• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.208-223
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• 2019

In this study, it was analyzed first the views of nature of elementary and middle school students using the analysis framework of the views of nature that reflects the results of the literature analysis on the traditional views of nature that Koreans traditionally have. Next, it was analyzed characteristics of the views of nature which elementary and secondary school teachers. Finally, it was discussed the implications of the results of analysis of students' and teachers' views on science education in elementary and secondary schools. For this purpose, the framework for analysis the views of nature was reconstructed by combining the characteristics of Korean's traditional views of nature (Lee & Son, 2017) with the framework developed by Cobern and his colleagues (Cobern, Gibson, & Underwood, 1995). And in order to analyze in depth how students and teachers perceive nature, each question was asked to write a reason why they thought about their responses. According to the study, students and teachers respected nature and viewed it as a living creature, and had the view that nature was cyclical and that humans and nature interacted with each other. And they also had a traditional Korean view of nature that they consider naturalness important and nature is beautiful. It can be said that this is different from the view of Western modern science which perceives the world as a material and see nature with the view of linear time. Therefore, Korea's traditional views of natures, which students and teachers have, can be a conflict with the view of modern science in science class. Therefore, the science teaching strategy for students and teachers with different natural views will require consideration of the individual's understanding of nature and lesson strategies related to it. And it is also necessary that science textbook and science class cultures need to actively interact with teachers and students, and between students to share and understand each other's view of nature, and create a science class culture that considers the values students have and views on nature.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.139-158
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• 2009

The purposes of this study are to develop cyber home study program on consumer life for youth in middle school students and to compare the learning effect of this program with that of teacher's off-line lecture in class. The contents of the middle school Home Economics. Technology textbooks was analyzed. Based on this analysis 4 cyber home study lesson plans on youth's consumer life were developed. The topics of lesson plan were as 'youth and consumer behavior', 'utilizing consumer information'. 'effective consumer choice', 'resolving consumer problems'. The cyber home study were composed of 5 steps which were 'guiding' $\rightarrow$ 'learning activities' $\rightarrow$ 'evaluation' $\rightarrow$ 'further study' $\rightarrow$ 'summery'. The second grade middle school students as an experimental group participated in cyber home study through on-line class. The control group of students who had same condition with the experimental group were taught by home economics teacher using traditional instructional methods in off-line class. After the experiment, the changes in consumer's attitudes and knowledge of both groups were analyzed using Analysis of Covariance. The significant improvements of consumer's attitudes and knowledge were found in both the experimental and control groups of students. However, the consumer's attitudes and knowledge of the students who were taught by the teacher in off-line class improved more than those of the students who studied using cyber home study program in on-line class. Thus, the following conclusion is made that the cyber home study could be one of the useful learning methods to aid traditional off-line teaching in class.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.1-14
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• 2017

This study described the status of family dining and personality of adolescents, determined the differences in family dining according to personal variables, and examined the relationship between family dining and personality in adolescence. The Data were collected from self-reported inventory of the middle and high school students in a city and 1,259 data copies were used for analyses. Data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's ${\alpha}$, t-test, ANOVA, scheffe test, and multiple regression analysis using SPSS/PC 18.0 program. The results obtained were as follows. First, as for the weekly family dining frequency, more than 7 times had the most number of responses(44.2%), followed by 1~2 times(20.8%), 3~4 times(18.1%), 5~6 times(12.9%). The average scores for family dining perception and family dining attitudes were 3.75 and 3.42 on a 5-Likert scale, respectively, which means moderately high. But, family dining rules was 2.80, which means moderate. Agreeableness was the highest(3.68) among the personality components followed by Openness/intellect(3.42), Extraversion(3.33), Conscientiousness(3.14), and Emotional Stability(3.05) out of 5-point Likert scale. Second, there were statistically significant differences in family dining frequency, family dining perception, family dining rules, and family dining attitudes depending on the gender, school level, and the father's academic attainment. Third, family dining frequency, family dining perception, and family dining attitudes had statistically significant influence on the personality of adolescents after personal variables were considered. But, there was no significant relationship between family dining rules and the personality. The outcomes indicate that family dining affects the personality of adolescents. School needs to offer quality programs with various teaching methods to enhance family dining frequency, family dining perception, and family dining attitudes.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.78
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• pp.93-117
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• 2018

In all countries of the world, the development of trade is an important factor for the survival of the national economy. Increased export will lead to national economic growth. Export is directly linked to employment, and the industrial structure will be developed in the direction to produce products of comparative advantages. Therefore, every country around the world is trying to promote export regardless of the size of its economy. Accordingly, this paper focused on the promotion of export of domestic companies. It proposed to cultivate trade experts to promote export of domestic companies. The following five methods were proposed to materialize the proposal. First, it is important to foster trade experts to expand and foster the one-person creative companies. In particular, it is important to develop a professional education curriculum. It is necessary to design and conduct a systematic curriculum throughout the process including follow-up after education such as teaching detailed procedures for establishing a trade business, identification of relevant regulations and related organizations, understanding of special features of each exporting country, and details of exporting procedures through specialist training for the individual industries, helping themto keep their network steady so that they can easily get help from consultants. Second, it is necessary to educate traders working in the field to make them trade experts and utilize themin on-the-job training and consulting. To do this, it is necessary to introduce systematic consultant selection process, and to introduce a systemto educate and manage them. It is because, we must select the most appropriate candidates, educate themto be lecturers and consultants, and dispatch themto the field, in order to make the best achievement in export. Nurturing trading professionals utilizing the current trading workers to activate export of domestic companies can be more efficient through cooperation of trading education agencies and related agencies in various industries. Third, it is also proposed to cultivate female trade experts by educating female trade workers whose career has been disrupted. It is to provide career disrupted women with opportunities to work after training them as trade professionals and to give manpower pool to domestic companies that are preparing for export. Fourth, it is also proposed to educate foreign students living in Korea to be trading experts and to utilize them as trading infra. They can be trading professionals who will contribute to the promotion of export. In the short term, they will be provided with opportunities for employment and start-upin the field of trade, and in the mid- to long-term, they may develop a business network between Korea and their own countries. To this end, we need to improve the visa system, expand free trade education opportunities, and support them so that they can establish small but strong enterprises. Fifth, it is proposed to proactively expand trade education to specialized high school students. Considering that most of domestic companies pursuing activation of export are small but strong companies or small and mediumsized companies, they may prefer high school graduates rather than university graduates because of financial limitations. Besides, the specialized high school students may occupy better position in the job market if they are equipped with expertise in trading. This study can be meaningful, in that it is the first research that focuses on cultivating trading experts to contribute to the export activation of domestic companies. However, it also has a limitation that it has failed to reflect the more specific field voices. It is hoped that detailed plans will be derived from the opinions of the employees of domestic companies making efforts to become an export company in the related researches in the future.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.893-910
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• 2013

The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants' mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants' mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.1-15
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• 2007

This study was conducted to analyze recognition, applicability, class satisfaction, and needs as well as students' attitudes for eating behavior by 1st and 3rd graders of a mixed middle school located in Gyeonggi area in relation to food and nutrition section of the Technology and Home Economics curriculum and thereby provide basic data for development of strategies of educational effect maximization of food and nutrition in the curriculum. 522 questionnaire were collected and statistically processed. Findings from this study are as follows. Both 1st and 3rd graders were found to exhibit relatively low preference for technology and home economics curriculum. While 1st graders were more interested in the subject than 3rd graders, the frequency of practical use of the food and nutrition section in every day life was higher in 3rd graders than that in 1st graders. For food and nutrition section of the subject, preference level of the 1st graders was higher than 3rd graders. The 1st graders were higher than 3rd graders in the needs for food and nutrition section as well as in usefulness in every day life of the unit. The applicability in every day life of the unit was found to be generally higher, with 1st graders having a higher level of applicability than 3rd graders (p<0.001). Class satisfaction of the unit was higher in 1st graders than 3rd graders, with the most satisfactory unit being 'basics and practice of cooking' both for 1st and 3rd graders. Needs for food and nutrition unit were higher in 1st graders than 3rd graders, with the unit highly needed being 'basics and practice of cooking' both for 1st and 3rd graders. Regarding interrelation of the degree of preference, need, applicability and class satisfaction, as the preference was high on food and nutrition, the degree of need, applicability, and class satisfaction was high. As respondents recognized food nutrition section necessary, they were more satisfied and showed high applicability for the section. Therefore, contents of food and nutrition section should be improved with re-organization of educational and subject contents so that they will be best fit for students by grade, to increase preference, applicability and necessity in every life. In addition, to maximize the applicability of the subject in everyday life, sufficient class-time should be assigned for the purpose of experiment- and practice-based education, and a wide range of teaching strategies are needed to increase students' interest in the subject.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.115-136
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• 2019

The purpose of this study is to analyze the contents of 'housing' unit in middle school Technology-Home Economics textbooks according to the 2015 revision curriculum based on the targets of SDGs. All contents of the ten textbooks of five publishers, such as texts, photographs/figures/tables, activity tasks, and supplementary materials were analyzed in terms of SDGs targets. The number of 'housing' contents among 4 small housing units of Technology-Home Economics book 1 & 2 varied from 64 to 97 by publishers. Beside SDGs4.7, which contains inclusive and general ESDGs, 24 targets of 10 SDGs were found to be related to the contents of 'housing' and were grouped into 15 target categories. The number of SDGs target categories related to housing contents of each small unit and total of all units differed by publishers. Each of 4 small 'housing' units from all the five publishers was related to 6~10 target categories. The contents of five book 1's were related to smaller number of target categories than those of five book 2's. They corresponded to 9 and 12 target categories, consecutively. Only SDGs' target11.1 (appropriate and safe housing and basic services) was related to all the four small units of 'housing' contents among all the five publishers. covering 43.8% of the housing contents. In conclusion, the contents of the 'housing' unit were related to broad range of SDGs targets. Further study could relate goals of teaching-learning plan to various global targets of SDGs according to the contents of 'housing' in order to accomplish ESDGs.