• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.85-98
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• 2008

Though the investigation of the suggested references proverbs related weather were collected and considered the probability of the usage on science instruction. The results are as follows. 130 proverbs related to weather were collected through the investigation of the suggested references. Most of weather proverbs are based on the states of sky, clouds, wind, precipitation, actions of animal, states of plants and the condition of people in daily life. they were classified according to weather types, natural phenomena and seasons. According to the results of analysing the students' recognition and interests on weather proverbs, most of students heard weather proverbs in their elementary school years firstly through their parents, books, and teachers. However they have only heard a few. Also many students also tend to think weather proverbs have a scientific base because weather proverbs have been told by many people through the ancient time and correspond to their personal experiences. Students responded that weather proverbs are useful for science learning on weather and can teach heritage and wisdom. After reading the suggested weather proverbs, their interests on weather proverbs were increased more than before reading. This is one of reasons why weather proverbs can be introduced to science classes. Weather proverbs were considered related to science curriculum. The third grade has a Unit "Fine days and Cloudy days", the fifth grade, "Unit of Weather Change", the Sixth grade, "Unit of Weather Forecast" , the Ninth grade, "Unit of Water cycle and Weather Change" and the tenth grade has "Unit of Earth". So the author consider that weather proverb materials can be used so effectively to bring about interest and motive in science learning.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.163-178
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• 2012

The efforts to represent the numbers based on the decimal system give us fundamental understanding to construct and teach the concept network on the related knowledge of elementary and secondary school mathematics. In the process to represent natural numbers, integers, rational numbers, real numbers as decimal system, we will classify the extended decimal system. Moreover we will obtain the view to classify real numbers. In this paper, we will study the didactical significance of mathematical knowledge, which arise from process to represent real numbers as decimal system, starting from decimal system representation of natural numbers, and provide the theoretical base about the classification of real numbers. This study help math teachers to understand school mathematics in critical inside-measurement and provide the theore tical background of related knowledge. Furthermore, this study provide a clue to construct coherent curriculum and internal connections of related mathematical knowledge.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.509-514
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• 2014

It is said that ceramic arts which reflects the sprit of the age and culture is one of the representative cultural assets in Korea. Ceramic arts has the longest tradition and it has been used in our everyday life from a historical perspective. Unfortunately, most textbooks we use nowadays just show some art works for appreciation. It is impossible to teach unique techniques of ceramic arts with those textbooks. Traditional culture is not considered as a main part of educational contents but surrounding elements. Therefore it is hard for students to learn about our traditional culture deeply and it is also difficult to know the importance of the ceramic arts in secondary schools. Through the education of ceramic arts students can understand our traditional culture and they can also experience the formative arts by using plane and dimensional techniques. Teachers have to focus on historical background, types, functions, and sense of beauty of ceramic arts when they teach students in school. Students can use the knowledge in their daily lives. The education of ceramic arts encourage students to create new culture for ceramic arts.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.141-157
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• 2020

This study analyzed the content of national-level curriculum documents for the purpose of reviewing the overall status of population education in elementary and secondary schools in South Korea. Based on the results of the analysis, directions for the future of population education at school were proposed. Both the 2007-Revised Curriculum and the 2009-Revised Curriculum contain the contents of population education as a 'Cross-curricular learning topic' in the general curriculum influenced by the low birth rate and ageing society, yet not in the current 2015-Revised Curriculum. Furthermore, when the curriculum documents for the ten common subjects corresponding to the 'National Common Basic Curriculum' proposed by the 7th Curriculum were examined, only 'Home Economics' curriculum at the secondary school level and 'Social Studies' curriculum at the elementary and the secondary school levels adequately reflected the subject goals, characteristics, contents and achievement standards that correspond to those of population education. Based on the results of the curriculum analysis, the following five directions for population education at school are drawn. First, the purpose of population education at school should be stated using gender-neutral terms of 'response to low-birth and aging society' and it has to be emphasized that it is not to intervene in natural childbirth. Second, the subject which deals directly with the goals, content elements, and achievement standards of population education should be designated as the leading subject for population education. Third, with its inter-disciplinary nature, population education should be able to provide quality contents for convergence education. Fourth, the government should provide policy support to the leading subjects for population education so that more high schools may select the subjects as elective courses. Fifth, teacher education should be improved to enhance teachers' perceptions on population. This study asserts that 'Home economics,' which deals with human daily lives, is an optimal subject that can reflect population education in connection with real life. To this end, policy support should be provided for 'Home economics' so that it may fulfill the mission as a leading subject of population education.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.895-910
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• 2016

The purpose of this study is to explore secondary students' progression in group norms and argumentation competency through collaborative reflection about small group argumentation. The progression is identified as the development of group norms and an epistemic understanding of argumentation with the enhancement of group argumentation competency during collaborative reflection and argumentation lessons. Participants were four first grade middle school students who have different academic achievements and learning approaches. They participated in ten argumentation lessons related to photosynthesis and in seven collaborative reflections. As a result, the students' group norms related to participation were developed, and the students' epistemic understanding of argumentation was enhanced. Furthermore, the students' group argumentation competencies, identified as argumentation product and argumentation process, were advanced. As the collaborative reflection and argumentation lessons progressed, statements related to rebuttal increased and different students suggested a range of evidence with which to justify their claims or to rebut others' arguments. These findings will give a better idea of how to present an apt application of argumentation to science teachers and science education researchers.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.555-563
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• 2018

Recently it has been claimed that character education should be applied not only in ethics but also in other disciplines including science education. With several attempts at character education in previous research on science education, the examination of its requisite and components is needed. This research investigates the necessity and elements of character education to be improved upon in science classes through questionnaires and focus interviews of experts in the field of science education such as secondary school teachers, professors, and researchers. They recognize that character education should be adopted in science education with three backgrounds: scientist activities, the field of secondary school, and inquiry education. Based on moral education and citizenship, elements of character education in science class are comprised of four essential character elements including honesty, sympathy, tolerance, and self-esteem, and seven practical character elements that are divided into personal qualities: sincerity, responsibility, and self-control and social qualities: consideration, openness, communication, and cooperation. Their validity and importance are accepted by experts.

• Journal of the Korean Home Economics Association
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• v.30 no.2
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• pp.1-20
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• 1992

The purpose of this study was to investigate(Ⅰ) the effect of a masculine-feminine image in women's suit on the perception of the wearer's occupational characteristics and suitability of the clothing for certain occupations, and (2) the effect of perceiver's sex, sex-role attitudes, and occupation on the perception formed by the function of clothing cues. The research design of the study consisted of 2(pink and navy blue colors) × 4(masculine and feminine forms) factorial design of a suit. The experimental materials developed for this study were a set of stiuli and 2 response scales. The stimuli consisted of 8 drawings of woman's clothing made by systematic manipulations of 2 independent variables(color and form) in drawings of suit. The dependent variables were the perceptions of the wearer's occupational characteristics and suitability of the masculine or feminine clothing for certain occupations. Occupational characteristics were measured with a 7-point semantic differential scale composed of 21 bipolar adjectives. Perception of ccupational suitability was assessed with 12 items of 5-point Likert type questions. In addition, the Bem Sex-role Inventory was used to assess perceiver's sex-role attitudes. The subjects consisted of 393 men and 389 women, whose occupations were classified as professionals, secondary school teachers, and white-collar workers. They were randomly assigned to one of 8 suit. The data were analyzed by factor analysis, MANOVA, ANOVA, Mean and S.D. Three factors emerged to account for the perception of occupational characteristics. These factors were given the titles of (1) activity, (2) potency, and (3) evaluation factors. The activity factor was the largest, including 9 adjectives. Differences in the form of the suit had effects on potency and evaluation for both sexes, while it also had some effect on activity for women. The color of the suit had some effect on evaluation for both sexes. Strong effects of color and form on the suit were seen in perception of occupational suitability for the occupations of attorney(masculine) and secretary(feminine). On suitability for secondary school teaching occupation, the effects of color and form of suit differed by sex of the subjects. Perceiver's sex-role attitudes and occupation paritally influenced the perception of the wearer's occupational characteristics and suitability of the clothing for certain occupations. In summary, a masculine-feminine image of clothing had a significant effect on the perception of occupational characteristics as well as on suitability of the clothing for certain occupations. Thus, the results of the study support the implicit personality theory on person perception and also the stereotypes of sex-roles on the perception of occupational suitability.

• Journal of the Korean Home Economics Association
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• v.30 no.2
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• pp.21-34
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• 1992

The purpose of this study was to investigate (1) the effect of a masculine-feminine image in women's blouse·skirt on the perception of the wearer's occupational characteristics and suitability of the clothing for certain occupations, and (2) the effect of perceiver's sex, sex-role attitudes, and occupation on the perception formed by the function of clothing cues. The research design of the study consisted of 2(skirt color) × 2(blose color) × 3(masculine-feminine blouse forms) factorial desing of a blouse·skirt set. The experimental materials developed for this study were a set of stimuli and 2 response scales. The stimuli consisted of 12 drawings of woman's clothing made by systematic manipulations of 2 independent variabels (color and form) in drawings of blouse-skirt. The dependent variables were the perceptions of the wearer's occupational characteristics and suitability of the masculine or feminine clothing for certain occupations. Occupational characteristics were measured with a 7-point semantic differential scale composed of 21 bipolar adjectives. Perception of occupational suitability was assessed with 12 items of 5-point Likert type questions. In addition, the Bem Sex-role Inventory was used to assess perceiver's sex-role attitudes. The subjects consisted of 393 men and 389 women, whose occupations were classified as professionals, secondary school teachers, and white-collar workers. The data were analyzed by factor analysis, MANOVA, ANOVA, Mean and S.D. Three factors emerged to account for the perception of occupational characteristics. These factors were given the titles of (1) activity, (2) potency, and (3) evaluation factors. The activity factor was the largest, including 9 adjectives and accounting for 33.3% of the variance in blouse-skirt. On the blouse-skirt set, the form of the blouse had an effect on activity and evaluation for both sexes, while the color of the skirt had an effect on evaluation for both sexes as well as on potency for men. Strong effect of color and form on blouse·skirt were seen in perception of occupational suitability for the occupations of attorney(masculine) and secretary(feminine). On suitability for secondary school teaching occupations, the effects of color and form of blouse·skirt differed by sex of the subjects. Male subjects determined suitability by the color of the blouse, while female subjects determinied suitability on the basis of the form of the blouse. Perceiver's sex-role attitude and occupation partially influenced the perception of the wearer's occupational characteristics and suitability of the clothing for certain occupations.