• Journal of the Korean Geographical Society
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• v.41 no.4 s.115
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• pp.491-506
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• 2006

In terms of the importance of ocean as a present and future resource and the Korean peninsular location, it is strongly urged to develop renewed recognition and educational programs on ocean, so as to respond properly to the newly emerging political changes surrounding the country. By setting up the purpose of marine education as engendering greater interests in and knowledge of ocean, this research suggests that the frame of marine education can be founded appropriately on four educational sub-categories: humanity education, territory education, economy education, and resources and environment education. At an operational scale, this paper particularly analyzed ocean- related contents in the 7th national curriculum in order to find substantial ways for strengthening marine education. The study simultaneously compared the result of content analysis with the curriculum of marine education in other countries, and founded that explicit ocean-related contents in the 7th curriculum were significantly limited. Yet, the study alternatively points out that it is possible to use a variety of teaching materials and apply them for writing textbooks or developing teaching-teaming curriculum. I provide some of the ways for strengthening marine education by using marine-related themes in the curriculum of geography education. Marine is not simply one of the key elements in the discipline of geography. But, more importantly, I suggest that geography is particularly useful in developing various and familiar themes such as swimming beach, fishing villages, ports, marine-bound industrial district and port cities into teaching materials.

• The Journal of Korean Academy of Sensory Integration
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• v.17 no.1
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• pp.1-8
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• 2019

Objective : This paper aimed to measure the relationship between the performance of Korean handwriting and visual fixation for children. Methods : Twenty-one typically developing children aged 7 to 9 years participated in the study. The children performed Korean handwriting task wearing Tobii Pro Glasses 2. The Korean handwriting task consisted of 10 words from elementary school textbooks. The handwriting skill was measured by the coefficient variation of the letter size and the fixation cound and duration. Correlation analysis was performed to investigate the relation between visual fixation and the coefficient variation of the letter size. Results : The results showed that the visual fixation per second was positively correlated with Korean handwriting vertical size coefficient variation, indicating that the more consistent the vertical size of the letter, the smaller the fixation count per second. Conclusion : The results suggested a relation between the performance of Korean handwriting and visual fixation in typically developing children. This study is the first attempt to measure eye movement during the Korean handwriting process, and suggests a future direction for research on students' development in writing Korean.

• The Mathematical Education
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• v.63 no.1
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• pp.63-83
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• 2024

The purpose of this study is to analyze the mathematical connection components of the tasks included in the trigonometric ratio unit of 3rd grade middle school textbook based on the 2015 revised mathematics curriculum and investigate teachers' perceptions and practical measures regarding these components. To this end, we analyzed the characteristics of mathematical connection tasks included in the trigonometric ratio units in nine types of 3rd grade middle school mathematics textbooks, and we conducted a questionnaire survey and interviews with one in-service math teachers in pre interview and with two in-service math teachers in this interview to investigate their perceptions and practical measures. As a result of the study, the number of tasks with external connection in the trigonometric ratio unit were less than those of internal connection. In addition, in terms of teachers' perceptions and practical measures, the perspective of analyzing tasks with mathematical connections varied depending on the teacher's perspective, and the practical measures varied accordingly. These findings are significant in that they reveal the relationship between mathematical tasks, teacher perceptions and measures to foster effectively students' mathematical connections.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.283-299
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• 2013

Mathematics textbooks based on storytelling in elementary schools started to apply a new method of teaching math to the first and second grade students from this year. By surveying the actual responses of both in-service and pre-service teachers, this study aimed to find out critical opinions to assist future math teachers. The survey was conducted among 124 in-service teachers and 112 pre-service teachers, asking what they needed for the understanding of the storytelling theory and for the preparation of actual lessons. After analyzing data, we concluded that in-service teachers have more positive opinion about the efficiency of teaching and learning mathematics based on storytelling, but more negative opinion about the appropriateness of storytelling as a means for teaching and learning mathematics than the pre-service teachers in elementary school. The in-service elementary teachers also want to have well-organized teaching resources for storytelling and development. Through a lot of training, more and more creative ways of applying the storytelling method can be learned and concrete presentations of real lessons need to be shared. Approximately 87% of pre-service teachers believe the storytelling method is a necessity in teaching math.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.81-105
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• 2015

The purpose of this study was to analyze the perceptions of creativity in mathematics of preservice elementary school teachers. Creativity in Mathematics is one of the most important components in mathematics teaching and learning, which has been emphasized in the Principles and Standards for School Mathematics and the 2009 Revised Mathematics Curriculum. For this study, the researcher analyzed reports of creativity in mathematics in mathematics lessons from the perspectives of 55 preservice elementary school teachers. The preservice teachers observed 55 mathematics lessons focusing on creativity in mathematics during their two-week-student-teaching period. The results showed the followings. First, the preservice teachers had a narrow perceptions on creativity in mathematics. Second, observational experiences of mathematics lessons led the preservice teachers to reconsideration of creativity in mathematics. Third, the preservice teachers provided a various strategies to enhance students' creativity in mathematics. The researcher suggested the followings. First, definitions and practices of creativity in mathematics should be included in the teacher education programs. Second, mathematics textbooks should include creativity in mathematics in a sophisticated manner. Third, creativity-rich materials should be developed and distributed to teachers. Finally, well-designed teacher training programs should be necessary.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.501-520
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• 2019

This study compared and analyzed Korean, American, Singaporean, and Japanese middle school mathematics curriculum standards and the learning contents in statistics. Through a comparative analysis of the curriculums of these four countries, I found several overall features and differences between the curriculums. First, all four countries emphasized statistical education in a real-life context. Second, all four countries emphasized the use of technological tools. Third, there is a middle school grade in which only Korea does not deal with statistical domains. Fourth, the statistical areas of the United States, Singapore, and Japan focused on identifying trends or variability in data distribution. Fifth, I have found some contents that only Korea does not deal with. Based on this, the following recommendations were developed for the development of the next curriculum and new textbooks in Korea. First, the statistics curriculum should be changed from one that focuses on understanding statistical concepts to one that focuses on statistical activity that utilizes these concepts. Second, in terms of middle school statistical curriculum contents, the addition of interquartile range (IQR) and box plots as learning contents should be considered. IQR and box plots are simple and practical techniques for the comparison of multiple sets of data that can be easily learned and drawn by middle school level students and applied to real-life-related statistical data to expand statistical literacy. Through this study, it is suggested that IQR and box plots need to be included in the statistical curriculum of middle schools in Korea.

• Journal of the Korean Society for Computer Game
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• v.31 no.4
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• pp.71-79
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• 2018

As the age that importance of convergence is bigger develops, there is growing different tries and changes in the education sector to train talents necessary for the future age. This paper is aimed at applying gamification factors that can attract elementary school students to participate in classes and cause interests as well as developing a STEAM program for elementary school students. Also, the purpose of this article is to propose educational values and possibility of the STEAM program which gamification factors applied to, and effective methods. For doing this, first, we conducted a study in relationship between the theological background and education on gamification factors based on literature surveys. Second, the STEAM program for elementary school students applying gamification factors and a program called 'My Little Building Forest' were developed. We made three-step contents for classes and activities and textbooks and kits and others with a theme, "principles of the cognitive science on depth perception". Third, developed programs apply to real classes as demonstrating them. We analyzed results through surveys on levels of satisfaction and interviews for teachers and others. Fourth, we discuss possibilities and values and limitations and others on the STEAM program applying gamification factors as we are based on results of analysis. We hope that we maximize impacts of the STEAM education through this education and contribute to train talents to lead age of the convergence.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.105-128
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• 2013

One of the biggest changes in 2007 Curriculum Revision is introduction of letter, equation, direct proportion and inverse proportion in fifth and sixth grade of mathematics. The purpose of this study is to provide some implications about teaching-learning method for introduction of letters, teaching and learning activities of equation between the 6th Curriculum and 2007 Curriculum Revision. The below conclusions were drawn from findings obtained in this study. First, the letter and expression were learned in fifth and sixth grade until 6th Curriculum and were learned in seventh grade in middle school of 7th Curriculum. But letter, equation are introduced in 2007 Curriculum Revision again. The overall contents of letter and expression were learned on the 'Relationship' domain in the 6th Curriculum, it were learned on the 'Letter and expression' domain in the 7th Curriculum and is learned on the 'Regularity and problem-solving' domain in the 2007 Curriculum Revision. Second, teaching method of these contents was to promise some definitions at first and then to solve exercises in the 6th Curriculum. But leaning was forced to improve student's problem-solving in the 7th Curriculum. To reduce student's pressure offers at a minimum mathematics terms and to provide problem situations to students who contact daily, it is emphasized on learner's communication in the 2007 Curriculum Revision. We want to be easily connected elementary mathematics and higher mathematics through this study about letter, equation. We recognized how we teach the letter and expression to reduce misconceptions and draw a transition from arithmetic thinking to algebraic thinking and want to be continue of another studies.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.157-170
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• 2017

Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.