• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2008.04a
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• pp.272-275
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• 2008

In case a middle school music room locating in Iksan City, this space had been finished its construction work with the indiscreet sound-absorbing materials despite the music lesson is taught thereat. Accordingly, when music lesson since it sounds aridly due to insufficiency of echo and sound-volume feeling in music appreciation or music performance sound, there is some difficulty in the music lesson. For the purpose to control the obstructive factors owing to such short Reverberation Time, it optimizes the acoustic factor using Acoustic Simulation after arrangement of Acoustic Design, it has conducted a Psycho-acoustics Experiment using the Auralizational Technique that can experience the Virtual Acoustic Field at its designing stage. As the result of investigation about the acoustic satisfaction on the relevant subject space and the satisfaction with regard to the pertinent each items, it was known that the valuation on acoustic performance was evidently improved at 'after-reformation' than 'before-reformation'. It is considered that such material could be utilized as the useful material that can improve the architectural acoustic factor when construction and renovation of any middle school music room in the future.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• 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 Nutrition and Health
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• v.44 no.4
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• pp.303-311
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• 2011

The purpose of this study was to develop a textbook and teaching guidebook on sensory education for lower grade students at elementary schools. The goal of sensory education was to improve preferences for traditional Korean foods. An advisory committee was organized that was composed of 8 professionals in the education field, in order to discuss the adequacy and validity of the textbook's content. The textbook's units consisted of three parts composed of the following: 'feel by the five senses' (2 lessons), 'enjoying traditional Korean foods' (9 lessons), and 'eating together' (1 lesson). The lesson activities were based on experiential learning. The teacher's guidebook contained an overview of the education process, with specific information and practical guidelines for each lesson. Ninety-seven children in 3rd grade from one school participated in a pilot lesson, which evaluated the educational effects and satisfaction. After the lesson, the children had improved preferences for foods which were taught about in the class, along with better eating attitudes. These results reflect that the developed materials were suitable for improving children's preferences toward traditional Korean foods.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.9-16
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• 1990

This study investigated the effects of variations in the kinetic structure on science knowledge acquisition. According to the rationale of the kinetic structure theory, a communication having high structrue would facilitate greater knowledge acquisition than a presentation with low structure. To testify that hypothesis, a modified non-equivalent pretest posttest control group design was used. Four 10th grade classes (2 classes for each sex) were selected. On the topic of human digestive system, two tape recorded lessons differing in kinetic structure were developed. On n of two was high structure ($\bar{B}_{1}$=0.56), and the other was low structrue ($\bar{B}_{1}$=0.99) Results indicated that the high structure lesson did not show significantly higher score than the low structrue lesson(F=2.225, P<0.137). But when the data were analyzed by sex, only boy students showed the result that the high structure lesson had significantly higher score than the low structure lesson (F=4.785, P<0.009). The results of this study suggest that a high Structure communication will facilitate the science achievement in the case of boy students.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.500-508
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• 2012

The purpose of this study was to investigate the impact of multimodal representation-based lesson on embeddedness of multimodal representation in high school students' writing. The participants in this study were two groups of second-year science-track students (74 students) at an academic high school in a metropolitan city. One group (41 students) was assigned to the experimental group, the other group (33 students) was assigned to the comparative group. Data analysis showed that the students of the experimental group were better at utilizing and embedding multimodal representations. Thus, the conclusion was drawn that multimodal representation-based lesson had an effect on high school students' embeddedness of multimodal representation.

• Human Ecology Research
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• v.54 no.3
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• pp.333-349
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• 2016

This study develops and evaluates a game-based lesson plan applied to the 'Food Culture' unit of a high school Home Economics class. We developed, implemented, and evaluated lesson plans for seven periods that contained 'the Korean food table setting card,' 'the world's food culture card,' and the procedure for cards games according to the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. 'The Korean food table setting card' consisted of 'the Korean food table setting order card' to easily understand 10 types of Korean traditional daily meals based on pictures and 'the Korean food table setting food card' to easily understand Korean traditional food based on 104 kinds of food picture and quick response (QR) code. 'The world's food culture card' consisted of 'the world's food culture quiz card' to help learners easily understand influential food culture formation factors, features of food culture, typical foods from 16 countries, and 'the world's traditional food card' to help learners easily understand typical foods from 16 countries through 63 kinds of pictures. Respective 'game guides' were also developed. High school students who studied the game-based Home Economics classes and who participated in the 'Food Culture' unit, could easily and enjoyably learn the food culture of Korea (and other countries), actively participate in learning activities, and understood the content of food culture. In addition, they evaluated that the game-based instruction was easy to remember with minimal memorizing.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.61-75
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• 2015

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.20 no.12
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• pp.802-807
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• 2008

A Study on Typical Rates of Water-use for School Facilities has been carried out in this work. Water supply system is given much weight in school facilities. Therefore, it set up a basis efficiency using of water sources to calculate typical rates of water use. The results are summarized as follows; 1) On the whole, typical rates of water-use was founded out 15 L/stu. d in pirmary school, 10 L/stu. d in middle school and 30 L/stu. d in high school smaller than the existing it. It was rate of water-use change as season and Max. Rates of water-use was July. 2) I deem that school hours are 5 hour's in primary school, 7 hour's in middle school and 8 hour's in high school. It the concept of 1 hour that is lesson time 40 minutes and resting time 10 minutes in primary school, lesson time 45 minutes and resting time 10 minutes in middle school and lesson time 50 minutes and resting time 10 minutes in high school. 3) It is desired that we calculate the volume of pump and water tank throughout this concept and the size of water tank should be 1.5 times with taking peak load into consideration by this study on typical rate of water-use. 4) The amount of using water increases in gradually and I consider the life cycle of facilities is more than 10 years. As a result, I can forecast that the size will be insufficiency but I deem that if we devise a plan about parallel pumping on water tank space, we can cope with it. Also, it is expected that we can cut back the transport energy by controlling pump volume.

• Proceedings of the SAREK Conference
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• 2007.11a
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• pp.510-515
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• 2007

A Study on Typical Rates of Water-use for School Facilities has been carried out in this work. Water supply system is given much weight in school facilities. Therefore, it set up a basis efficiency using of water sources to calculate typical rates of water use. The results are summarized as follows ; 1) On the whole, typical rates of water-use was founded out 15 L / stu. d in pirmary school, 10 L / stu. d in middle school and 30L / stu. d in high school smaller than the existing it. It was rate of water-use change as season and Max. Rates of water-use was July. 2) I deem that school hours are 5 hour's in primary school, 7 hour's in middle school and 8 hour's in high school. It the concept of 1 hour that is lesson time 40 minutes and resting time 10 minutes in primary school, lesson time 45 minutes and resting time 10 minutes in middle school and lesson time 50 minutes and resting time 10 minutes in high school. 3) It is desired that we calculate the volume of pump and water tank throughout this concept and the size of water tank should be 1.5 times with taking pick load into consideration by this study on typical rate of water-use. 4) The amount of using water increases in gradually and I consider the life cycle of facilities is more than 10 years. As a result, I can forecast that the size will be insufficiency but I deem that if we devise a plan about parallel pumping on water tank space, we can cope with it. Also, it is expected that we can cut back the transport energy by controlling pump volume.