• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.681-692
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• 2020

This study analyzed a textbook published for Korean culture education in a trend of communicative teaching methods, and suggested the ways for the integrated diversity of culture education with expression activities. This study set up the final goal of strengthening 'cultural competence' which is the next stage of 'cultural awareness' and 'cultural literacy' in the goal hierarchy for culture education, and analyzed not only the theme distribution but the patterns of expression activities in the textbook. It assumed that one of the most effective ways to achieve the goal is the convergence with expression activities in order to strengthen 'cultural competence' which aims to the creative culture production as well as the simple comparison between learners' mother culture and the target culture. This textbook is characterized by abundant visual materials, focus on the behavior culture and the information culture rather than the achieved culture. and media reading materials in diverse levels for utilization possibly in any proficiency levels. Also, it found out by analyzing the patterns of expression activities that the question forms inducing learners' speech and writing are restricted to a few patterns. Lastly, this study proposed the ways to achieve the goal "cultural competence" as follows: diversity of question forms, extension of expression activities and creative application in integrating the related activities.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.248-256
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• 2021

The purpose of this study is to investigate the perception of pre-service elementary teachers on the educational approach to metaverse. Questions about metaverse were asked to 71 pre-service elementary teachers who were taking the course 'Study of Textbooks in Elementary Science II'. The results of analyzing the contents of the questions are as follows. The results and conclusions were presented through numerical analysis and static analysis based on the responses to questions presented using the university's LMS system. First, the level of understanding of the metaverse of pre-service elementary teachers is very high. Pre-service elementary teachers, as the MZ generation, are already living in a very fast IT environment that can be the basis of the metaverse, so it would have been helpful to understand the metaverse. Second, the need for the metaverse of pre-service elementary teachers is very high. There was a tendency to think that the perception of pre-service elementary teachers is because the metaverse has many factors that can provide higher quality education beyond the current educational environment. Third, in the question of applicability exploration in the 'Earth and Space' domain of Pre-service elementary teachers, there have been few cases in which instructional design was planned based on instructional design principles. Based on these results, if the possibility of metaverse application is proposed in the 'Earth and Space' domain, educational contents using virtual space that can transcend time and space will be very necessary. Based on these results, suggestions are made as follows. First, educational content incorporating the metaverse technique based on instructional design should be developed and utilized. Second, financial support should be provided so that the metaverse can be implemented in the educational environment. Third, it is necessary to provide training opportunities for teachers (including Pre-service elementary teachers) to give lectures on metaverse.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.59-68
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• 2021

The purpose of this study is to provide basic data to derive the direction of future elementary science curriculum books through delphi study of science education experts. To this end, a panel of 18 experts was formed and two delphi investigations were conducted. By analyzing the mean, median, and CVR values for each item in the Delphi survey, the priorities of changes in science education for the future society and the validity of each item's implementation method were verified. In addition, by synthesizing this, the direction of future elementary science textbooks was derived. As a result, the future elementary science textbook can be 'fun and interesting science study', 'exploration performance-oriented learning' and 'science that enjoys and participates even as an adult'. It should be developed to prepare for culture. For this, it is necessary to use materials in real life, and it is necessary to present an experiment that stimulates curiosity and easy access using materials and preparations with high accessibility. In addition, it is necessary to develop a textbook for learning that science is a discipline that is highly connected with real life, and that it is also related to future career paths.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.21-40
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• 2023

The aim of this study was to develop a comprehensive home economics teaching-learning plan, following the stages of analysis, design, development, and evaluation. The focus was on the 2015 revised home economics curriculum, specifically the 'prevention of sexual violence,' to enhance students' digital literacy competencies. In the analysis stage, the necessity of developing digital literacy competencies was confirmed by analyzing the 2022 revised national curriculum. Extracting elements from the 2015 revised home economics curriculum and textbooks, a digital tool utilization plan was designed in the subsequent design stage, aligning with learning goals, content composition, and digital literacy competency for each class. The development stage involved creating teaching-learning materials and digital tools for six sessions, centered around the topic of 'prevention of sexual violence.' In the evaluation stage, six content experts assessed the teaching-learning plans using a 5-point Likert scale and open-ended questions. The validity evaluation confirmed the effectiveness of the teaching-learning plans in improving middle school students' digital literacy competencies. Based on feedback from the experts, the plans for the six sessions were revised, with an additional session added, resulting in a total of seven sessions. It is envisioned that the home economics teaching and learning plans developed in this study can be implemented in home economics classes to foster students' digital literacy capabilities.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.87-110
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• 2023

This study aimed to proposed repeated reading aloud, which combines repetitive reading and reading aloud, as a method for teaching and learning mathematics. We investigated the effect of repeated reading aloud on students' academic achievement and cognitive load, and explored the implications of repeated reading aloud as a method for teaching and learning mathematics. To this end, we conducted a case study involving repeated reading aloud for two units: the limit of a function and the number of cases. The study targeted four 9th-grade students and four 10th-grade students, analyzing how their academic achievement and cognitive load changed. As a result, the eight students showed positive changes in academic achievement and cognitive load as the repeated reading aloud accumulated. When comparing the units, the academic achievement was lower for the limit of function than the number of cases. In terms of cognitive load, students exhibited higher cognitive load in the unit on the limit of function. When compared cognitive load by grade, there was no significant difference after 3rd repeated reading. However, in both units, the academic achievement of four 10th-grade students was higher than that of four 9th-grade students. Nonetheless, the gap narrowed as the reading aloud was repeated.

• 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.

• Journal of Science Education
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• v.35 no.1
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• pp.80-90
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• 2011

The purpose of this study is to investigate manual skills of experimental apparatuses of pre-service elementary school teachers by examining and analyzing the process of experiments conducted by pre-teachers. For this study, 24 pre-service elementary school teachers were selected as the subjects and 4 experimental apparatuses were chosen through analyzing science textbooks from 3rd grade to 6th grade in elementary school. The selected experimental apparatuses were alcohol burner, dropper, microscope, instruments for making a prepared specimen. In addition, a task was carefully chosen to conduct an investigation in real settings and a series of evaluation standards was developed. While 3 subjects conducted experiments in separated and independent space at the same time, 3 collaborators observed the experiment process and recorded whether the subject met the evaluation standards or not, using O, X. The study suggests that pre-service elementary school teachers' manual skills of experimental apparatuses were under far below our projections. Particularly, in case of alcohol burner, the subjects showed lower ability to properly light the burners - which is to brush through the lampwick with fire - and to adjust the height of tripods according to the flame. Also, when it comes to dropper, they were not held the way they were supposed to be. In addition, when designing prepared specimen, the subjects used their hands instead of tweezers and often skipped the process of dripping water drop and wiping water with an oilpaper. Moreover, they did not know how to use a microscope properly so there were many times that they could not focus a microscope, failing to observe the objects. Educational implications are discussed.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of the Ergonomics Society of Korea
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• v.35 no.4
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• pp.293-305
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• 2016

Objective: This study aims to measure cognitive load levels by analyzing the EEG of Koreans and foreigners, when they read a Korean text with care selected by level from the grammar and vocabulary aspects, and compare the cognitive load levels through quantitative values. The study results can be utilized as basic data for more scientific approach, when Korean texts or books are developed, and an evaluation method is built, when the foreigners encounter them for learning or an assignment. Background: Based on 2014, the number of the foreign students studying in Korea was 84,801, and they increase annually. Most of them are from Asian region, and they come to Korea to enter a university or a graduate school in Korea. Because those foreign students aim to learn within Universities in Korea, they receive Korean education from their preparation for study in Korea. To enter a university in Korea, they must acquire grade 4 or higher level in the Test of Proficiency in Korean (TOPIK), or they need to complete a certain educational program at each university's affiliated language institution. In such a program, the learners of the Korean language receive Korean education based on texts, except speaking domain, and the comprehension of texts can determine their academic achievements in studying after they enter their desired schools (Jeon, 2004). However, many foreigners, who finish a language course for the short-term, and need to start university study, cannot properly catch up with university classes requiring expertise with the vocabulary and grammar levels learned during the language course. Therefore, reading education, centered on a strategy to understand university textbooks regarded as top level reading texts to the foreigners, is necessary (Kim and Shin, 2015). This study carried out an experiment from a perspective that quantitative data on the readers of the main player of reading education and teaching materials need to be secured to back up the need for reading education for university study learners, and scientifically approach educational design. Namely, this study grasped the difficulty level of reading through the measurement of cognitive loads indicated in the reading activity of each text by dividing the difficulty of a teaching material (book) into eight levels, and the main player of reading into Koreans and foreigners. Method: To identify cognitive loads indicated upon reading Korean texts with care by Koreans and foreigners, this study recruited 16 participants (eight Koreans and eight foreigners). The foreigners were limited to the language course students studying the intermediate level Korean course at university-affiliated language institutions within Seoul Metropolitan Area. To identify cognitive load, as they read a text by level selected from the Korean books (difficulty: eight levels) published by King Sejong Institute (Sejonghakdang.org), the EEG sensor was attached to the frontal love (Fz) and occipital lobe (Oz). After the experiment, this study carried out a questionnaire survey to measure subjective evaluation, and identified the comprehension and difficulty on grammar and words. To find out the effects on schema that may affect text comprehension, this study controlled the Korean texts, and measured EEG and subjective satisfaction. Results: To identify brain's cognitive load, beta band was extracted. As a result, interactions (Fz: p =0.48; Oz: p =0.00) were revealed according to Koreans and foreigners, and difficulty of the text. The cognitive loads of Koreans, the readers whose mother tongue is Korean, were lower in reading Korean texts than those of the foreigners, and the foreigners' cognitive loads became higher gradually according to the difficulty of the texts. From the text four, which is intermediate level in difficulty, remarkable differences started to appear in comparison of the Koreans and foreigners in the beginner's level text. In the subjective evaluation, interactions were revealed according to the Koreans and foreigners and text difficulty (p =0.00), and satisfaction was lower, as the difficulty of the text became higher. Conclusion: When there was background knowledge in reading, namely schema was formed, the comprehension and satisfaction of the texts were higher, although higher levels of vocabulary and grammar were included in the texts than those of the readers. In the case of a text in which the difficulty of grammar was felt high in the subjective evaluation, foreigners' cognitive loads were also high, which shows the result of the loads' going up higher in proportion to the increase of difficulty. This means that the grammar factor functions as a stress factor to the foreigners' reading comprehension. Application: This study quantitatively evaluated the cognitive loads of Koreans and foreigners through EEG, based on readers and the text difficulty, when they read Korean texts. The results of this study can be used for making Korean teaching materials or Korean education content and topic selection for foreigners. If research scope is expanded to reading process using an eye-tracker, the reading education program and evaluation method for foreigners can be developed on the basis of quantitative values.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.77-84
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• 2004

The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.