• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.253-265
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• 2008

Recently the cyber home learning system is executed throughout the country as a part of educational policies to reduce expenditure on private education and to promote educational welfare for alienated classes. Thus, in order to examine the effectiveness of the cyber home learning system, we conducted an online questionnaire survey with elementary and secondary students, cyber teachers under the OO Office of Education. According to the results, overall satisfaction with the cyber home learning system and its effectiveness were found high. In addition, what were required for more effective the cyber home learning system were expanding the execution of unit school learning, strengthening teacher training, increasing incentives for cyber teachers, intensifying campaigns for the cyber home learning system, providing various types of information and contents of education, and activating learning activities such as community, message and chatting. This study is expected to be a steppingstone to the settlement of more effective the cyber home learning system.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.119-125
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• 1997

In the last few years, there has been a significant growth of interest in how the philosophy of science can be related to science education. Adequate understanding of the philosophy and history of science can promote understanding of the nature of science in teacher and student. The 6th curriculum in Korea has also placed emphasis upon understanding of the nature of science. From this point of view, to ensure effective school science education it is necessary to investigate how teachers and students are understanding the nature of science. To do this 45 secondary science teachers and 191 students of 7 schools in Seoul are administered Nott and Wellington's questionaire(1993). This questionaire is consisted of 24 Likert Scale statements and asks questions on 5 subscales of philosophy of science :Relativism-Positivism, Inductivism-Deductivism, Contextualism-Decontextualism, Instrumentalism-Realism, Thinking science education as a Process or a Content. The results of this study are as follows : 1. Teachers' view of the nature of science was relativism, deductivism, decontextualism and instrumentalism. And they thought process is more important than content in science education. 2. There was no difference in teachers' conceptions on the nature of science according to experience and gender. 3. Students' view of the nature of science was relativism, deductivism, decontextualism and instrumentalism. And they thought process is more important than content in science education. 4. There was no difference in students' conceptions on the nature of science according to schools level(middle vs high) and gender. But, female students exhibited higher score than male students on deductivism(p<.05). 5. Teachers' and students' conception of the nature of science was in agreement with each other.

• The Mathematical Education
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• v.59 no.3
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• pp.237-254
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• 2020

The current study investigated the relationships between mathematical knowledge for teaching and the mathematical quality in instruction in order to gain insight about teacher education for secondary teachers in South Korea. We collected and analyzed twelve high school teachers' scores of the multiple-choice assessment for mathematical knowledge for teaching developed by the Measures of Effective Teaching project. Their instruction was video recorded and analyzed with the mathematical quality in instruction developed by the Learning Mathematics for Teaching project. We also interviewed the teachers about how they planned and assessed their instruction by themselves in order to gain information about their intention and interpretation about instruction. There was a statistically significant and positive association between the levels of mathematical knowledge for teaching and the mathematical quality in instruction. Among three dimensions of the mathematical quality in instruction, mathematical richness seemed most relevant to mathematical knowledge for teaching because subject matter knowledge plays an important role in mathematical knowledge for teaching. Furthermore, working with students and mathematics as well as students participation were critical to decide the quality of instruction. Based on these findings, the current study discussed offering opportunities to learn mathematical knowledge for teaching and philosophy about how teachers need to consider students in high schools particularly in terms of constructivism.

• Journal of the Korean Applied Science and Technology
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• v.3 no.1
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• pp.49-55
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• 1986

The purpose of the study was to find an effect of Medium Chain Triglycerids (MCT) diet on cholesterol metabolism in rat. Sprague-Dawley rats were fed two different diets containing MCT(trioctanoate) and corn oil respectively. After feeding to each group for four weeks, the levels of serum and liver cholesterol, the excretion rates of fecal and biliary steroids, and also bile acid composition were investigated. The results obtained from the study are as follows : (1) The average body weight gain in MCT group was almost same as that in the corn oil group. (2) The concentration of serum cholesterol in MCT group was lower than that in the corn oil group. Therefore it is confirmed that the cholesterol lowing action of MCT diet was practically high. (3) The concentrations of liver cholesterol and Triglyceride in MCT group were almost same as that in the corn oil group. Therefore it is thought that the level of liver lipids was not influenced by the difference of diet in this study. (4) The excretion rate of fecal neutral steroid in MCT group was significantly lower than that in the corn oil group, while the rate of fecal bile acid excretion was about same in both MCT and corn oil group. (5) The composition rates of fecal bile acid such as cholic acid, chenodeoxycholic acid and deoxycholic acid, a secondary acid of cholic acid, in MCT group were significantly lower than that in the corn oil group. (6) The excretion rates of biliary cholesterol and bile acid in MCT group were significantly higher than that in the corn oil group, while the composition rates of biliary bile acid such as chenoddeoxycholic acid and deoxycholic acid in MCT group were significantly higher than that in the corn oil group.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.15-22
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• 2009

In this thesis, we performed research focusing on the following details: First, questions made in the information computer subject of the employment examination for the 2009 academic year were classified into each major field and the weight and distribution of marks for each field were analyzed; Second, using questionnaire, (1) the distribution of items for major fields and opinions of the verification of teacher's ability, (2) the opinions of difficulty of the examination, the allocation of time and the proportion of subject contents and subject pedagogy; and (3) the recognitions of instructor group and examinee group were examined and the results were compared and analyzed. According to the results of this study, questions were made evenly in the fields of each subject as the intention of making the questions. Also, for each result of the questions about first examination and second examination, there were not significant difference between professor group and examinee group.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.225-243
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• 2009

This study investigates the use of different speech act of apology strategies between male and female EFL college students by comparing the components of intensity, stylistic competence, and semantic formulas. The data was collected from 37 participants who were studying freshmen English reading course at the Department of English Education of C University in Seoul. Most students were English majors taking pre-teacher course of teaching English for secondary school students. The participants were divided into two gender groups of male and female. The discourse completion test (DCT) which was revised from the speech act of apology by Olshtain and Cohen (1990) was provided with the participants after the researcher explained the speech act of apology in ten situations. The speech act of apology depends on situation variables: social solidarity, severity of offense, and social status. The results show that in the preference of intensity, male and female have almost the similar ratio in high (female: 24.7%, male 24%) and low intensity (female: 75.3%, male: 76%). In the use of stylistic competence, male group (21%) expresses more diversely formal features than female group (12%), while female (87%) use more informal features than male (66%). Most of participants show a limitation in the use of speaking four types of semantic formulas: expression of apology (APOL), acknowledgment of responsibility (RESP), offer of repair (REPR), and promise of forbearance (FORB). As nonnative speakers, the participants cannot conduct the semantic formula in some situations regardless of the tasks provided. The results suggest that English teachers should recognize pragmatic variations in which students feel difficulty in appropriate speaking strategies on apology. This study also contributes to teaching learners the strategies and speaking patterns in the course of various apology situations.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.267-276
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• 2020

This study analyzed the level of chemistry teachers' cognition related to two types of acid-base models taught in secondary schools. For the purpose, a questionnaire was developed to identify teachers' cognitions based on previous studies that analyzed the 'Ignorance' of each model. The questionnaire consisted of two items, one related to acid and base reactions and one related to acid and base dissociation, which suggested inconsistencies between the two models. The subjects were 15 chemistry teachers, and as a result, teachers' cognitions were analyzed at four levels. The four levels are: if they don't know the two models, if they only understand one model, if they understand the two models, and perceived the 'Ignorance' of one model, and if they understand the two models and perceived the 'Ignorance' of the two models. The largest proportion of teachers understood the two models and perceived the 'Ignorance' of one model. However, the proportion of understanding the two models and perceiving the 'Ignorance' of the two models was very small. Through this, we argued that efforts to increase the level of chemistry teachers' cognition of the model and 'Ignorance' were necessary.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.101-111
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• 1993

The Korean National Commission for Unesco has helped Korean Unesco Associated Schools undertake environmental studies within the framework of education for international understanding, cooperation and peace from 1991 - 1993. The environmental studies enjoyed participation by nine Associated Schools among 35 throughout the country, with each school on a different theme each year. Environmental studies by the Unesco Associated Schools are differentiated from those by the former continues to work on environmental or Provincial Boards of Education. The former continues to work on environmental education, longer than 1 - 2 years, and they can also capitalize on the international networks of the ASP, which may be instrumental to understanding the worldwide nature of the environmental issues these days. This paper contains a breif explanation of the cases of environmental studies by level of education from primary to teacher education level. It is argued that through the study, the students of Unesco Associated Schools well recognize the seriousness of environmental problems facing mankind and will have positive attitudes and values towards the preservation of our environment. It is also argued that the studies result in a variety of useful teaching/learning methods for environmental education: students visit to polluted areas. survey, composition of works with environmental themes such as posters, poems, organization of discussion by the students on environmental problems, exhibition, international correspondence, etc. The studies also have produced various helpful reaching/learning materials : photos, slides, scrapbooks of articles on environmental issues from newspapers, etc. However, several problems also emerged through the studies. A few of them are described here ; First, focus on the extra-curricula activity rather than regular curricula results in the neglect of the knowledge base of environmental education. Second, only a part of the all 35 Associated Schools have participated in the project. Third, primary and first secondary students have difficulty in using foreign language which is vital for international activities.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.421-442
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• 2016

This study analyzed characteristics which emerged while 38 secondary school teachers observed a video clip about a centroid of triangles instruction. The aim of this study based on the analysis was to deduce implications in terms of the various means which would enhance teachers' knowledge in teaching mathematics and assist in designing mathematics education programs for teachers and professional development initiatives. To achieve this goal, this research firstly reviewed previous studies relevant to the 'Knowledge Quartet' as a framework of analyzing teachers' knowledge in mathematics instructions. Secondly, this study probed the observation results from the teachers in the light of the KQ. Therefore, some issues in the teacher education program for teaching mathematics were thirdly identified in the categories of 'Foundation', 'Transformation', 'Connection', and 'Contingency' based on the analysis. This research inspires the elaboration of what features have with regard to effective teachers' knowledge in teaching mathematics through the analyzing process and additionally the elucidation of essential matters related to mathematics education on the basis of the analyzed results.

• The Mathematical Education
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• v.60 no.1
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• pp.111-131
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• 2021

This study aims to investigate how secondary mathematics teachers understand and intend to use textbooks for their mathematics instruction. For this purpose, we developed a set of survey items in order to unpack what the teachers understand the mathematical tasks suggested in the textbooks in terms of the levels of cognitive demand and how they intended to use the tasks in the textbooks for their teaching. Twenty-five teachers participated in the survey. The data from the survey were analyzed. The findings from the data analysis suggested as follows: a) the teachers seemed to closely follow textbooks without attempting to modify the tasks, even when the teachers consider it is necessary to modify textbook tasks to high-level tasks, b) the teachers seemed to be unstable in regards that they admitted themselves very competent for modifying tasks for developing students' mathematical thinking but, at the same time, they were uncomfortable with transforming tasks into cognitively demanding tasks that promote students' mathematical understanding, and c) the teachers appeared to consider textbooks as significant criteria in conducting tests including midterm and final exam. In conclusion, the teachers seemed to intend to follow closely the contents and sequence of mathematics textbooks in their mathematics classrooms.