the divergent pattern element, the earth and the life field had a little higher rate than the other fields.