• Communications of Mathematical Education
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• v.36 no.4
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• pp.611-626
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• 2022

In this study, we introduced the case of college calculus course for vocational high school graduates with coding. We suggest this case as an alternative to overcome mathematics anxiety. Contents, python/SageMath codes, and textbook for this course, which help students to easily and quickly review middle and high school mathematics, were newly developed by authors. Due to the use of codes and chat with classmates in learning management system, most of the students who took this course reported that they no longer felt anxious in complex mathematics problems, had a full understanding of calculus concepts, could solve almost problems in any calculus textbooks with or without codes, and could explain calculus concepts to other students in their own words. In this way if mathematics and coding is properly used in mathematics education, it helps students with weak mathematical backgrounds or mathematics anxiety to restore confidence in mathematics in college. This could be applicable in secondary mathematics education.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.91-100
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• 2023

This study is a case study comparing and examining the effects of non-face-to-face(NFTF) classes in the 2021-2 semester and face-to-face(FTF) classes in the 2022-2 semester on learning immersion, learning stress, and learning satisfaction. The learning immersion and learning satisfaction of 240 students were analyzed in NFTF and FTF classes of department S of C junior college where the same textbook, same subject, and same professor were taught. For data processing, SPSS Ver. 23.0 was used. The data is used to measure reliability by Cronbach's α, t-test, Pearson's correlation coefficient, and multiple regression analysis. The results of this study are as follows. First, learners' learning immersion was higher in FTF than NFTF classes among engineering major subjects. Second, it was found that there was a difference in learning stress according to the types of FTF and NFTF classes in engineering major subjects. Third, it was found that there were differences in practice content, communication, and task performance of sub-factors of learning satisfaction according to FTF and NFTF class types in engineering major subjects. In conclusion, it was found that FTF classes had a more positive effect on learning immersion and satisfaction, and NFTF classes had a more negative effect on learning stress.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.770-782
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• 2022

This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.642-657
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• 2022

This study aimed to investigate how elementary school students' science reading ability is influenced by collaborative problem-solving for competency instruction strategy using science reading text. This study recruited two groups of elementary students in fifth grade. The experimental group underwent an instruction strategy using science reading text, while the comparative group experienced a science class using a textbook. Afterward, data from the science reading ability tests, voice recordings of the discussion process involving each group, and class videos were collected and analyzed. The results showed that science classes that used collaborative problem-solving for their competency instruction strategy via science reading text were effective in enhancing elementary school students' science reading ability. Meanwhile, the science reading ability test results indicated that the experimental group had statistically higher total scores than the comparative group in the three subelements, especially "introspection and evaluation" and "integration and interpretation" owing to their significant improvement in high-level cognitive processes. In these classes, the students read the materials that the teacher provided, participated in the discussion based on what they have read, and had the chance to reflect on their reading processes. Overall, students' science reading ability was enhanced through this process.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.324-336
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• 2022

The purpose of this study is to comparatively analyze academic achievement and class satisfaction in college general mathematics between face-to-face classes and remote classes. For this study, we selected 97 first-year students from three departments of an engineering college at M University. Among the subjects of the study, 39 students in Department A and 36 students in Department B took remote classes using pre-recorded class videos, and 22 students in Department C took face-to-face classes. The subjects of this study were evaluated by one professor as the same type of problem with the same content for the same textbook. Among the subjects of the study, 35 students in department A, 34 students in department B, and 17 students in department C who entered through rolling admissions were collected and homogeneity tests were conducted. And then we analyzed the scores of these students' midterm and final exams for general mathematics in the first semester of 2021. Also, we compared and analyzed the academic achievement and class satisfaction of general mathematics subjects for face-to-face classes and remote classes for all study subjects. The results of this study are as follows. First, there is a significant difference in students' academic achievement of general mathematics between face-to-face classes and remote classes. Second, there is a significant difference in class satisfaction between face-to-face classes and non- face-to-face remote classes.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.389-395
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• 2020

This discussion is a study that proposes to introduce a strategy to positively interpret the narrative meaning in media language based on a generalized cognitive environment in order to activate correct media literacy in the era of cultural convergence. have. In particular, by using advertising content that has the most reinforced creativity related to cultural interpretation, it was induced to grasp the informational manifestation of that era and to reproduce meaning interpretation with relevance. In addition, it attempted to utilize an argumentative writing strategy in the process of reproducing Korean language learners' writing, which was capable of cognitive interpretation. The intention of the public service advertisement content developer always expects a positive effect in the social and cultural aspect, and the learner dreams of reflection and a correct future through the effect. The research on activating media literacy in the era of cultural convergence, which I intended, has not yet been much discussed. We hope that the proposed discussion of this study will be actively utilized in mass media language education of the contents of textbooks for Korean language learners, and we are sorry for the part that does not contain quantitative analysis contents, and we expect the results in subsequent thesis.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.1-19
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• 2022

The purpose of this study is to analyze the keywords of the middle school textbooks based on the 2015 revision of the technology and home economics curriculum to understand the core concepts and contents composition of the 'housing' unit. Using TEXTOM and UCINET programs, the frequencies and centralities of the keywords were analyzed, and CONCOR analysis was performed. The results are as follows. First, the content system of the 'housing' unit is divided into 'life culture' and 'safety' in the 'family life and safety' area. Second, in the 'safety' section, the frequencies of occurrence of the words were high in the order of indoor, occurrence, use, noise, and safety accidents, in the order of frequency of occurrence. It was confirmed that words related to daily life, safety accidents, and prevention were closely connected to each other. In the 'life culture' section, the frequencies of occurrence were high in the order of space, housing, family, and residential space, and the correlations between these keywords were also high. Third, the most influential core keywords were, indoor and occurrence in the 'safety' section, and space, family, and housing, in the 'life culture' section. Fourth, the 'safety' section were divided into two subunits, 'safe living environment' and 'comfortable living environment', and the 'life culture' section were divided into four subunits, 'living space composition', 'space utilization', 'housing value and lifestyle', and 'housing culture'.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.1-13
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• 2022

This study aimed to explore 'Becoming Science Teachers' seen in pre-service elementary teachers' inquiry into the features and roles of tree stems, based on Deleuze's Theory of Becoming. As research subjects, this study selected 30 pre-service elementary teachers and made them carry out textbook activities and advanced activities for about a month. Based on the results of these activities, they kept reflective inquiry diaries, and this study analyzed them and found out how far they attained according to Deleuze's mechanism of generating differences. Interestingly, it was found out that most of them attained the phase of escape and even the phase of deterritorialization and showed the highest frequency of establishing various know-hows about inquiries needed to teach students in the future. However, it was also analyzed that over 60% of the diaries still remained in phases prior to the phase of deterritorialization through escape. When analyzing rhizomatic thought that helped attain deterritorialization through escape, this study found out that all the 6 types were seen and functioned to attain deterritorialization. Therefore, it is necessary to provide challenging inquiry environments that pre-service elementary teachers have never experienced before so that they can go through a phased process for overcoming striated space in inquiry and attain reterritorialization.