• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.735-750
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• 2013

The purpose of this study is to relieve the difficulties caused by science terminology in science learning and increasing the efficiency of science education. The reason why students experience difficulties in science terminology is because science words are used without being filtered by a criteria and students have not had the opportunity to be educated properly in science terminology. As a way to solve this problem, we propose establishing a criteria about the science words used in science education and to teach the science words systematically to the students under the criteria. In this study, we used the method of empirical linguistics that investigate the science terminologies actually used in science education to establish a criteria for science words. As a basic research for this, we analyzed all words contained in the physics section of science textbooks for elementary and secondary schools. And then, we collected all words used in the physics section of science textbook, and selected the science words for teaching, and rated them by grade. As a result, a total of 930 physics terms were selected as the science words for grade 3 to 10. The numbers of physics terms per grade were as follows: 66 words for the 3rd grade, 38 words for the 4th grade, 35 words for the 5th grade, 28 words for the 6th grade, 203 words for the 7th grade, 135 words for the 8th grade, 123 words for the 9th grade, and 302 words for the 10th grade.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.625-635
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• 2019

Students are exposed to many visual representations in various visual cultures. Infographics combining visual representations and writing can effectively convey information. Also it can be efficient ways for teachers to focus on important contents. Students can use infographics as a method directly to organize information. Therefore, the infographics that students use both writings and images directly and visually will be more effective on elementary school science classes than the workbook. Classes are guided with the same scientific inquiry and experiment written on the science textbook. The experimental group students organized scientific inquiry by infographics, while the comparison group students still used the workbook. First, the types of infographics are determined by what students want to explain. Based on learning objectives, students used the right type of infographics to effectively convey their focus on information. Second, the infographics organizing activities used in the classes had a significant effect on students' academic achievement. Also, the infographics organizing classes are positively associated to science-related attitudes, including such+ as 'Leisure Interest in Science', 'Adoption of Scientific Attitudes', and 'Attitude to Scientific Inquiry'. Third, visual tendency and classroom treatments had no interactions, but the experimental group had a positive impact regardless of student's characteristics. Fourth, experimental group showed positive attitudes toward to students' perception of infographics. Since some of students had difficulties organizing information in infographics, further research is required to enable students to reduce their burden in application of infographics.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.19-37
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• 2018

In this study, the actual state of teaching seven extensive quantities (time, length, capacity, weight, area, angle measure, volume) of measurement domain are analyzed comparatively between the 2015 revised elementary school mathematics curriculum in Korea and the 2017 revised elementary school mathematics curriculum in Japan in terms of comparison in measurement, direct measurement, indirect measurement, and estimation in measurement. From the results of this comparative analysis, some implications for discussion on the development of the next elementary school mathematics textbook and the next elementary mathematics curriculum can be suggested. First, it is necessary to discuss on clarifying the range of handling of comparison, direct measurement, indirect measurement, estimation of seven extensive quantities respectively. Second, it is necessary to discuss on doing direct comparison when intuitive comparison is difficult. Third, it is necessary to discuss on reconsidering indirect comparison of weights. Fourth, it is necessary to discuss on reconsidering measurement using arbitrary units in case of angular measures. Fifth, it is necessary to discuss on dealing with estimating the area of $1cm^2$ and $1m^2$ and the volume of $1cm^3$ and $1m^3$ for the purpose to make rough guesses their size respectively.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.431-448
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• 2015

Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.52-60
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• 2016

Many hidden aspects of society around the world that has been lurking as risk factors have been ultimately connected to disasters. Such connection did not just stop with massive damages to properties and loss of lives but became a serious social issue. Especially in the case for Korea, because the country has gone through abrupt economic growth which has resulted in rapid urbanization and expansion of economic scale, Korea has been caught in a vicious cycle of experiencing human and social calamities repeatedly. Due to the seriousness of such problem, there's been continued research in various fields for managing disasters, and the domain of knowledge has been expanding with complexity. The following study went beyond the perspectives of disaster prevention study, disaster prevention engineering and social sciences suggested from previous research directions in disaster and disaster prevention, and attempted an alternative research method by approaching from a service design perspective. During the process, the paper looked over the summary on disaster and service design. By applying it on disaster prevention projects, the research sets forth and discusses effective and practical disaster prevention service design. Through specific case studies, the research methodology applied was verified, and the purpose of the study was carried out in the perspective of real world applications different from textbook type discussions. It is expected that through the disaster prevention service design process and platform that were discovered during the research result, defining and understanding disaster prevention service design will be made apparent. Additionally, the research is expected to be used as a basic building block for building a visualized plan for tangible and intangible factors related to disasters before the disaster process through such proposed disaster prevention service design.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.5
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• pp.29-41
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• 2017

Recently, citizen participation and user - oriented design are becoming increasingly important in the urban space design process. The Children's Park has also begun to discuss the need to reflect children's opinions and needs as well as existing ways and means of participation to reflect these opinions and ideas. In this study, a design education program for children was constructed and user opinions accessed via this design education were reflected in design and applied to the Children's Park. The training program consists of five weeks of educational programs, textbooks and teaching methods related to existing research, design education for children and participatory design programs. This program was used as a pilot of Eogong-6ho Children 's Park(No. 6 Children's Park), located in Gwonseon-gu, Suwon, and reinterpreted the results of the workshop for 5th grade students at Sunil Elementary School. This design education program is distinguished from other workshop programs on how to organize and operate participating professors and textbooks, and has a program base that can reproduce the entire process. In addition, it is necessary to verify the effects of user participation through research, such as monitoring the use of children's parks after completion, as well as the application of more diverse design methodologies to children's parks and the way they reflect children's opinions.

• Korean Journal of Oriental Medicine
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• v.9 no.1
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• pp.35-50
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• 2003

In Korean traditional medicine, there are 4 major diagnoses. They are 'Mang (Watching)', 'Mun (Listening)', 'Mun (Asking)', and 'Jeul (Touching)'. These ways are closely related to each other. Among the four, 'Jeul' is the most famous one because it is the final way of checking the pulse for the cure. Pulse checking has been used as an essential way of diagnosis, but there are some difficulties in doing so in the business matter. To overcome these problems the theories should be studied profoundly and heterogeneously. More importantly, these endeavors must be pursued on the basis that pulse-checking must be. done along with other diagnostic ways to diagnose more precisely and practically. Therefore, I want to study and analyze the pragmatic ways to help the business field. Wang Suk-Hua(王叔和) arranged the methods and theories of 'pulse-checking' that was used before Nea-kyung. The book is called Maek-kyung. But this is too complicated to use in the field. As a result Maek-kyul(脈訣) which is made of songs that help to memorize and practice was gain more popularity than the ${\lceil}$Maekkyung(脈經)${\rfloor}$ itself. But the songs are so simple and compact that the offsprings annotated this book again and made books consist of these annotations. Among these books ${\lceil}$Chandobangronmaekkyulgipsung(纂圖方論脈訣集成)${\rfloor}$(1349) which was written in Won(元) dynasty was imported to Cho-sun(Korea) and used as the most important book on pulse-checking. So I will study ${\lceil}$Maekkyul(脈訣)${\rfloor}$ which contains the essence of ${\lceil}$Chandobangronmaekkyulgipsung(纂圖方論脈訣集成)${\rfloor}$. And I will also study ${\lceil}$Dojumaekkyul(圖註脈訣)${\rfloor}$ and ${\lceil}$Maekkyulyouhae(脈結乳解)${\rfloor}$ as conference. The former, written by Jang-sae-hyun(張世賢), contains narrative paintings and prescriptions according to pulses. And the latter, written by Wang Bang-bu(王邦傅), contains criticism of earlies annotations along with his own theory. ${\lceil}$Chandobangronmaekkyulgipsung(纂圖方論脈訣集成)${\rfloor}$ was chosen as a text book of medical examination according to ${\lceil}$Kyungkukdaejun(經國大典)${\rfloor}$ and had been used during Cho-sun, dynasty after closely corrected by Heo Jun(許浚). It means, during Cho-sun Dynasty, everyone who wants to become doctor had studied pulse-checking through this book, and also means Cho-sun medicine emphasizes practicality. This book and the pulse-checking part of ${\lceil}$Dongeibogam(東醫寶鑑)${\rfloor}$, which published later, made the main frame of pulse-checking during Cho'sun Dynasty. As above, studing ${\lceil}$Chandobangronmaekkyulgipsung(纂圖方論脈訣集成)${\rfloor}$ which was major textbook of pulse-checking in Cho-sun, helps to study pulse checking itself as an important way of diagnosis in Korean traditional medicine. And more than that it helps us to understand. the. practical development of pulse-checking dyring Cho-sun dynasty. With these reasons I studied ${\lceil}$Chandobangronmaekkyulgipsung(纂圖方論脈訣集成)${\rfloor}$ conferring ${\lceil}$Dojumaekkyul(圖註脈訣)${\rfloor}$ and ${\lceil}$Maekkyulyouhae(脈結乳解)${\rfloor}$ to understand ${\lceil}$Maekyung(脈經)${\rfloor}$ which is practical book of pulse-checking. During so I got some achievements and I report it as. follows.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.17-30
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• 2009

This paper is about the basic skills of four operations in numbers and operations areas from step 1 to step 3 in elementary mathematics. Here are the results of the evaluation. First, addition and subtraction take the largest time. The average difficulty rate in operations area is 91.2%. Most students understand the contents of textbook well. Specifically, students easily understand the step 1. However, subtraction has lower difficulty rate than addition. Also, three mixed computation, calculation in horizontal, and rounding(rounding down) are difficult areas for students. The contents of step 2 are fully understood. However, lots of mistakes are found in the process of rounding(rounding down), and sentence problems are thought as difficult. Second, the multiplication is first starting in the step 2-Ga. The unit 'Multiplication 99' takes 13 hours, the longest. The difficulty rate in this unit is 89.4%, students understand well. However, students are influenced by addition and subtraction errors in the process of multiplication, and have difficulty in changing the sentence problem to multiplication expression. Third, the division, which starts in step 3-Ga, has 89.9% of difficulty rate. Students well understand. Result of this paper: most of students understand well four operations, but accurate concept, the relationship between multiplication and division, specific instructions in teaching principles of division calculation and sentence problems are in need. Setting the amount of the contents and difficulty rate in understanding are depends on every school's situation, so suggesting universal standard is really hard. However, studying more objects broadly and specific study will be helpful to suggest proper contents and effective teaching.

• Journal of Science Education
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• v.41 no.2
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• pp.167-178
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• 2017

It has been suggested that character education, taught only in ethics and social science, should be integrated into other subjects including science education. In terms of inquiry and the nature of science, science education is related to character education, which is emphasized by SSI (Socioscientific Issue) education. Followed by necessity of character education, the Character Education Promotion Act was established in 2015. To investigate what and how character education is conducting in schools, analysis of curriculums and textbooks is needed in terms of elements underlined in the Character Education Promotion Act. For this purpose, this research analyzed general remarks and science sections in the 2009 revised and the 2015 revised curriculums and science textbooks based on the 2009 revised curriculum with regard to essential virtues in the Character Education Promotion Act. Results showed that parts of essential virtues were included in both curriculums, of which elements were inconsistent with those of science textbooks. Curriculums and textbooks reflecting whole elements faithfully need to be developed.