• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.80-91
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• 2018

The visualization materials in science textbooks are very important in students' learning. Recent visualizations are increasingly emphasizing the importance of infographic visualizations. The purpose of this study is to analyze the visualization materials in $5^{th}$ and $6^{th}$ elementary science textbook focusing on infographics. Visualization materials were classified into infographic and simple illustration. Infographics were classified into 8 sub-types. Findings are as follows. First, infographics were 19.0%, and simple illustrations were 81.0% among elementary textbooks' visualization materials. The portion of infographic varied by content areas. In Biology and Earth Science area, the portions of infographic were high. Second, several types of infographics were used in elementary science textbooks. Timeline infographic were the most frequent, and emphasis infographic, concept mapping infographic, comparison infographic were used frequently. The most frequent types of infographic were different by content area. Third, infographics used more than simple illustrations in the role of concept explanation. Educational implications on science textbook's infographics were discussed.

• Journal of Korean Society of Archives and Records Management
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• v.5 no.1
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• pp.5-21
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• 2005

As records of Women's policies and organizations from 1945, there are reports, pamphlet, educational materials, books, and photos. At this time, preservation status of which is so vulnerable. These problems are caused by absence of archivist, small preservation space, and financial weakness. For solving these problems, an alternative is establishing archives specified at collecting and management of materials. It's more important to making database through systemized materials, so that general people also beyond professional researcher, by web server, easily access to information of Korean Women's history.

• Journal of the Korean Wood Science and Technology
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• v.52 no.2
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• pp.175-190
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• 2024

The increase in atmospheric carbon dioxide concentrations is known to be closely associated with climate change and global warming. In this sense, considering that facilities for appropriate education and experience on wood, which is a carbon pool, have been required, this study targets the Wood Cultural Experience Centers, which are in current operation, examines and evaluates their operation status and policy changes, and ultimately derives a successful positioning plan. To this end, it conducts a survey, and the results are as follows. First, as a result of the similarity analysis (KYST: Kruskal-Young-Shepard-Torgerson program) with facilities with leisure activities and educational functions, the Wood Cultural Experience Center have competition with natural recreation forests in terms of naturalness, and it has competition with the career experience center and youth training center in terms of experiential observation. Second, the result of positioning analysis of the attribute space map indicates that the Wood Cultural Experience Center is positively perceived in terms of such attributes as naturalness, experiential learning or recreation, and preservation of natural environment, but is negatively recognized in terms of accessibility, escape from daily life, and things to see.

• The Research Journal of the Costume Culture
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• v.5 no.1
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• pp.137-150
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• 1997

This study examined the effects of demographic characteristics (education, income level) on the relationships among knowledge of textile fibers, information searching behavior on textile fabrics, and information sources of textile materials in children's clothings. The subjects were 307 mothers with preschool children(4∼6years) in Seoul. Data were collected using a self-administered questionnaire and analyzed using T-test analysis of variance, corelations, and crosstabulation analysis. The results indicated that : (1) Educational levels of consumers had significant influences on knowledge of textile fibers, information searching behavior on textile fabric, and information sources of textile materials in children's clothings. (2) There were significant relationship between consumer's knowledge of textile fibers and information searching behavior on textile materials in children's clothings.

• School Mathematics
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• v.2 no.2
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• pp.333-355
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• 2000

In this paper, possibility of practical use of cryptarithmetic problems in teaching and learning of mathematics is discussed. There might be seven cases to use them practically like followings: (1) Cryptarithmetic problems might be used for deepening the mathematical knowledges. (2) Cryptarithmetic problems might be used for fostering mathematical thinking abilities. (3) Cryptarithmetic problems might be used for fostering problem solving abilities. (4) Cryptarithmetic problems might be used as open ended problems. (5) Cryptarithmetic problems might be used as materials for personalized learning. (6) Cryptarithmetic problems might be used as materials for cooperative learning. (7) Cryptarithmetic problems might be used as materials for problems posing.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.243-254
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• 2005

Along the information technology progresses, the demand for the educational application increases which derives the need for cyber education. Cyber education should take the knowledge construction model rather than the knowledge delivery model. For the educational paradigm shift by cyber education, 'Project-Based Learning' and 'Cyber Learning Community' need to be adopted. In this study, project-based cyber learning community for teacher education is developed with 5 major categories: Home(community vision, general information, project list, Q&A), project learning center(preparation for the instructional activities, group-based learning activities, presentations), meeting plaza(request for group mentoring, sharing ideas, meeting specialist, survey participating, forum participating, result presentation), references(cases of project studies, materials for project studies, materials for teacher education, general materials), management(project management, project cases, idea bank, finding partners, dialog with instructors, sharing references, sharing experiences, survey, forum).

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.151-163
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• 1998

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws, acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, character and movement state of various quadratic function graph types can be used. Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Then, students understand the mathematical concepts and the correct quadratic function graph correctly. Consquently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the quadratic function graph", which exists in mathematical curriculum the middle school. When this program is used for students, it is expected the following educational effect. 1, Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 2. This program will cause students to form the mathematical concepts correctly. 3. By visualizing the process of drawing the quadratic function graph, students understand the quadratic function graph structually. 4. Through the feedback, the recognition ability of the trigonometric function can be improved. 5. It is possible to change the teacher-centered instruction into the student-centered instruction. For the purpose of increasing the efficiencies and qualities of mathmatics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, tearchers have to use the CIA program carefully.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.419-444
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• 2005

As a theoretical background for this research, the literatures which focus on teaching and loaming of connecting with mathematics and science were investigated. And the rationale of integrated curriculum on the basis of the 7th mathematics curriculum and the goal of mathematics education and the forms of integrated curriculum and the integrated curriculum in foreign school were investigated. Depending on this review, the implement method of the integrated curriculum of mathematics and science in Korea school is suggested as the following: It requires designing inter-disciplinary into-grated problem or various teaching and learning materials which are based upon concept, skill, and principle by commonality found across the subject matter. Based on the analyses upon described above, three inter-disciplinary integrated teaching and learning materials were developed. And then, based on the case stud)', the research questions were analyzed in depth. Students could understand the developing process of linear function, develop the formula and grape representing the relationship between time and velocity, time and distance, and interpret realistic meaning of the slope.

• Korean Journal of Community Nutrition
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• v.15 no.5
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• pp.636-647
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• 2010

This study was conducted for researching demand on dietary education of low-level elementary school students and to develop an activity based textbook and a teaching manual on the subject. For necessity of dietary education, 88.8% of subjects answered dietary education is needed. The desirable frequency of the education was once a week (65.7%). The most appropriate time for the education was "school lunch" (37.5%), "special activity" (29.9%), "regular class" (12.4%) and "after school activity" (12.1%). The most preferred educational method was "experiment and practice" (40.1%). The desirable educational materials were "computer materials" (20.7%), "actual objects" (20.1%), "videotapes" (16.5%), "photographs-pictures" (12.2%) and "fairy tales-cartoons" (12.2%). The students wanted dietary information as "cooking" (26.1%), "growth and nutrition" (23.7%) and "right food information" (20.1%). The textbook was composed of five major chapters, which were "Traditional Dietary Culture", "Food", "Dietary Habit", "Hygiene and Environment" and "Cooking". Each major chapter had five to six smaller chapters, adding up to total of 32 chapters. The textbook had fun characters, illustrations, photographs and cartoons to deliver the main theme of each chapter. The textbook was in activity format so that it coul be readily and directly used in actual classes. The teaching manual was composed of background, goals, teaching plans and teaching points. The smaller chapters had learning goals, teaching-learning resources, important points, teaching-learning processes and reference materials. Videos were produced to help cook five snacks in the cooking chapter. Also, "Healthy Song" was created to be used in classrooms. This textbook will be helpful in children's right dietary habits and growth.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.135-145
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• 2012

In this research, we observed how students perform as they followed the teachers' instruction, and consequently perform their realized potential. As the accountability of school education is emphasized, various attempts try to disconnect the vicious cycle of producing low achievers. Efforts are allocated into developing a method to minimize cumulative effect of the lag in educational benefit by focusing on the elementary education. Based on the 2007 revised curriculum, mathematics achievement level and assessment criteria were developed. These criteria were used to standardize the course and assessment objectives for 4th through 6th grade students' mathematics studies, and to assess lower performing students and the lag in their mathematical understanding. The educational materials and assessment criteria can be expected to lead lower performing students by giving them the personalized lesson plans to minimize the lag of mathematical understanding, and eventually expedite their progress and prevent cumulative effect of the lag in the following curriculum.