• School Mathematics
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• v.18 no.1
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• pp.143-157
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• 2016

North Korea had been reorganized its educational curriculum and new contexts were authored in 2013. In this study, mathematics contexts of North Korean secondary school's first grade in 2009 and 2013 were investigated. And the changes of content structure, content development, and content composition were analyzed. Results were as follows: First, with respect to the content structure, 1 chapter decreased, while lesson number was intact and 4 subunits increased. Second, with respect to the content development, considerable changes were presented. The tendencies that encouraged student and pursued a student friendly form were investigated. Third, with respect to the content composition, obvious changes were presented. It was investigated that the ratio of numbers and number operations, letters and expressions decreased nearly half. And new contents were supplemented in the areas of patterns, geometry, functions, probability and statics, equation of figures, set and statement. This changes suggests that differences between contexts of South and North Korea is narrowing compared to the past. In conclusion, the direction of North Korean mathematical education is changing for the general direction of South Korean mathematical education.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.509-521
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• 2020

This study began with the discovery of the concept of frequency density in Singapore textbooks and in a set of subject contents of the UK's General Certificate of Secondary Education. To understand the mathematical meaning of frequency density, the mathematical connection of frequency density was considered in terms of mathematics internal connections and mathematics external connections. In addition, the teaching method of frequency density was introduced. In terms of mathematical internal connections, the connections among the probability density function, relative frequency density, and frequency density in high school statistics were examined. Regarding mathematical external connections, the connection with the density concept in middle school science was analyzed. Based on the mathematical connection, the study suggested the need to introduce the frequency density concept. For the teaching method of frequency density, the Singapore secondary mathematics textbook was introduced. The Singapore textbook introduces frequency density to correctly represent and accurately interpret data in histograms with unequal class intervals. Therefore, by introducing frequency density, Korea can consistently teach probability density function, relative frequency density, and frequency density, emphasizing the mathematical internal connections among them and considering the external connections with the science subject. Furthermore, as a teaching method of frequency density, we can consider the method provided in the Singapore textbook.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.38-58
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• 2001

This study aims to illustrate T. H. Huxley's life and activities as a pioneer of British school science education which have been relatively little known than other aspects of him (e.g. Darwin's Bulldog). Undoubtedly, Huxley was one of the great scientists of the Victorian era, but he was also an active reformer of scientific enterprises and school science education through his strong engagement in various governmental and non-governmental positions and through his talents of delivering speeches and of writing books. He joined as a member to various royal commissions (esp. Devonshire Commission), became a president of several important scientific societies (e.g. Royal Society, BAAS) and published many well known books (e.g. Science and Culture, Selected Essays). As a science educator, Huxley himself taught biology and physiology for thirty years and known as an excellent teacher, participated in several historical education reform activities (e.g. a member of Devonshire Commission and of London School Board), worked as a science teacher trainer and as a DSA science examiner for the improvement of the quality of science teaching, and wrote a number of textbooks (esp. Physiography, The Crayfish) for various levels of schooling including elementary and secondary, imprinted his new idea on science teaching. His great role as a pioneer of school science education followed by a more professional successor, Prof. H. E. Armstrong who was better equipped with a more theoretical framework on the activities of learning science.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.9-14
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• 2020

This study examined whether the integrated education science and resource e-book developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 sciences", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school science course in the 2015 revised curriculum. The science grades are composed of 40 units, including basic science inquiry, matter, life, kinetic and energy, earth and universe. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). As a result of the study, the strategy network was the largest among the UDL principles. As for the domain of the science curriculum, the kinetic and energy was the most common. As UDL detailed items, informations presentation suitable for learners was most frequent in cognitive network. Various ways of searching for data, was most frequent in strategies network. Diverse materials optimized difficulty of contents was most frequent in affective network.

• The Journal of Korean Philosophical History
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• no.28
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• pp.117-153
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• 2010

It seems that the education of environment in a discipline of morality has not been systematically given in the middle school. In the Seventh Course of education, the aim of moral education for the middle school has no content concerning environment. And there is no chapter of environment in all the textbooks for the first, second and third grade in the middle school. The content of environment is largely introduced in order to explain a series of key content in the chapters of discussing 'personality', 'courtesy of neighborhood', 'conflict of value', 'civil morality' and so on. Even we can say that its descriptions are aimless, instrumental and secondary for education. Recently, it is no exaggeration to say that the education of environment is not effectively carried out in a discipline of morality of the middle school. In the 2007 revised course of education, there are some content of environment in the aim of morality and its education, and a chapter of "environment and Morality" is newly established. From now on, a new textbook of morality is being made according to the currently revised course of education. It will be gradually useful for the first grade in 2010, for the second grade in 2011, and for the third grade in 2012. It is possible to say that it will add momentum to effectively carrying out the education of environment as part of a discipline of morality in the middle school. Taking it into a detailed consideration, however, the education of environment in this revised course of education cannot help including a serious problem, either. This is because, a chapter of environment is included only in the first grade of middle school, and, according to a prescription of writing criterion established by the Ministry of Science and Technology, there can be no overlapping content for each grade. It will more likely that the education of environment will be given only in the first grade, not in the second and third grade at all. Therefore, it seems to me that, firstly, such a prescription established by the Ministry of Science and Technology will get free, and then the education of environment will be systematically given to the levels of the second and third grade.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.189-203
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• 2008

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: "Asking", "Evidencing", "Explaining", "Evaluating" and "Communicating". It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students' notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the "Communicating" aspect, which appeared in only one episode. "Asking" was carried out by the teacher and then students were directed to collect certain data in the "Evidencing" stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the "Explaining" and "Evaluating" stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did "Communicating" relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.