• Title/Summary/Keyword: education of writing

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A Comparative Study on Cultural Children's of Young Environment among Large and Small Cities and Rural Areas (지역별(地域別)로 본 우리나라 유아환경(幼兒環境)의 실태조사(實態調査)와 바람직한 유아환경(幼兒環境)의 조성방안(造成方案)에 관(關)한 연구(硏究) -농어촌(農漁村)·중소도시(中小都市)·대도시(大都市)를 중심으로-)

  • Lee, Kyoung-Hee
    • Korean Journal of Child Studies
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    • v.1
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    • pp.40-64
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    • 1980
  • The purpose of this study was to compare the different environment among the young children of large and small cities and rural areas in Korea, in order to know how these different environment have an effect on the children's intellectual and emotional development. For this subjects, 2,700 questionares with 51 items were distributed to the infants' mothers in each area to interview and answer. About 1,800 questionaires were gathered from 3 metropolitan, 6 cities and 6 rural areas in (each 2 farming, fishing and mining villages) The results of analyzing these questionaires were like following; 1. The average number of children of each family was 2.5 in large cities, 3.0 in small cities and 3.6 in the rural areas. 2. White about 75% of infants' parents of large cities graduated college education, only 6% of the rural parents did it. Most infants' parents of the rural areas have only graduated the elementary school. 3. About 90% of the rural, small and large cities family have had radios and T.V sets, and 90% of infants watched T.V program for 2 hours a day in average. 4. While about 50% of large cities' young children were not reared by their mother's milk but by milk and other foods, about 95% of rural infants by breasting mills. 5. Young children of large cities were wearing about 5 months earlier than those of the rural. 6. While 20% children of cities were taught in the kindergarten, most children of the rural areas could not be taught in the kindergarten. 7. About 45% young children of the rural areas and cities were understood and taught reading, writing letters and numbers by their parents, brothers and sisters before entering primary school. 8. While 50% young children of large cities have had pianos and were taught music in kindergarten or piano tutor's, most of the rural areas have not had pianos and could not be taught music. 9. Most children's favorite music songs were T.V signals or C.M songs in both the rural and cities. 10. While most children of cities have had lots of children's pictures or fairy tale books. most infants of the rural areas have had nothing or a few. 11. As lots of infants could not find their pleasure resorts of sport tools outside, they used to play in side streets or publicroads with their friends. 12. While most infant's parents in cities wanted to make their infants lawyer or medicine doctor, most parents in rural areas wanted to make their children teacher or technician. 13. About a half of Korean infants have had their own rooms or have lived in it together with their brother or sister. In conclusion, as children of large cities have had more various kinds of cultural circumstances than the rural areas in aspects of cultural institutions' tools and environment of their parents' education, books, toys, pleasure resorts and their own rooms, the intellectual development of the former could be considered to surpass those of the latter. In other words, the average IQ points of urban's young children are 10 point higher than those of the rural areas, which means the better circumstance would affect the infant's intellectual development. Therefore, the government must support to make good circumstances of the children in the rural areas.

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A Study( I ) on Students' Questioning Activity in Science Class-The Effect of the Teaching Enhancing Students' Questioning- (과학 수업에서의 학생 질문에 대한 연구( I )-학생 질문을 강화한 수업의 효과-)

  • Kim, Sung-Geun;Yeo, Sang-Ihn;Woo, Kyu-Whan
    • Journal of The Korean Association For Science Education
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    • v.19 no.3
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    • pp.377-388
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    • 1999
  • In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

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An Analysis on the Empathic Changing Process of the Members in Empathy Training Program (공감훈련프로그램 참여아동의 공감표현 변화과정 분석)

  • Kim, Mi-Young
    • The Korean Journal of Elementary Counseling
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    • v.7 no.1
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    • pp.205-226
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    • 2008
  • The purpose of the study you have seen is to verify the effectiveness of existing quantitative research and to put the Empathy Training Program to practical use for participating children. From looking into this, the changes in empathic understanding that came to light in relationships between teacher and children and children and children are sure to have that effect. For this work, I established the following subject of inquiry: What kind of changing processes can be seen in the empathic understanding of participating children in the Empathy Training Program? To resolve the above line of inquiry, six female sixth grade elementary school students were chosen and they progressed through twelve sessions of the Empathy Training Program. The children were given a sentence completion exam, recognition work, neat writing exam and a school adaptation exam both before and after participation in the program, making data for analysis. To analyze, first, participants had one or two meetings of forty to fifty minutes each. Progress through the program's curriculum was recorded and through the repeating and copying method, to be sure participating children's empathic understanding was revealed, empathic language and behavior was routinely chosen. Next, according the above criteria I looked into visible changes of the participating children's empathic expressions, classifying and analyzing changes in empathic understanding and six instances of common changes in the emphatic understanding of the participants relationships were analyzed and put together. Next I will summarize the findings we have seen in this research: First, if we look into changes in common empathic understanding from the beginning, using the criteria of empathic language, each individual showed understanding at the beginning and passed and progressed through stages of care, insight and emotional expressions. Second, when we looked at the criteria of empathic behavior from the beginning to the end, one's line of vision and ability to concentrate one's attention was connected. Next, the act of nodding one's head looked like a brief nod at first but at the end, it was not just a simple nod but rather they could feel deep empathy. The condition and substance of the facial expression was seen to match and at the very end the child was expressive and stretched out arms to hold and pat the other person and the act of holding hands could also be seen. Among lots of empathic behavior the final stage was shown by half of the children. Third, from the first stage to the last stage there were many cases revealed. The more the children went the more complete their empathic language became. Their vocabulary increased and became more diverse with empathic actions. Also, when comparing actions and expressions from the beginning with the end, visible expressions became more natural and sincere at the end. The result of the research we have seen is that through receiving experience of empathic understanding, participating children showed a sense of self-confidence and they looked to make peaceful expressions while not being aggressive or defensive about problems. In addition, from understanding empathic expressions, participating children's relationships felt closer. This outcome within this group in this case will be applied and the formation of empathic understanding can be used by the children internally to solve their own problems, acquire close relationships with their teachers and others. It will also contribute to smooth classroom management.

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A Study on the Editions of Myeongri Original Text 'Jeokcheonsu' (명리원전 『적천수(滴天髓)』의 판본 연구)

  • Na, Hyeok-Jin;Kim, Ki-Seung
    • Industry Promotion Research
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    • v.6 no.3
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    • pp.49-57
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    • 2021
  • The purpose of this paper is to examine the editions of 'Jeokcheonsu', the best Myoungri Classic in name and reality, that was featuring dozens of annotations and interpretations from the Qing Dynasty to the Republic of China, and modern times. The original author of 'Jeokcheonsu' was Gyeongdo of the Song Dynasty, firstly annotated by Yugi of the late Yuan Dynasty to Early Ming Dynasty, and Im Cheolcho of the Qing Dynasty annotated again. However, several observations in the original text suggest that the author's period of writing is postulated since the middle of the Ming Dynasty, and if the book is not likely to belong to the Song Dynasty, the author is also unlikely to be Gyeongdo of the Song Dynasty. Besides, if you look at the statements of Jin Soam and Jeong Jiwoon, who published the early editions of 'Jeokcheonsu', there are many negative opinions about the usual author recognition. In this study, we conducted a comparative analysis of the four existing editions of 'Jeokcheonsu', 'Jeokcheonsu-Jibyo' edited and published by Jin Soam, 'Myeongri Suji Jeokcheonsu' revised by Jeong Jiwoon, 'Jeokcheonsu-Cheonmi' annotated by Im Cheolcho, and 'Jeokcheonsu-Jingui' edited and published by Seo Rako. It is hoped that this study will help us understand 'Jeokcheonsu' more deeply and help us with related research, such as comparative studies of annotations in the future.

Educational Implications about Online Debates on a Socio-Scientific Issue from a Postmodernist Perspective: Focus on the Mad Cow Disease (포스트모더니즘의 관점에서 본 과학 관련 사회적 쟁점에 대한 온라인 토론의 과학교육적 함의: 광우병 사례를 중심으로)

  • Jho, Hun-Koog;Song, Jin-Woong
    • Journal of The Korean Association For Science Education
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    • v.30 no.8
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    • pp.933-952
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    • 2010
  • This study aims to characterize debate on a socio-scientific issue in the Internet and to provide implications from a postmodernist perspective. This study concentrates on disentanglement of the complex relationship among society, economy, politics and science in an issue and characterization of the given text centering on its originality, the relationship between writer and reader, and the purpose of utterance. Sixty-six most read articles on a web message board were chosen and analyzed as a typical case of a socio-scientific issue in the internet. In them, five scientific disputes were identified: the cause of mad cow disease (MCD), specified risk material and the incubation period, the cause of new variant Creutzfeld-Jakob disease (vCJD), vulnerability of vCJD and the relation of Alzheimer and vCJD in American patients. Each argument is intertwined with social, economic and political problems such as its impact on the domestic beef market, feeding environment of imported cattle and the retaliation against denial of importation. With regard to originality, it is found that the originality of an author is weakened but communal through repetitive quotation of 'Peom', cutting and pasting, and engagement of readers with their comments. Furthermore, in order to close the gap between writer and reader, identity and personal narrative of the writers are often introduced into their writing. In terms of purpose of utterance, these are intended to deliver one's feelings or facilitate human behavior rather than inform through verification of a principle.

Pre-service Secondary Teachers' Responses on Definitions, Illustrations, Experiments of 'Adiabatic Change' in Earth Science I Textbooks (지구과학 I 교과서의 단열변화 정의, 삽화, 실험에 대한 예비 교사들의 반응)

  • Chae, Dong-Hyun
    • Journal of the Korean earth science society
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    • v.31 no.7
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    • pp.762-771
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    • 2010
  • The purpose of this study was to make a suggestion for the direction of writing textbook by comparing and analyzing the contents about 'Adiabatic Change' in earth science I textbooks. For this study, six textbooks were chosen among the eight government-authorized earth science I textbooks that were in general use in schools. Based on the researcher's preview of the six chosen textbooks, three categories were established as a criteria for analysis of the contents of 'adiabatic change': definitions, illustrations, and experiments. Thirty five preservice secondary teachers participated in analyzing the six textbooks based on the above three categories. Each of the six books was given an alphabet from A to F. The analysis results were as follows: Textbook A was turned out as the best textbook in the category of definition, textbook C as the best in the category of illustration, and textbook B as the best in the category of experiment about the concept of 'adiabatic change'. However, each of the six earth science textbooks showed an insufficient part in one way or the other. The results imply that the inaccurate and inappropriate information would not only make the students difficult to understand the adiabatic change but also lead them to some level of misconceptions. Therefore, there need to reconstruct the contents of textbooks to be more systematic, accurate, and complete.

The Characteristics of the Questions Presented in Shapes Area and Measurement Area of Elementary Mathematics Textbooks (초등수학 교과서의 도형 및 측정 영역에 제시된 발문의 특성)

  • Do, Joowon
    • Education of Primary School Mathematics
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    • v.25 no.4
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    • pp.313-328
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    • 2022
  • The purpose of this study is to understand the characteristics of the questions presented in shapes area and Measurement area of elementary mathematics textbooks. For this purpose, the types of questions presented in shapes area and measurement area of elementary mathematics textbooks and their working functions were comparatively analyzed by area and by grade cluster. As a result of the analysis, the number of questions per lesson increased sharply in the 3rd and 4th grade cluster compared to the 1st and 2nd grade cluster in both shapes area and measurement area. In these two areas, the most common reasoning questions are presented. It is presented relatively more in measurement area than in shapes area. There was a clear difference between the types of questions presented in shapes area and measurement area. In common with the two areas, questions mainly were acted as a function to help students learn to reason mathematically, a function to help students to determine whether something is mathematically correct, and a function to help students learn to conjecture, invent, and solve problem. The characteristics of the questions identified in this study can provide teaching/learning implications for the design and application of the questions suitable for the guidance of shapes area and measurement area, and can be used as a reference material when writing mathematics textbooks.

An Analysis of Creativity-Personality Activiies in High School Science Textbooks according to 2009 Revised Science Curriculum (2009 개정 고등학교 과학 교과서에 제시된 창의·인성 활동 분석)

  • Han, Hwa-Jung;Shim, Kew-Cheol
    • Journal of Science Education
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    • v.38 no.3
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    • pp.599-611
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    • 2014
  • The purpose of this research is to analyze creativity-personality activities given in the high school science textbooks, which developed according to 2009 Revised Science Curriculum, and to examine how goals of new science curriculum were reflected in sceince the textbooks. An analysis shows that the proportion of inquiry is the best high among the types of creativity-personality activities. Also it is organized for a various activities such as reading, writing and debate. As a result of analyzing creativity-personality activities regarding creative thinking and personality element, a variety of creative thinking and personality element was not composed. The creative thinking is primarily divergent thinking, convergent thinking and associative thinking appears in order. In addition, the caring of personality elements is the most, and then honesty, cooperation and responsibility appears in order. Thus, it is necessary to structure a variety of activities for edification of creativity-personality in high school science textbooks. As an analysis of creativity-personality activities regarding elements of the decision-making, the review process do not appear at all, and there are few decision points generally. Therefore, a rational decision making for the sake of edification should be provided with specific decision-making factors.

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Development and application of TPACK based STEAM program - Focused on the excretory organs in the 'structure and function of our body' unit - (TPACK 기반 융합프로그램 개발 및 적용 - '우리 몸의 구조와 기능' 단원 중 배설 기관을 중심으로 -)

  • Ko, Dong Guk;Hong, Seung-Ho
    • Journal of Korean Elementary Science Education
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    • v.40 no.4
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    • pp.443-459
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    • 2021
  • In this study, a TPACK-based STEAM program was developed and applied under the theme of excretory organs in the 'Structure and Function of Our Body' of the elementary science curriculum. The program was produced and conducted through curriculum analysis and learning goal detailing, learning environment analysis, teaching·learning method and technology selection, TPACK elements arrangement and teaching·learning material development, application and effectiveness verification. Teacher's TPACK considered in STEAM program design process is content knowledge (appearance and work of excretory organs), pedagogical knowledge (STEAM, problem-based learning, research learning, discussion learning, cooperative learning, scientific writing) and technology knowledge (3D printer and smart device application technology). The program consisted of a total of 8 hours of project learning activities and was applied to 29 students in the fifth grade as an experimental group. A program of the same theme developed mainly from textbooks was applied to 27 students in the fifth grade of a comparison group. As a result of the application of the program, the experimental group showed significant improvement in creative problem-solving ability and scientific attitude compared to the comparison group, and the class satisfaction with the STEAM program was also high. However, there was no significant difference in academic achievement ability.

Exploring the Development of Research Questions from High School Research Project (고등학교 과제 연구 수업에서 탐구 문제 도출 과정 탐색)

  • Lee, Jisun;Kim, Sung-Won
    • Journal of The Korean Association For Science Education
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    • v.38 no.3
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    • pp.319-329
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    • 2018
  • Research Projects allow students to experience of scientific research by conducting experiments on specific scientific subjects and writing reports. The process of research begins as students find and propose research questions and its importance has been consistently emphasized. In this study, we developed various strategies to support students to draw research questions and applied to each phase. We analyzed how students' research questions were developed at different phases. The program consists of five phases, such as (1) Exploration, (2) Literature Review and Data Collection, (3) Modification and Extension, (4) Sharing and Evaluation, (5) Final Selection and Research Plan. The program was applied to high school Research Project for 12 hours. A total of 13 students were divided into four groups of 3-4 students and conducted researches. The results of each student's research process and final research plans were then collected and analyzed. The overall quality of research questions produced by the students showed improvement in each phase. Each strategy improved in various aspects of the research questions at each level. Students were able to find their own area of interest in the 'Exploration' phase and then they began to suggest verifiable plans in the 'Literature and Data Collection' phase. They were able to find a variety of variables under the 'Modification and Extension' phase, whereas the precision of research questions improved in the 'Sharing and Evaluation' and the 'Final Selection and Research Plan' phase.