• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.11-18
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• 2021

The purpose of this study is to analyze the questions generated by elementary school pre-service teachers when reading the teacher's guide for the refraction of light, and to analyze the difficulties in understanding the concept and in making instructional plans. A total of 592 meaningful questions were generated by 283 elementary school pre-service teachers after reading the teacher's guide of 'light and lens' unit in the 6th grade of the 2015 revised curriculum. Of these, 306 questions are for understanding the concept of physics and 286 are pedagogical questions. As a result of the analysis, in terms of understanding the concept of physics, the elementary school pre-service teachers encounter difficulties in understanding the concept of the 'cause' of the phenomenon suggested in the textbook, such as the cause of refraction, the reason for scattering light, and the cause of the image change depending on the focal length of the convex lens. In terms of instructional planning, it was followed by questions about how to explain concepts, questions about not being able to explain concepts to elementary school students and having to teach only phenomena, specific explanation methods for specific concepts, and experimental methods. Although the teacher's guide contains various explanations and supplementary materials to help teachers understand the concept, it can be seen that there are many elementary pre-service teachers who cannot answer questions about some concepts even after reading the guide. For concepts with a high frequency of questions, it is necessary to prepare a tutorial that is more understandable. In the instructional plan, there were many questions about teaching methods and experimental methods, so it is necessary to provide more examples and specific experimental methods for explaining concepts in the teacher's guide.

• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.255-264
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• 2019

Modern society has become a key factor in determining software competitiveness. Therefore, Korea has required more than 17 hours of software education per year in the actual course subject to the 2015 revised curriculum. In this paper, we analyzed the software related units in 6 kinds of textbooks of elementary school published based on '2015 revised curriculum' and tried to provide basic data for selection of textbooks related to software education in elementary school. As a result of the analysis, the 6 revised textbooks of 2015 appropriately reflected both 'understanding of software', 'procedural problem solving', 'contents of programming element and structure', and I was suggesting appropriate activities. Unit support materials use comics and illustrations to stimulate interest, supplement text, and deepen learning. Four kinds of textbooks provide additional information by presenting reading materials. However, in most textbooks, the proportion of learning using the appendix was low. Although it consists of units focused on knowledge understanding and practice, it can be a textbook that enhances students' interest and participation if they are made of software in daily life, problem solving by procedural thinking, and so on.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.87-120
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• 2003

The purpose of this study is to verify empirically whether or not the linguistically creative problem-solving ability progress by developing and applying an enrichment learning program for the verbally gifted elementary school students. The total number of the verbally gifted students who participated in this study were 60 children. Half of them were subjects for evaluating the appropriateness of the enrichment learning program and the verbally creative problem-solving ability test developed by the researcher. The other half were divided into three groups for applying the teaching materials by Korean Educational Development Institute, the enrichment learning program by the present researcher, and the textbook enrichment program. The data were analyzed by the statistical method of repeated measures ANOVA. The results were as follows: First, the enrichment learning program developed by this researcher has greatly contributed to the advancement of verbally creative problem-solving ability. The program was especially effective in reading and writing, but not in speaking. second, the sub-category of reading includes factual, inferential·critical, and imaginary understanding. Among them, factual and imaginary understanding had not significantly advanced, while inferential·critical understanding had significant progression. Third, it was found that both logical and creative expression did not improve significantly by the enrichment learning program developed by the present researcher. Speaking is difficult to instruct. In conclusion, it was found that the systematic enrichment learning program was effective in developing language skills of the verbally gifted elementary school children. It was also proved to be more effective to teach them reading and writing together in everyday life. Also, it was turned out that continuous development of the enrichment learning program for the verbally gifted students is needed.

• Cartoon and Animation Studies
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• s.18
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• pp.57-72
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• 2010

Textbooks used in Information Society need to use many illustrations and pictures which have positive effect in motivating and triggering students to study. "Pictures mean more than thousands of the word" says that it is significant to use media in class through visual materials. To meet the needs of the times, I examined one of the units, "IV Understanding Humans and Cultural Phenomena", among 7 authorized 'Society Culture' textbooks, so that there are 123 illustrations and 342 pictures that the percentage of them was 35.65% totally in the unit. On the examination of the frequency of using contents in each category, the illustrations are used 59 times (47.96%) in the research activity and the pictures 145 times (42.4%) in the context, which are most frequently used. Also on the examination into the actual states using contents among 'Society Culture' teachers by in-depth interviewing, they often use them when their class starts. And they require more increase in the illustrations than the pictures for easy and clear understanding and need more contents offering in the research activity to help students to study more interesting. Finally, on the result of the analysis of contents used in textbooks, exemplary cases were available to convey enough information without reading the context in the textbook because the proposed illustrations expressed the research activity's subject and the context's subject effectively. Even more, one illustration was able to indicate the sub-unit's subject while also presenting the content to be learned in the unit. However, improper cases included illustrations which are somewhat unrealistic or difficult to understand. Further, there are also some illustrations which are not related to the context. If these points are revised in the future, textbooks would be better.

• Journal of vocational education research
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• v.35 no.4
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• pp.155-176
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• 2016

This study analyzed content of and recognition on occupations shown from Technology Home Economics textbooks of the high school elective subject having a higher connection with the career development capability for the occupational world as shown from a curriculum analysis. Hence, this study selected 3 kinds of high school Technology Home Economics textbooks with a higher share from 6 in the 2007 revised curriculum and analyzed a frequency by characteristic of occupational content and recognition on description of a occupation. Content analyzed by researchers was examined by 2 school teachers to ensure the validity and objectivity of research findings. Research findings show that there is a great deal of frequency difference in occupations suggested by publisher and unit in the Technology Home Economics subject. Also suggestion frequency of the occupational classification by level from Korean standard industrial classification did not correspond to an actual situation of employment. Occupation names suggested from textbooks occupied 3.3% of those by Korean Occupation Dictionary, showing a higher suggestion ratio at occupations preferred by adolescents. In the textbooks, occupations were suggested from reading materials, photos and illustrations more than from texts. Recognition on descriptions of occupations showed for the most part the neutral(82.8%) and the positive16.2%)', and there was no biased intention even from some negative cases(1.0%). Based on research findings, this research has significance in that it suggested things to be considered for teaching career development capability in the high school Technology Home Economics subject and need for cultivating teachers' specialty to understand occupations and instruct career development. It also suggested improvements to be required for a new curriculum textbook.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.57-80
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• 2021

The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.685-695
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• 2008

An analysis on the Inquiry unit of Science 10 textbooks was conducted in terms of nature of science (NOS). The subject of the analysis was instructional objectives, activities and sentences in the unit of ten Science 10 textbooks. Contents of the instructional objectives could be grouped into nature of science, nature of scientists, scientific methods, and Science-Technology-Society. The concrete nature of scientific knowledge (SK) and constructing scientific theory or model, however, were not found in the objectives. The total number of activities in the Inquiry unit was 38. Seventeen out of them were presented without any supplemental or introductory materials, and 21 activities were provided with information followed by questions, discussions or investigations. For the most activities, any clear statements about NOS elements and desired/informed views of NOS were not made. The sentences of the Inquiry units were mixed up with constructivist and inductive views on NOS. The definition of science tended to be described based on the inductive view. And the generation of SK tended to be described as discovering regularities in natural phenomena rather than constructing theories. For science teachers who want to teach NOS effectively, stating clear learning objectives and elements of NOS and presenting reading materials with relevant views on nature of science were necessary.

• Journal of Korean society of Dental Hygiene
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• v.6 no.3
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• pp.187-201
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• 2006

The purpose of this study is to examine the satisfaction for college life and oral prophylaxis subject and improve the satisfaction for this subject by satisfying students' desire through the results of correlation, and to inspire a professional sense by helping students enjoy healthy college life. In order to achieve these purposes, 127 senior students of the Dental Hygiene Department, Kwangju Health College took part in this study to examine the satisfaction for a study course, a lab, professors, a college, and subjects. The following results were obtained. 1. The overall satisfaction for the Dental Hygiene Department was 2.83 and the highest dissatisfaction factors included difficult subjects and non-aptitude. The overall satisfaction for professors was 3.33 and students wanted professors' human contact with students and a well-prepared lecture. The overall satisfaction for college life was 2.65, suggesting not very high satisfaction, and the highest dissatisfaction factors included similar life to high school and surrounding environment. 2. The overall satisfaction for theory was 3.83 and for practice was 3.91 in oral prophylaxis. While the highest satisfaction was found in 'the objective and direction of class' and 'class and a supplementary lesson in not giving a lecture', the lowest satisfaction was found in 'experience in reading textbook-related materials or books'. 3. The correlation of the satisfaction of theory and practice of oral prophylaxis was examined. The satisfaction of oral prophylaxis theory was positively correlated with a school course, professors, and college, while the satisfaction of oral prophylaxis practice was positively correlated with a school course, professors, college, satisfaction of oral prophylaxis theory, and present health condition(p<0.05). 4. Factors influencing the satisfaction for the theory of oral prophylaxis included professors, while factors influencing the satisfaction for the practice were statistically significant in professors and health condition(p<0.05). Based on these results, in order for professional dental hygienists to be developed as professionals serving society, it is recommended to enhance the satisfaction for an oral prophylaxis subject and that professors should provide warm-hearted support and become a role model as an educator.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.51-65
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• 2010

The purpose of this study was to raise the awareness of LOHAS(Lifestyle of Health and Sustainability) in the secondary school students. We extracted the related contents to LOHAS from the unit of 'The choice and maintenance of clothing' in the second-year's textbook of Technology-Home Economics, and selected the learning subjects. We also developed the new teaching-learning process plan on practical problem focused lesson, and applied them to the eight classes located in Siheung, Gyeonggi-do, for 5 hours per each class. The learning subjects of the teaching-learning process plan included five items as followings; general awareness, organic fashion, natural fabric, recycled material fashion, and natural dyeing, which were related to LOHAS consumption. The overall topic of the teaching-learning process plan was 'What should do to raise the awareness of LOHAS in order to practice LOHAS consumption in the choice of clothing'. Consequently, the results were abtained as follow; The general awareness of LOHAS as well as the awareness of LOHAS consumption in the choice of clothing increased after classes significantly, compared to those before. Thirty-four materials including worksheets, reading materials and teacher's guide could help to raise the awareness of LOHAS. Also these classes enabled the students to raise their awareness of LOHAS, to improve their opinions and attitudes on LOHAS consumption in the choice of clothing, and to take an interest in the lesson of Home-Economics. This study might have the educational significance in that it made the students directly participate in the national and social trend of the awareness of LOHAS, and upgrade their quality as good LOHAS consumers. Also further teaching-learning process plan in Home-Economics are necessary to promote the awareness of LOHAS for better health, environment, and society.

• 대한공업교육학회지
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• v.38 no.1
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• pp.49-67
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• 2013

The purpose of this study is to analyze the external systems and the units 'problem solving and invention' of the middle school technology and home economics 1 textbooks of the revised 2011 national curriculum in an effort to provide some information on the content system of invention education in technology class, as invention education was provided as part of a regular subject for the first time. The findings of the study were as follows: First, 'Technology and Inventions' chapter of Technology and Home Economics 1 Textbooks occupied 10-18% share, with the subchapter of 'Problem Solving and Invention' unit taking up 6.7-29% of the textbooks. Second, for most textbooks, 'Technological Problem Solving', 'Idea Generation' 'Multi-dimensional Projection Method', 'Expansive Thought-Processing Methodology', 'Converging Thought Methodology' and 'Invention in Everyday Lives' were included as main contents based on the accomplishment criteria presented in education process interpretation documents. Third, the detailed structures were generally made up as follows: Introduction (Broad Chapter Title, Subchapter Table of Contents, Introduction, Subchapter Title, Study Objectives, Open Thinking); Development (Unit Title, Thinking Ahead, Core Terms, Main Text, Study Helper, Activities, Research Exercises, Supplemental Readings, In-depth Study Topics, Technology in Everyday Lives, Reading Topics, Discussion Topics, and Career Helpers); and Summary (Subchapter Summary, Study Summary, Terms Summary, Writing Follow-up, Self Review, Broad Chapter Evaluation). Fourth, based on the analysis of figures included, photographs had the largest share, followed by figures, tables, and graphs. The photos were used to illustrate various inventions, invention methodologies, and exercise activities, while figures were included to depict the contents included in the main text, and the tables to assist to preparation of process diagrams or materials lists. Fifth, based on the analysis of content weights, greater weights were placed on 'Inventions and Thoughts', and 'Invention Experiment Activities,' while 'Understanding Inventions' and 'Invention and Patents' chapters did not have a lot of texts involved. Sixth, based on the analysis of content presentation methods, most textbooks combined figures, tables, illustrations and texts to discuss the topics. Based on the above study results, we suggest the following: First, a consistent education curriculum should be developed over the topic of invention; and second, more precise and systematic analysis of textbooks would need to be performed.