• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.801-828
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• 2011

In this study, we analyzed the characteristics of Pedagogical Content knowledge(PCK)'s components through actual course of teachers of science gifted students in the middle school. For this study, four middle school science teachers of gifted students belonging to the gifted education professional organizations in a metropolis were selected, each of them was physics, chemistry, biology, and earth science teacher. Two of them were full-time teachers to teach only gifted students and two were part-time teachers who had taught general students in ordinary time and specially had taught the gifted students once a week. Qualitative data were collected through classroom observations, interviews, and documents. As a result, some unique characteristics of PCK's components were identified. The teachers' orientations to teaching science were closely correlated with PCK's components. The teachers' knowledges of science curriculum were different individually. But the decisions about type of teaching(acceleration or enrichment) were connected with the objectives of gifted education and lesson objectives. Also, the teachers' knowledges of science curriculum were influenced by the knowledge of students' understanding. Teachers used different instructional strategies according to the knowledge of science curriculum and the knowledge of students' understanding. We found that PCK's components were so closely connected and could show the direction of relationships among those PCK's components. We suggested teachers' PCK model which was named "Tetrahedron Model of PCK", to explain the characteristics and relationships of PCK's components.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.52-61
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• 2010

The goal of this study is to prepare a measure to operate and link the educational curriculums in packaging sector to qualification test. In more detail, this study is aimed at first, preparing a skills framework on the packaging sector, and second, preparing a measure to operate the qualification test that is linked to the packaging educational curriculums. Also, we studied documents, consulted the expert group for this study. As a basic direction for preparing a measure to link the educational curriculums in packaging sector to qualification test, we can develop a skills framework in the packaging sector, and based on the skills framework, the national skill standards can be developed by each area of skill. And based on that, we will be able to develop and operate the education and training courses and utilize them in qualification test.

• The Journal of Fisheries Business Administration
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• v.47 no.3
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• pp.93-110
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• 2016

Most of the changes that make paradigm shift have been involved international level problems related to environment, resource and structure problems in these days. Resolving those common issues the United Nations Food and Agriculture Organization(UN FAO) has played most important role in fisheries with publishing the series of the technical guidelines for responsible fisheries papers. The guidelines for responsible fisheries have introduced for applying the concept of sustainable development with considering overall changes in fisheries domains. And also have objectives that establishing the discipline of fisheries worlds. Although these papers are remarkable, there is still few research or education contents of them in Korea. Fisheries business administration is a kind of social science that influenced by environmental, social changes so called paradigm shift. So one of the most important thing that has the education of sustainable development is accommodation or adaptation of them with grasping the phenomenon continuously. The aims of this study are exploring the FAO's the technical guidelines for responsible fisheries documents and contents of college's fisheries business administration and finding out the overall systematic topics and themes of fisheries business administration education. The result of this study shows that the contents of fisheries business administration did not including the concept of responsible fisheries even were out of date in using statistical data. And there is some missing issues that including fisheries policy, resource management, and related law should be enhanced. This study suggests the framework of fisheries business administration with comparing analysis on FAO's document and college's course of study in Korea. The proposed framework of major topics of fisheries business administration that still needed to be improved should be a milestone of understanding and debating the core factors of fisheries business administration education and research.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.423-446
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• 2022

This study explores and compares Korean and U.S. elementary preservice teachers' analytic approaches of students' addition and subtraction computational strategies. Twenty-six Korean and twenty U.S. elementary preservice teachers participated in the study. Participants were asked to analyze mathematical approaches and errors from students' addition and subtraction operations. Preservice teachers' written documents were analyzed by applying open coding and inductive coding based on the grounded theory. As a result, the pattern of error analysis and interpretation of students' addition computations were similar for both Korean and U.S. preservice teachers whereas there were some differences in the analysis of students' subtraction computations. Both Korean and U.S. preservice teachers had difficulties identifying students' strategies and errors for a complicated and unconventional computational approach. Results also indicated that preservice teachers' noticing and interpretation of students' strategies and errors were influenced by their K-12 mathematics curriculum and teacher education program. This study suggests implications and future directions for teacher education, more contextualized teacher preparation programs and balanced connection to the K-12 curriculum.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.445-473
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• 2021

The purpose of this study is to derive implications for the design of the next curriculum by analyzing the textbooks designed as a new subject in the 2015 revised curriculum. In the mathematics curriculum documents of , 'related learning elements' are presented instead of 'learning elements'. 'Related learning elements' are defined as mathematical concepts or principles that can be used in the context of artificial intelligence, but there are no specific restrictions on the amount and scope of dealing with 'related learning elements'. Accordingly, the aspects of 'related learning elements' reflected in the textbooks were analyzed focusing on the textbook format, the amount and scope of contents, and the ways of using technological tools. There were differences in the format of describing 'related learning elements' in the textbook by textbook and the amount and scope of handling mathematics concepts. Although similar technological tools were dealt with in each textbook so that 'related learning elements' could be used in the context of artificial intelligence, the focus was on computations and interpretation of results. In order to fully reflect the intention of the curriculum in textbooks, a systematic discussion on 'related learning elements' will be necessary. Additionally, in order for students to experience the use of mathematics in artificial intelligence, substantialized activities that can set and solve problems using technological tools should be included in textbooks.

• School Mathematics
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• v.9 no.2
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• pp.197-222
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• 2007

The study aims to reflect the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands in the light of the results from recent researches in geometry education and the direction of geometry standards for school mathematics of the National Council of Teachers of Mathematics in order to induce implications for improving korean geometry curriculum and textbook series. In order to attain these purposes, the present paper reflects the history of elementary school geometry education in the Netherlands, sketches the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands by reflecting general goals of the mathematics education, the core goals for geometry strand of the Netherlands, and geometry and spatial orientation strand of Dutch Pluspunt textbook series for the elementary school more concretely. Under these reflections on the documents, it is analyzed what is the characteristics of geometry strand in the Netherlands as follows: emphasis on realistic spatial phenomenon, intuitive and informal approach, progressive approach from intuitive activity to spatial reasoning, intertwinement of mathematics strands and other disciplines, emphasis on interaction of the students, cyclical repetition of experiencing phase, explaining phases, and connecting phase. Finally, discussing points for improving our elementary school geometry curriculum and textbook series development are described as follows: introducing spatial orientation and emphasizing spatial visualization and spatial reasoning with respect to the instruction contents, considering balancing between approach stressing on grasping space and approach stressing on logical structure of geometry, intuitive approach, and integrating mathematics strands and other disciplines with respect to the instruction method.

• Journal of Korean Home Economics Education Association
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• v.15 no.2
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• pp.79-99
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• 2003

This study is designed to identify the goals of home economics education. starting from the needs for basic research to establish a theoretical framework in home economics and for the development of basic logics to strengthen the position of home economics education as a prerequisite course in a national curriculum. To this end. this article thoroughly studied curriculum documents prepared at the national level and curriculum papers reflecting research trends of home economics education. using the results as data to identify the theoretical goals of home economics education. The research results are as follows : First, home economics education should help students become independent members of society. on the basis of daily lives. Second, with respect to personal capability development. home economics education should help to identify and solve various life-related problems in a practical problem solving. Practical members of society should be able to maintain balance in family, job, and personal career, solving the aforementioned problems in a practical way. Third, home economics education should make contributions to promoting a creative family culture in which life styles tailored for personal needs are created (education for creative members of society). The theoretical results of the study should be verified in a critical manner, followed by quantitative research that will lead to agreement among experts as to the theoretical goals.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.319-339
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• 2014

Recently, the discussion about division and partition of fraction increases in Korea's national curriculum documents. There are varieties of assertions arranging from the opinion that both interpretations are unintelligible to the opinion that both interpretations are intelligible. In this paper, we investigated a possibility that division and partition interpretation of fraction become valid. As a result, it is appeared that division and partition interpretation of fraction can be defined reasonably through expansion of interpretation of natural number. Besides, division and partition interpretation of fraction can be work in activity, such as constructing equation from sentence problem, or such as proving algorithm of fraction division.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.123-137
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• 2006

Since 1985, the Ministry of Environment has supported environmental education in schools through Environment Conservation Model School initiative. Selected elementary, middle, high schools and kindergartens were designated as model schools for environment conservation programs every 2 years to develop model cases that can be adopted at other schools to promote more structured and effective environmental education. These supporting programs played a central role in developing an environmental education model for formal schools and enhance the importance of environmental education in school curriculum. This study aims to evaluate the current statues of environment conservation model schools and support to environment conservation model school initiatives which have created basic framework to enable the continued development of environmental education. For the study, documents and reports from 1985 to 2005 were analyzed, which included operation guidelines for model schools, case studies, implementation reports along with the systematic analysis of documentations. Also this study included interviews and a survey with people responsible for running programs, and consultation processes with experts to address the current status and issues related to Environment Conservation Model School initiative. Based on the present status and issues, the recommendations for improving Environment Conservation Model School initiative were provided.