• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.3
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• pp.29-50
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• 2020

The purpose of this study is to analyze the characteristics of the media contained in textbooks for students with disabilities based on the information processing model, and to find ways to utilize library materials for class improvement for them. To this end, the media included in the in-depth learning activities of the Korean language textbooks of the 2015 revised special education basic curriculum were analyzed. As a result of the analysis, it was found that students with disabilities received information mainly through vision, process information through understanding, and use language intelligence to produce results. Specifically, they accepts learning contents through illustrations and texts, processes the contents based on understanding such as reasoning and explanation, and then uses linguistic intelligence such as writing and speaking to produce results. Based on the results of this analysis, a practical method to utilize library materials in the Korean language class of students with disabilities was proposed as follows. Developing a variety of input mediums based on reading stages and collection mapping for students with disabilities. Providing book materials through reading and listening. Teaching appropriate methodological knowledge to self-directly solve advanced learning activities. In addition, developing types of writing and writing strategies that can help various production activities.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.115-131
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• 2007

Philosophical and social backgrounds and inquiring into new direction of Practical Arts and Home Economics Education is done through this paper. The overall review of the related documents, records, books has been done, and research findings are presented as follows; Thought(Educational theory and Philosophy) for Korean Practical Arts Education is based on Learning to Labor, Practical Science and Pragmatism. Korean curriculum for Home Economics were originated in Confucianism background, which stressed the importance of different gender roles for men and women. However, Korean Home Economics based on Home Economics Subject Matter has been developed without philosophical base unlike that of American Pragmatism and Critical Theory. Therefore, scientific recognition in a section of value recognition was separated and developed so far. Thus, we could not answer to social missions about keeping values of life corresponding with changing environment I also observed the analysis of revision curriculum of the mentioned subject, and the changes of concepts of Work and Prasix, necessity of Home Economics Education for fixing about a basic life education and a basic life skill, and reinforcement of the function in Home. And then, new directions is proposed that the role of Home Economics Education in school be reinforced for the upcoming low birth rate and the aging society(high proportion of the aged people). Because Characters on correct values of children and youths might be nurtured in home foremost.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.163-192
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• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Ecology and Resilient Infrastructure
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• v.2 no.1
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• pp.12-21
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• 2015

Social demand for ecological engineering and technology has increased in tandem with national economic growth in order to improve the environmental capacity of civil infrastructures. To meet this demand, the Korean Society of Ecology and Infrastructure Engineering (KSEIE) was established in January 2013 and has contributed to the development of ecological engineering technologies. However, the establishment of an educational system for human resources training in ecological engineering is still at an early stage, and it is imperative to develop a curriculum for producing the human resources that can understand and apply ecological principles and functions and that is equipped with the abilities required for ecological conservation, restoration, and creation. As part effort, the KSEIE held a forum, entitled Founding the Education for Ecological Engineering, to discuss the establishment of the education system for ecological engineering in Korea. In this paper, based on the discussions and suggestions made during the forum, we analyzed the current status of ecological engineering education in various disciplines - civil and construction engineering, biology and environment, and landscape planning - in domestic universities, and attempted to seek possible solutions based on the cases of foreign universities. Generally, ecology and other application curricula are taught as fragmented subjects and fields in domestic universities. The development of new education strategies and systematic curricula for multidisciplinary education, ecological response to climate change, and the expansion of research fields is required.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.19-38
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• 2011

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.378-387
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• 2017

In this study, we analyzed the causes of decrease in the number of students taking Chemistry ? in the College Scholastics Ability Test (CSAT) by analyzing the adequacy of the Chemistry I question in the CSAT and the recognition survey of students and teachers about the Chemistry I choice. We analyzed some questions in Chemistry I of the CSAT from the year 2014 to 2016. The questions were analyzed to determine whether they were appropriate to the curriculum content, achievement standard, and achievement level. The target of the survey for perception was 452 senior high school students and 68 science teachers. The result of the study showed that the questions in Chemistry I are somewhat difficult compared to the depth and achievement level required by the curriculum, and it also requires mathematical thinking ability. Students recognized the mathematical thinking and complex mathematical skills are needed to solve problems in Chemistry I. Teachers also thought that the choice of Chemistry I is unfavorable in aspect of meeting the minimum academic ability standard, and accordingly, they did not actively recommend students to take Chemistry I. Moreover, most of the teachers recognized that it is necessary to improve the direction of writing questions for Chemistry I. Therefore, setting questions that can be solved using chemical knowledge, not mathematical ability need to be addressed.

• Research in Community and Public Health Nursing
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• v.33 no.1
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• pp.13-31
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• 2022

Purpose: This study conducted a job analysis of visiting nurses in the process of change. Methods: Participants were the visiting nurses working for the Seoul Metropolitan city. On the basis of the Public Health Intervention Wheel model, two times of the focus group interview (FGI) with seven visiting nurses and one time of the Developing a Curriculum (DACUM) with 34 visiting nurses were performed. A questionnaire survey of 380 visiting nurses was conducted to examine the frequency, importance and difficulty levels of the tasks created by using the FGI and DACUM. Results: Visiting nurses' job was derived as the theme of present versus transitional roles. The present role was categorized as 'providing individual- and group-focused services' and 'conducting organization management', while the transitional role was categorized as 'providing district-focused services' and 'responding to new health issues'. The job generated 13 duties, 28 tasks, and 73task elements. The tasks showed the levels of frequency (3.65 scores), importance (4.27 scores), and difficulty (3.81 scores). All the tasks were determined as important, exceeding the average 4.00 scores. The group- and district-focused services of the tasks were recognized as more difficult but less frequent tasks. Conclusion: The visiting nurses exert both present and transitional roles. The transitional roles identified in the present study should be recognized as an extended role of visiting nurses in accordance with the current changing healthcare needs in South Korea. Finally, the educational curriculum for visiting nurses that reflects the transitional roles from the present study is needed.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1021-1040
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• 2013

In order to explore the influences of coteaching through mentoring upon the teaching professionalism of beginning science-gifted education teachers, this case study deeply investigated the change processes in the aspects of pedagogical content knowledge (PCK). Two beginning teachers planned, performed and reflected together their science instructions for science-gifted students in secondary school during four 3-hour classes. Since the second instruction, pre-, during-, and post-mentoring were conducted, we collected various data related to teachers' planning processes, videotaped all coteaching science classes, and wrote field notes. We also recorded in-depth interviews with the teachers and the whole process of mentoring. All the data were analyzed by using the constant comparative method. The results of the analyses indicated that coteaching through mentoring positively changed the teachers' PCK. Above all, we found that coteaching and mentoring strategies generated a significant synergy effect through a mutually complementary relationship. The teachers developed deep practical knowledge about the enrichment curriculum, which placed more emphasis on developing cognitive and/or affective characteristics of science-gifted students. The teachers also improved their knowledge about the characteristics of science-gifted students and the instructional strategies appropriate for developing them. Moreover, practical knowledge about assessment domains and methods used in science-gifted education were improved. Knowledge on science content necessary for effective inquiry instruction was also improved.

• Korea Science and Art Forum
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• v.21
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• pp.437-449
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• 2015

The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.527-536
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• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.