• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.3
• /
• pp.323-340
• /
• 2016

The purpose of this study is to investigate the effect of observing material on the phase change of moon considering the orbits of earth and moon for elementary school students. For this study, the material which shows the orbit of moon tilted at $5^{\circ}$ with the orbit of earth is developed. 110 6th grade students in an elementary school are sampled. They are divided into the experimental group and the control group. The lessons using the material developed in this study are implemented to the experimental group, and the lessons using the material proposed in ordinary textbook are implemented to the control group. The pre, post, delayed concept tests on the phase change of moon are administered to the students of the experimental group and the control group, and semi-structured interviews are conducted for each concept level. According to students' responses, the concept levels are divided into 'Phase recognition', 'Space viewpoint', 'Earth viewpoint', and 'No recognition'. The experimental group and the control group are homogeneous in the pre-test. The result of this study shows that the experimental group gains significantly more scores than the control group in the post and delayed tests. Also, in the post and delayed tests, more students of the experimental group are in the highest level 'Phase recognition' than the control group. Finally, students of the experimental group who were in the 'Phase recognition' and 'Space viewpoint' explain more scientifically than the students of the control group. Therefore the results of this study show that the observing material on the phase change of moon considering the orbits of earth and moon is effective.

• Journal of Educational Research in Mathematics
• /
• v.22 no.3
• /
• pp.371-386
• /
• 2012

This research assumes two facts; One is that the mathematics curriculum reform of Korea in 2007 would have been better if it had been a revise instead of deletion and the other is that every school curriculum should be of help for the sound enhancement of all 6 types of logical concepts that appears in the Piaget's theory of cognitive development. What our mathematics curriculum has introduced as a correlation is not the one of the 6 logical concepts that Piaget had thought in his theory of cognitive development. In order to see the reason of that difference, we check the difference of jargons among the academic denominations, such as Pedagogy, Psychology and Statistics through their college textbooks. Because we suppose that the mismatch of 'Piaget's vs Curriculum's correlation' is due to the mis-communication among scholars of different academic denominations. With what we learned via the above analytical study leaned on an abduction and to get some idea on them for the potential future construction of school Statistics curriculum when it should be returned, which we believe so, we observe two foreign highschool mathematics textbooks briefly. As a result of the study, we found that the concept of correlation in Pedagogy contain all kinds of relation while it was stingy in Statistics. Here we report a main result; A careful discretion among similar concepts of correlation, such as linear relationship(correlation), stochastic change along conditions(dependence), central comparison(other relation) are needed for the potential future curriculum. And if new curriculum contains the linear correlation then we strongly recommend to involve the regression line to connect it with the linear function chapter.

• Journal of Internet Computing and Services
• /
• v.17 no.3
• /
• pp.33-43
• /
• 2016

In this study, 3D-image based course material has been suggested as a potential pedagogical tool for laboratory courses for aviational maintenance in vocational high schools. With a special focus on assembly/disassembly of the combustion chamber, 3D contents described here are created by Soildworks 2014 based on the textbook widely used in aviational high schools. By analyzing several textbooks currently adopted at various schools, we have clearly shown that the current text-based teaching method is far from being effective regarding providing adequate learning environment for high school students who study aviational maintenance. From the analysis of the conventional textbooks, it is seen that it is urgent that we should come up with more effective and efficient way of teaching methods for these topics at vocational high schools. Using Solidworks, we have developed very vivid 3D image-based course material for topics related to a combustion chamber in the airplane. Newly developed 3D material is seen to clearly show step by step procedures of assembly and disassembly of the combustion chamber which has crucial importance in the aviational laboratory courses. Especially the transparent feature in Solidworks could make it possible to observe the parts covered by outer casing, which can not be seen even in any laboratory class with real objects. 3D animated views could provided unprecedented learning environment for students to acquire core knowledge with ease for the maintenance of a combustion chamber. In order to provide easy access for students to this 3D-based course material, the exclusive viewer is also developed using MS office powerpoint 2007. An example of a learning plan using 3d course material is suggested as well.

• Journal of Korean society of Dental Hygiene
• /
• v.6 no.3
• /
• pp.187-201
• /
• 2006

The purpose of this study is to examine the satisfaction for college life and oral prophylaxis subject and improve the satisfaction for this subject by satisfying students' desire through the results of correlation, and to inspire a professional sense by helping students enjoy healthy college life. In order to achieve these purposes, 127 senior students of the Dental Hygiene Department, Kwangju Health College took part in this study to examine the satisfaction for a study course, a lab, professors, a college, and subjects. The following results were obtained. 1. The overall satisfaction for the Dental Hygiene Department was 2.83 and the highest dissatisfaction factors included difficult subjects and non-aptitude. The overall satisfaction for professors was 3.33 and students wanted professors' human contact with students and a well-prepared lecture. The overall satisfaction for college life was 2.65, suggesting not very high satisfaction, and the highest dissatisfaction factors included similar life to high school and surrounding environment. 2. The overall satisfaction for theory was 3.83 and for practice was 3.91 in oral prophylaxis. While the highest satisfaction was found in 'the objective and direction of class' and 'class and a supplementary lesson in not giving a lecture', the lowest satisfaction was found in 'experience in reading textbook-related materials or books'. 3. The correlation of the satisfaction of theory and practice of oral prophylaxis was examined. The satisfaction of oral prophylaxis theory was positively correlated with a school course, professors, and college, while the satisfaction of oral prophylaxis practice was positively correlated with a school course, professors, college, satisfaction of oral prophylaxis theory, and present health condition(p<0.05). 4. Factors influencing the satisfaction for the theory of oral prophylaxis included professors, while factors influencing the satisfaction for the practice were statistically significant in professors and health condition(p<0.05). Based on these results, in order for professional dental hygienists to be developed as professionals serving society, it is recommended to enhance the satisfaction for an oral prophylaxis subject and that professors should provide warm-hearted support and become a role model as an educator.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.4
• /
• pp.485-499
• /
• 2015

In this paper, focusing on definitions of terms related to ratio (a:b, external ratio, internal ratio, percentage, proportion, bi-ui-gap(value of a:b)), elementary school mathematics textbooks of Korea and Japan are compared. We can find significant differences between Korean and Japanese textbooks. In Korean textbook, 'bi-yul' includes both of the internal ratio and the external ratio. In Japanese textbooks, the external ratio(amount of unit size) and the internal ratio(wariai) are defined independently. And a:b is set to a subconcept of the internal ratio. In addition, a:b and percentage are presented as methods to express the internal ratio. From these results, the following four implications for developing our mathematics textbooks can be presented as conclusions. First, it is necessary to limit the ratio to mean the internal ratio. Second, it is necessary to define connotatively the ratio as the internal ratio and to set it as a prior concept of a:b. Third, it is necessary to define 1% as the internal ratio 0.01. Fourth, it is necessary to define bi-ui-gap as a number for expressing a:b, when viewing a:b as the expression method of the internal ratio.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.2
• /
• pp.185-205
• /
• 2013

In this study, to begin with, it was discussed to gather vocabularies which are expected to be vocabularies related to four fundamental rules of arithmetic and classify them according to kinds and groups, to demarcate vocabularies related to four fundamental rules of arithmetic for using in elementary school mathematics which are associated with addition, subtraction, multiplication, and division directly. Next, the basic vocabularies related to four fundamental rules of arithmetic were discussed. At this time, regarding vocabularies related addition, subtraction, multiplication, and division as coming from the verb add, subtract, multiply, divide respectively, vocabularies that contains the stem of each verb were considered as the basic vocabularies related to four fundamental rules of arithmetics. Following it, vocabularies which assist the operation and indicate the result of the operation were included, then, vocabularies related to four fundamental rules of arithmetic for using in elementary school mathematics were demarcated and presented according to the following criteria. First, a newly coined verb or derivative using the noun form of a certain verb as a root should not be used. Second, such vocabularies of which examples do not exist or rarely exist in textbooks/workbooks should not be used, even though they are registered in mathematics glossary book published by ministry of education or Korean dictionary published by the national institute of Korean language. Third, vocabularies which are not replaceable and vocabularies which have some didactical reasons for using them should be used.

• Journal of Educational Research in Mathematics
• /
• v.13 no.3
• /
• pp.329-349
• /
• 2003

Mathematics education is accomplished by systems such as mathematical curriculum and tools such as a textbook which reflects such systems. Human beings make such systems and tools. Therefore, a viewpoint of mathematics of those who make them is an important factor. The view point of mathematics is formed during doing and learning mathematics, but the already formed viewpoint of mathematics affects doing and teaching mathematics. Hence, it will be a factor which affects basically that those who employ themselves on mathematics education have a certain viewpoint of mathematics. This article presents dialectical materialistic viewpoint as the viewpoint of mathematics which affects fundamentally on mathematical teaching-learning practice. The dialectical materialism is carried through the process and result of mathematics development. This shows that mathematical knowledge is objective. Mathematical knowledge has developed according to three basic rules of dialectical materialism i.e. the transformation of quantity into quality, the unification of antagonistic objects, and the negation of negation. This viewpoint of mathematics should offer the viewpoint of mathematics education which is different from the view point of absolutism, relativism or formal logic. In this article I considered mathematics separating standpoint of mathematics into materialistic viewpoint and dialectical viewpoint. 1 did so for the convenience of analysis, but you will be able to look at the unified viewpoint of dialectical materialism. 1 will make mention of teaching-learning method on another occasion.

• School Mathematics
• /
• v.15 no.3
• /
• pp.603-617
• /
• 2013

The major purpose of this article is to examine what kind of gap exists between mathematically gifted students' probability knowledge and the reality actually applying that knowledge and then analyze the cause of the gap. To attain the goal, 23 elementary mathematically gifted students at the highest level from G region were provided with problem situations internalizing a probability and expectation, and the problems are in series in which conditions change one by one. The study task is in a gaming situation where there can be the most reasonable answer mathematically, but the choice may differ by how much they consider a certain condition. To collect data, the students' individual worksheets are collected, and all the class procedures are recorded with a camcorder, and the researcher writes a class observation report. The biggest reason why the students do not make a decision solely based on their own mathematical knowledge is because of 'impracticality', one of the properties of probability, that in reality, all things are not realized according to the mathematical calculation and are impossible to be anticipated and also their own psychological disposition to 'avoid loss' about their entry fee paid. In order to provide desirable probability education, we should not be limited to having learners master probability knowledge included in the textbook by solving the problems based on algorithmic knowledge but provide them with plenty of experience to apply probabilistic inference with which they should make their own choice in diverse situations having context.

• Journal of Korean Home Economics Education Association
• /
• v.16 no.4 s.34
• /
• pp.27-41
• /
• 2004

The purpose of this study was to provide a primary data for the revision of Home Economics Curriculum from the quantitative content analysis of illustrations in current Home Economics textbooks from the gender equity perspective. This study analyzed 342 illustrations and 1.368 individuals in 15 volumes of Home Economics textbooks of the 7th curriculum by units. The major findings of this study show that current Home Economics textbooks improved compared to the textbooks of previous the 4th, 5th. and 6th curriculum periods in terms of sex proportion and sex compositions of individuals appeared in illustrations. However, sex roles. color of clothing and dressing styles. and background and description of individuals appeared in illustrations tends to not described as gender equitable. This study recommends that there is a need for Department of Education to provide a specific manual and authorization standards for writing textbooks and constructing illustrations.

• Journal of The Korean Association For Science Education
• /
• v.22 no.3
• /
• pp.560-570
• /
• 2002

This study was focused on whether secondary science teachers have consistent, integrative scheme on the definition of atmospheric pressure and phenomena caused by air pressure. We had made questionnaire and let 94 science teachers answer. We sorted the responses according to their major, school and compared them with the description in textbooks. The result can be summarized into three findings. First of all, teachers whose major is chemistry have strong tendency to understand that atmospheric pressure is caused by molecular motion though it, in textbooks, is defined as the pressure by weight of air mass. The half of respondents believed that decreasing of atmospheric pressure in high altitude is due to molecular motions, while most textbook says decrease in the weight of air mass. Secondly, many science textbooks show that air mass expands, rises, becomes less dense and the pressure of atmosphere becomes low when it receives heat. So, most of respondents explained low pressure is formed by lower density. Thirdly, they answered that they just teach the phenomena of air pressure by using the textbooks which mainly deal with the present state rather than a principle. In conclusion, the science textbooks should present the exact description and consolidated structures of those concepts to prevent students from having misconceptions on air pressure. In addition, training program for science teachers would be necessary to reconsider and explore the natural phenomena in various viewpoints.