• Communications of Mathematical Education
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• v.38 no.2
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• pp.167-186
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• 2024

Since the 5th mathematics curriculum, the goals of mathematics education have been presented in three categories: cognitive, process, and affective goals. In the 2022 revised mathematics curriculum, the content system was also presented as knowledge-understanding, process-skill, and value-attitude. Therefore, in order to present lesson goals to students, it is necessary to present all three aspects that are the goals of mathematics education. Currently, the lesson titles presented in mathematics textbooks are directly linked to lesson goals and are the first source of information for students during class. Accordingly, this study analyzed how the three categories of lesson titles and content system presented in the 2015 revised 1st and 2nd grade mathematics textbook are connected. As a result, most lesson titles presented two of the three categories, but the reflected elements showed a tendency to focus on the categories of knowledge-understanding and process-skill. Some cases of lesson titles reflected content elements of the value-attitude category, but this showed significant differences depending on the mathematics content area. Considering the goals of mathematics lessons, it will be necessary to look at ways to present lesson titles that reflect the content elements of the value-attitude categories and also explore ways to present them in a balanced way. In particular, considering the fact that students can accurately understand the goals of the knowledge-understanding categories even without presenting them, descriptions that specifically reflect the content elements of the process-skill and value-attitude categories seem necessary. Through this, we attempted to suggest the method of presenting the lesson titles needed when developing the 2022 revised mathematics textbook and help present effective lesson goals using this.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.383-395
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• 2006

School science is often criticized as being too remote from both learners' interests and needs and as maintaining scientist-oriented approaches rather than humanistic ones. Although science is mainly taught on the basis of textbooks inside classrooms, the learning of science can not be confined to the boundaries of curriculum and school. Firstly, this paper briefly reviews and characterizes the historical development of science education with a series of analogies, and then suggests a new analogy, a so-called 'Hearts-On' approach to science education which emphasizes the humanistic aspects and the contextual dimension of science education. Secondly, it critically examines how much traditional school science teaching, particularly in physics, is limited in terms of the context of learning (i.e. textbook, laboratory, classroom, local, and global) as well as in terms of the context of the contents (i.e. physical, personal, social, and global). Thirdly, some recent attempts initiated by the author and colleagues are explained as examples of the Hearts-On approach to science education. In particular, a series of community-based science programs led by SNU and the development of a series of books on 'Contextual Physics'(i.e. Body Physics, Wearing Physics, Dining Table Physics, and Sports Physics) are outlined. Finally, the idea of scientific humanism is explored in relation to the context-rich approaches in science education. It is hoped that this paper helps us to reconsider how we can expand the world of science education beyond the boundaries of the curriculum and school and into a more humanistic one.

• School Mathematics
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• v.19 no.1
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• pp.117-135
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• 2017

Even though patterns and correspondence serve a fundamental basis of function for elementary students, there has been lack of research in this field. This study explored prior studies to extract the key instructional elements on how to teach patterns and correspondence. This study then analyzed the unit of 'patterns and correspondence' in the mathematics textbooks in terms of four key instructional elements (i.e., relation to real-life contexts, diversity of pattern tasks, exploration for a correspondence relationship, and teaching variables). The results of this study showed that topics dealing with patterns and correspondence were represented with relation to real-life contexts but diversity of pattern tasks and exploration for a correspondence relationship were needed to be further considered in the textbooks. Another noticeable result was that teaching variables was not explicitly addressed in the textbooks. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with patterns and correspondence.

• Korean Journal of Health Education and Promotion
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• v.16 no.1
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• pp.1-29
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• 1999

Safety and health education in technical high schools is especially important because the great majority of the students engage in the industrial field after graduation. But there are few reports on the state. of safety and health education in technical high schools in Korea. The aims of this study were to identify the problems of the present safety and health education in technical high schools in Korea and to propose the ways of improving health and safety education. To conduct this study, the textbooks for health and safety related courses, i.e., Introduction to Industry, Gyoryun(dril), and Physical Education, were reviewed. A questionnaire was mailed to the teachers of Introduction to Industry, Gyoryun, Physical Education, and school nurses in 188 technical high schools and the teachers of Gyoryun, Physical Education, and school nurses in 376 general high schools in November 1997. The final response rates were 42.0% for teachers of Introduction to Industry, 62.9% for teachers of Gyoryun, 47.9% for teachers of Physical Education, and 33.0% for school nurses. Also, a survey by self-administered questionnaire on the knowledge, attitude, and practice about safety and health was conducted from May through July 1998 among 44 employees graduated from technical high schools and 44 employees graduated from general high schools since 1995. The analysis of the textbooks showed that the contents of the ‘Industrial Safety and Environment’ section in Introduction to Industry were rather for safety managers than industrial workers and the contents about occupational hygiene and health were scanty. The majority of ‘Accident and Disaster’ and ‘Hazardous Substances’ section in Gyoryun overlapped with those in Introduction to Industry and several mistakes about health related descriptions were found. Some contents of Physical Education. ‘Mental Health’. ‘Emergency Care’. ‘Communicable Disease’, ‘Noncommunicable Disease’, and ‘Food Hygiene’ overlapped with those of Gyoryun. The teachers lectured safety and health related sections of textbook completely in 84.8% for Introduction to Industry, 62.1% for Gyoryun, 20.8% for Physical Education and the most frequent reason for the incomplete education was shortage of time.

• The Journal of Information Technology
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• v.6 no.3
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• pp.87-95
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• 2003

This research demonstrated the efficiency, when compared to the textbook-based learning method, of developing web-based Courseware and utilizing it in the class so that students could study on their own the mobile parts of Technology-home economics. The contents are as follows: It is designed based on Namo Web Editor 5.1, in conjunction with Java script, PHP, Mysql, and so on. Procedures are as follows: First, students learn a small unit and then have a quiz. After logging in, they are tested on what they have learned. Finally, they send the result to the teacher by e-mail. To verify the results of this research, we make two groups. Each group has 34 students. One group are taught by using developed Courseware program, the other group are taught by present teaching program.The result shows the difference in achievement to the extent of significance P<0.05. In conclusion, it proved to be effective.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.81-97
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• 2013

In this study, we investigated how the relationship between 'parallel' lines and 'identical' lines is stated in mathematics textbooks of the 2007 revised national curriculum. In school mathematics, 'parallel' lines and 'identical' lines are explicitly distinguished in the perspective of 'coincidence', whereas 'identical' lines are implicitly regarded as a special case of 'parallel' in the perspective of 'slope'. These different treatments could bring out a confusion as was in the mock mathematics test for 2012 College Scholastic Ability Test. To resolve this confusion, it needs to be considered that the relationship between 'parallel' lines and 'identical' lines are more clearly stated in the context of 'slope' such as in some textbooks for the 4th and 5th curriculum and a textbook of Japan.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.607-627
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• 2011

The purpose of this study is to analyse teaching and learning effects of the structural-mapping used instruction and to find out the characteristics of problem solving process in permutation and combination. For this study, two classes of 11th grade students(67 students) were randomly selected from S high school in D city. One of them was assigned to the experimental group and the other to the control group, respectively. Four lectures of the structural-mapping used instruction were carried out in the experimental group and same amount of lectures of the text book oriented instruction were carried out in the control group. The research findings are as follows. First, the structural-mapping used instruction is shown to be more effective in achievement than the traditional textbook-oriented instruction. Second, the ball-box model is found out to be easier and simpler than the selection-distribution model. Third, students who used the ball-box model are properly able to use both model.

• The Korean Journal of Food And Nutrition
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• v.27 no.5
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• pp.826-836
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• 2014

This study was conducted to evaluate the effects of a set of 16 nutrition education lessons on the eating behaviors and nutrition knowledge of middle school students. The target was a group of 128 boys in the first year of middle school in Changwon, who took the classes from the 29th of August, 2011, to the 17th of February, 2012. The education was performed for 16 weeks using the e-learning textbook, 'Health and nutrition of youth', and a teacher's guidebook developed by the Ministry of Health and Welfare. The results were summarized as follows. Students demonstrated significant changes in their knowledge about nutrition and in their dietary behavior due to the nutrition education, and the effects were observed to be maintained for one year after education. The average nutrition knowledge score before, immediately after, and 1 year after the education was significantly increased from 13.0 before the education to 18.8 after education (p<0.001), maintaining the score of 18.5 1 year later. The eating-related questions of 'I will practice healthy eating habits in life' and 'Nutrition education is necessary to build healthy eating habits', were given a high score by the students at the last survey conducted one year later. Of course, it is not easy to change the dietary behavior of students through dietary education in schools. Nevertheless, the results of this study demonstrated that such educatcan is necessary since the habits can indeed be changed, as observed in the present study.

• Journal of the Korean housing association
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• v.1 no.1
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• pp.113-128
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• 1990

This study was designed to identify the problems in teaching housing course at secondary level. The main tasks of Investigation were to: (1) identify appropriate housing concepts to be taught at secondary school, (2) determine the Kinds of media and methods used for teaching housing course at secondary school. The questionnaire was divided Into three sections: (1) the teacher`s background, (2) the teacher`s opinion regarding the importance of various housing topics to teaching. (3) what type of media and methods were used by teachers. Data were collected In Pusan during November 1959. The Sample, 150Home Economics teacher was randomly selected from secondary school list in Pusan. Responses from 122 Home Economics teachers, were processed by the S.P.S.S. computer program. and N.P.E.R.C using for frequency counts and percentages to analyze the data from all three sections of questionnaire. One-way Analysis of Variance and Newman-kuels Multiple Comparison test were used to reject or accept the hypotheses. The major findings were: (1) there were some difference between teachers` opinions regarding the importance of various housing topics to teach and teachers actural practice of teaching housing concepts and topics, (2) teachers taught housing concepts which were important to teach by their opinion, even though those concepts were neglected in textbook, (3) teachers did not use a various of media and methods for their teaching housing class, (4) the important reasons given why the teachers for not using the various media and methods were because of undesirable educational situations, and (5) there were some significant differences between teachers` background and teachers` opinion regarding importance of teaching topics in housing class at secondary school, using media and methods.

• Communications of Mathematical Education
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• v.26 no.4
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• pp.351-362
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• 2012

Until the 1950s, linear algebra was considered only as one of abstract and advanced mathematics subject among in graduate mathematics courses, mainly dealing with module in algebra. Since the 1960s, it has been a main subject in undergraduate mathematics education because matrices has been used all over. In Korea, it was considered as a course only for mathematics major students until 1980s. However, now it is a subject for all undergraduate students including natural science, engineering, social science since 1990s. In this paper, we investigate the early history of linear algebra and its development from a historical perspective and mathematicians who made contributions. Secondly, we explain why linear algebra became so popular in college mathematics education in the late 20th century. Contributions of Chinese and H. Grassmann will be extensively examined with many newly discovered facts.