• Education of Primary School Mathematics
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• v.15 no.2
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• pp.159-170
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• 2012

Many obstacles have been found in the learning of ratio and rate. The types of epistemological obstacles concern 'terms', 'calculations' and 'symbols'. It is important to identify the epistemological obstacles that students must overcome to understand the learning of ratio and rate. In this respect, the present study attempts to figure out what types of epistemological obstacles emerge in the area of learning ratio and rate and where these obstacles are generated from and to search for the teaching implications to correct them. The research questions were to analyze this concepts as follow; A. How do elementary students show the epistemological obstacles in ratio and rate? B. What is the reason for epistemological obstacles of elementary students in the learning of ratio and rate? C. What are the teaching implications to correct epistemological obstacles of elementary students in the learning of ratio and rate? In order to analyze the epistemological obstacles of elementary students in the learning of ratio and rate, the present study was conducted in five different elementary schools in Seoul. The test was administered to 138 fifth grade students who learned ratio and rate. The test was performed three times during six weeks. In case of necessity, additional interviews were carried out for thorough examination. The final results of the study are summarized as follows. The epistemological obstacles in the learning of ratio and rate can be categorized into three types. The first type concerns 'terms'. The reason is that realistic context is not sufficient, a definition is too formal. The second type of epistemological obstacle concerns 'calculations'. This second obstacle is caused by the lack of multiplication thought in mathematical problems. As a result of this study, the following conclusions have been made. The epistemological obstacles cannot be helped. They are part of the natural learning process. It is necessary to understand the reasons and search for the teaching implications. Every teacher must try to develop the teaching method.

• Korean Journal of Community Nutrition
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• v.9 no.6
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• pp.716-724
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• 2004

The purpose of this study was to investigate the elementary school dietitian's status and recognition of nutrition education (NE) in Incheon. A cross-sectional study was carried out using a self-administered questionnaire and subjects were 100 elementary school dietitians. The results are as follows. As for training in NE, $61.2\%$ of the dietitians attended training in NE. After training in NE, $86.5\%$ of the dietitians who attended training in NE were more concerned about NE. Also $59.5\%$ of the dietitians gave students NE and most of them did as a weekly printout 2-4 times per month. There was a significant difference in experience of NE for teachers between subgroups by experience of training in NE; while $48.1\%$ of the dietitians with training in NE gave teachers NE, $20.0\%$ of the dietitians without training in NE gave teachers NE. The main reason for not giving NE was too much work load and low concern of school administration. Also $96.4\%$ of the dietitians answered that NE is necessary in elementary school and the main reason for being necessary was correction of unbalanced diet and good table manner, As for proper time to start NE for children, $51.8\%$ of dietitians answered 'kindergarten' and $45.8\%$ of them answered 'lower grade of elementary school'. As for effective type for NE, $59.5\%$ of the dietitians answered 'NE as a part of other subject' and $23.8\%$ of them answered 'NE as a separate subject'. Also $79.5\%$ of the dietitians answered 'teacher' as the suitable person for NE. Most of the dietitians recognized menu formation as the ideal major work load and office work as the most time-consuming work load. As to job satisfaction, most of them were dissatisfied with office work and NE. Therefore, it is nationally supported for elementary school students' health and well-being that school dietitians as NE specialists give NE with minimizing their office work and developing a standardized NE program.

• Journal of the Economic Geographical Society of Korea
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• v.24 no.1
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• pp.29-51
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• 2021

The present research explores the tendency of the items that require Place Location Knowledge (PLK) of the Korean Geography subject in the College Scholastic Ability Test. The major findings are as follows. First, the geographical regions of the items are spatially skewed, especially in the Yeongnam regions, which are tested more frequently compared to the others. Second, the fact-based items more concern with regionality such as geographic indication system and regional festivals. Third, the concept-based items can be divided into physical geography and human geography and there were four items related to economic geography. Fourth, students tend to find it challenging in the items asking PLK. The difficulty varies according to the type of items. The students find concept-based items which require high-order thinking more challenging. There is also differences identified between contents. For example, the section of physical geography, especially climatology-related, were considered the most challenging followed by those of economic geography. Finally, the differences in the rate of correct answer are associated with the scale of the regions covered in the items and students experienced more difficulty in the items asking more precise scale.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.427-439
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• 2021

This study surveyed the recognition on the Korean education for specific purposes targeting student-teachers majoring Korean language education in a Cyber University located in Seoul. 50 among 57 students taking the class participated in this survey. The participants were the students-teachers interested in Korean education for the mission purposes and took the class during the second term in 2020. At the end of the term they participated in this survey. 6 items were objective and 4 items were narrative. Among the narrative ones, one was excluded from analysis. The objective items were investigated by descriptive statics and the narrative items were analyzed with qualitative approach. As a result, most of the participants preferred the combined textbooks with others such as the ones for general and mission purposes rather than the bibles only. They had positive opinions on using the bibles, but proposed that the bibles themselves are not the best choice for improving communicative competence and the text combination is the better choice because of the difficulty of the bibles, the lack of teachers' competence, and the learners' needs. However, while taking this class, they became to be aware of the possibilities of the bibles as textbooks, to possess the concern about the mission areas, to consider the possibilities of application and the educational methods in it, and to reflect the ways for self development. This study suggested several points as follows: the development of diverse textbooks according to situations and learners, two directions of teacher education and the cooperative works, and the necessities of the related departments and classes with mission purposes.

• Cross-Cultural Studies
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• v.31
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• pp.371-394
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• 2013

This study aims to know word forms and usages according to personal relationships of 'Kureru Kudasaru' by analyzing dialogues of female speakers. Novels of the Meiji period when there were attempts of a language revolution were mainly used for this study as well as novels of the Edo Period and the Taisho Period. Firstly, the number of examples according to gender differences in the novels was as follows. In case of 'Kureru', female speakers showed a high usage rate in the novels of the Edo period. 'Kureru' was mostly connected with female languages such as 'Naharu', 'Namasu', 'Nansu'. These expressions were not used in the novels of the Meiji Period and the Taisho Period. Although 'Okureru' and 'Okurenasaru' were used in the novels of the Meiji Period, the number of examples of 'Kureru' by female speakers was decreased in the novels of the Meiji Period and the Taisho Period. 'Kudasaru' was predominantly used by female speakers. Especially, female speakers used clearly to show vertical relationships in the novels of the Edo Period and"Doseishoseikatagi"of Meiji 10s. After"Ukigumo", the usage rate of female speakers was decreased but the usage rate of male speakers was increased. Gender differences became gradually smaller. Female speakers in the novels were increased from geisha and relatives such as wife, sister, mother and children to young women, teacher and student. Aspects of benefactive verbs' usages could be summarized as follows. Female speakers at licensed quarters used clearer and more typical expressions according to vertical relationships and gender differences in the novels of The Edo Period than the novels of The Meiji Period and the Taisho Period. In the novels of the Meiji Period, female speakers in a sophisticated social group used benefactive verbs to show strong respect and concern for the other person. In the novels of the Taisho Period, female speakers used benefactive verbs to show respect and concern for the other person according to their areas of outside activities. In the novels of the Meiji Period, female speakers used 'Okureru' when the other person was younger than them and was socially and psychologically close to them. Also, 'O~Nasaru' which was one of respect expressions was used by female speakers. Female speakers used it to older people in the Edo period but they also used it to younger people in the Meiji Period. Examples were not shown in the novels of the Taisho Period. Usages of 'Kureru' 'Kudasaru' according to vertical relationships were as follows. If 'a giver' was an older person, 'Kureru' with respect expressions 'Nasaru' 'Nansu' 'Namasu' was used more than 'Kudasaru' in the novels of the Edo Period. However, many examples of 'Kudasaru' were shown on the novels of the Meiji Period and the Taisho period. In the novels of the Meiji Period, 'Okureru' and 'Okurenasaru' which were expressions included in 'Kureru' were shown. Female speakers used them to older people who were socially and psychologically close to them like family. There were not many examples of 'a giver' and 'a receiver' around the same age. However, 'Kureru' and 'Okureru' were used in a younger group and 'Kudasaru' was used in an older group in the novels of the Meiji Period. If 'a giver' was an younger person, 'Kureru' was mainly used in the novels of the Edo period and "Doseishoseikatagi"in Meiji 10s. However, 'Kudasaru' was used many times in the novels of the latter Meiji Period and the Taisho Period.

• Journal of Korean Library and Information Science Society
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• v.7
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• pp.1-55
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• 1980

It has been observed that the purpose of education is poorly coordinated with the school library. Consequently a healthy growth of the library has been very rare, and educational process has been rather inefficient. Therefore this study attempts to define the role of a school library and the necessasity of its growth, examine principals' concepts of the library, find out the adverse causes for its growth, and make some suggestions to rectify them. A questionnaire was designed to get information on the principals' conceptions about the nature and the role of a school library, a librarian, and adverse causes for the growth of the library. This study is largely based on the analysis of this questionnaire. The results of this study may be summarized as. follows: 1) The school library is not generally considered as the center of educational activities. It is rather variously regarded as a subsidiary organization for education, a place where reading materials are offered, a place where books are kept, or a reading room. 2) This was largely due to the misconceptions of the principals as to the true nature and the role of the school library. 3) The degrees of their misconceptions varied depending on the amount of their exposure to the library science. Those principals who studied library science more hours had better understanding of the library. 4) Although the principals showed rather much concern for the library, the school library was not up to the expectation largely due to their misconception of it. 5) Most of the principals felt that they needed more knowledge on library science to carry out their job. This feeling was stronger for those who spent more hours in a library science course. 6) Most of the principals wanted to offer a position for a dual function: a librarian and a teacher. This was largely due to their lack of knowledge as to the duties of a librarian-which were considered as secondary to the duties of a teacher. 7) The majority of the principals thought the librarians were not paid well enough, but some of the principals o n.0, pposed their pay raise. The former generally took more courses in library science than the latter. 8) Many principals agreed that the adverse causes for the growth of the school library originated from the regional or governmental school authorities. This seemed to indicate that the legal requirements for the library were inadequate and that there was no administrative organization to take care of the library. 9) Most of the principals considered the insufficient funds as the major reason for the present poor condition of the library. But considering the fact that some libraries are better equi n.0, pped that others, financial matter cannot be the deciding factor. It rather seemed that there is some serious problems in the current educational system. For further studies in this field and for the libraries to function properly, the following suggestions are made here: 1) The major adverse cause for the healthy growth of the school library was found in the misconceptions on the school library by the principals, and these misconceptions were largely due to their lack of knowledge. Therefore they should be given more o n.0, pportunities to take courses in library science. 2) The librarian should not be overburdened with other duties than what his job duly calls for, and they should be properly compensated for their own job. They should also be encouraged to grow as librarians. 3) Education itself should be improved so that the library becomes the center of learning. 4) An administrative department should be created to oversee the school libraries, and legal measures should be enacted for better school libraries. 5) Financial su n.0, pport should be provided for a period of time in order to upgrade the school library to a certain level. Finally it is strongly felt that more detailed and inclusive studies in this field should be carried on and further experimental studies should be done.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• The Korean Journal of Elementary Counseling
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• v.11 no.3
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• pp.485-504
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• 2012

The purpose of study was to analyze the differences of perceptions between pre-service and in-service elementary school teachers on the prevention and intervention of school violence. For this purpose, 459 student teachers and 289 in-service teachers has responded a questionnaire consisted of 12 core questions and 8 supplementary questions about the prevention and intervention of school violence. The findings of this study was as follows: First, in-service elementary school teachers perceived the problem of school violence more seriously than student teachers. Second, in-service elementary school teachers and student teachers perceived the lack of parents' concern of their children and the disturbed friendship as major causes to arouse school violence, and insisted to improve students' emotional self-control and social skills in order to prevent school violence. Third, in coping with students' violent behaviors they took the need to interview the student' parents and to invite them to meet each other halfway. Fourth, With government's comprehensive countermeasures against school violence they acknowledged the importance of policy alternatives but made doubt of their effectiveness. Finally, both in-service elementary school teachers and student teachers approved of a plan to assign the required subject of 'Prevention and Intervention of School Violence' to the student teachers, particularly student teachers approved more positively than in-service elementary school teachers.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.133-147
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• 2007

The purpose of this study was to identify the effect on the evaluation of a female teachers' role-performance based on appearance according to the clothing attitude of students and their parents. Based on the results of this study a female teachers' role-performance evaluation can be broken down into four ability areas: leaning guidance, living guidance, human relations, and learning management. Likewise the clothing attitudes of students and their parents can be divided into three groups, the clothing oriented group, the trend-individuality group, and the chastity oriented group. The trend-individuality group of students felt that female teachers' appearances have a significant effect on learning guidance and human relations ability while parents thought that there was little relationship or that it has a moderate effect on the role of learning guidance. Because the concerns of students and parents about female teachers' clothing has an effect on female teachers' role performance evaluation, when directing a student group with a high concern for clothing, female teachers need to be sensitive about their appearances and it's affect on learning guidance, human relations, and class management. Based on these results, students and parents felt that female teachers' appearances have an effect on their role performance according to their clothing attitudes.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.