• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.1-13
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• 2010

The purpose of this study was to examine how the basic directions proposed in the Dietary Education Support Act were reflected in the dietary section of home economics textbooks for middle schools. The eleven different kinds of the 2007 revised textbooks were considered in the study. It was found that all of the textbooks considered reflected well in general the basic directions in the Dietary Support Act - formation of healthy dietary habits, promotion of dietary activities, practice of green dietary, preservation of traditional dietary, utilization of local food products, etc. in terms of their organization and description. However, it was also revealed that there were great differences among them in their treatment of visual materials like figures, photos, graphs, etc., news articles, and interesting anecdotal stories.

• Korean Journal of Oriental Medicine
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• v.15 no.2
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• pp.1-19
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• 2009

Some researchers who once studied Uirimchualyo have paid good attention to the connection between Donguibogam & Uirimchualyo because of their similarity. So, after reviewing the Sequel of Uirimchualyo, in terms of its editing purpose and the list of contents, especially focused on throat sickness, here I report on the conclusions I come to. Firstly, the Sequel of Uirimchualyo was a monumental edition in concert with the enthronement of Kwanghaegun, and printed at demand of new medical knowledge, which was required to add to the existing Uirimchualyo, written by best-noted doctor, Yang Yesoo, and in need of simpler medical textbook to help people's recovery from the damage of Japanese invasion in the year of Imjin & Jeongyoo. Secondly, all the contents read in the Sequel of Uirimchualyo, were quoted from Kogumuigam, compiled by Kong Shin, Manbyonghoichun, edited by Kong Jeonghyun, Dangaeshim bupbuyo, published by Bang Kwang, and Uihakipmun, edited by Lee Cheon. Thirdly, The reason of similarity between Uirimchualyo and Donguibogam is that the Sequel of Uirimchualyo was made by adding new medical knowledge to the existing Uirimchualyo, and that many of contents of the Sequel of Uirimchualyo were quoted in Donguibogam. Fourthly, regarding throat sickness, medical knowledge on acute fever was supplemented in the Sequel of Uirimchualyo, and the emergency medical treatment methodology like "blow-in-throat" was newly introduced. This treatment is worth being employed to treat acute suffocation with swollen throat in modern acute-infection sicknesses. Fifthly, the Sequel of Uirimchualyo made up for brief description of the existing Uirimchualyo, offered more convenience of users compared with too overscaled Hyangyakjipseongbang & Uibangryuchui, and was more complete than Kookupbang which was loose, incomplete, and sometimes risky. And it took firm hold before Donguibogam, and eventually made a great contribution toward Donguibogam.

• Journal of Physiology & Pathology in Korean Medicine
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• v.25 no.2
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• pp.359-364
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• 2011

The purpose of this research is to propose the range of five phases which need to be essentially included in the introductory course of Korean medicine, its significance and the relationship with applied subjects. The students in School of Korean Medicine participated in a survey to figure out the response rate and status of the five phases described in the textbooks. In the preparatory survey, 43 items in the phases were selected; in the main one, there were differences only in the response rate to respective items, not in the grade level. In addition, the survey for the present condition of the textbooks was conducted with six categories to see if there is description of the five phases. Based on the two results, the importance of 43 five phases items was classified into low, medium, and high levels. It is expected that the efficiency of education can be increased if 14 items included in high significance and 11 in medium, which are classified according to the findings of this study, must be instructed in the introductory course of Korean medicine, and if 18 items in low significance are used as reference materials.

• Herbal Formula Science
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• v.29 no.4
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• pp.297-310
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• 2021

Objectives : In traditional herbal medicine, as clinical experience increased, the number of herbal formulas also increased. For example, there are 61,739 herbal formulas in Pujifang, and 96,592 in Dictionary of Traditional Chinese Medicine Prescriptions. In chapter of Clear Heat (CH; 淸熱劑) of textbook, the 38 formulas were presented. For enhancing understanding of herbal formula, a large majority of books explained each individual formula with description or figure about interactions between constituent herbs. But there is no study on the interrelationship of each CH herbal formulas. This study investigated the interrelationship of CH herbal formulas. Methods : The CH herbal formula were analyzed with the ingredients, actions and clinical applications by literature study. Results : To improve cognition the interrelationship of CH herbal formulas, we analyzed the formulas and established the 16 interrelations of herbal formulas. Conclusions : Finally, this study established the interrelation of herbal formula as one figure. This result could contribute to improve cognition on the interrelationship of CH herbal formulas.

• Herbal Formula Science
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• v.29 no.2
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• pp.105-118
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• 2021

Objectives : The process of disease treatment in traditional medicine is defined as differentiating patterns and determining treatment. As an important part of this process, the herbal formulas are specific combinations or configurations of medicinal herbs that serve as tools for treatment. As clinical experience increased, the number of herbal formulas also increased. For example, there are 61,739 herbal formulas in Pujifang, and 96,592 in Dictionary of traditional chinese medicine prescriptions. In chapter of Release the exterior syndrome (RES; 解表劑) of textbook, the 42 formulas were presented. For the understanding on the formula, most of books explained with description or figure about the formulas. But there is no study on the interrelationship of each herbal formulas. This study investigated the interrelationship of RES herbal formulas. Methods : The RES herbal formulas were analyzed with the ingredients, actions and clinical applications by literature study. Results : To improve cognition the interrelationship of RES herbal formulas, we analyzed the formulas and established the 19 interrelations of herbal formulas. Conclusions : Finally, this study established the interrelation of herbal formula as one figure. This result could contribute to improve cognition the interrelationship of RES.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.69-90
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• 2011

To develop the descriptive evaluation questionnaire with high validity and reliability on the Clothing and Textiles section of the middle school Technology & Hone Economics textbook, apply it to students and analyze its results. We made out a draft for descriptive evaluation questionnaire that was based upon the concrete establishment of the goal and the range of evaluation. We also made a rubric for scoring as well as sample answer-sheets. Finally, we completed a total of twenty three descriptive evaluation questions and we applied it to sixty five 2nd-grade students in two classes in a middle school. Descriptive evaluation questionnaire exhibited the relative high validity on each question. Moreover, three graders gave the same score on each question of descriptive evaluation, suggesting that descriptive evaluation questionnaire has the high inter-grader reliability and the strong correlation. But, low academic achievement was generally observed in the subjects. They had difficulty in describing their knowledge via their own language and drawing up accurate and detailed answers. They recognized the positive aspects of descriptive evaluation questionnaire, but they felt it uncomfortable due to study-burden and description itself. To overcome these limitations, it is required that students should experience various materials related to subject contents in classes as well as textbooks, concentrate themselves on finding solutions for problems, expand their scope, and practice describe them in advance. Therefore, the additional training for description evaluation questionnaire will be necessary for the more efficient and discriminative questionnaire. Also the questionnaire with high validity and reliability should be developed and the aggressive and voluntary participation of teachers will be needed.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.363-384
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• 2001

The purpose of this thesis is, through analysing the characteristics of the definitions in Korean school mathematics textbooks, to explore the levels of them and to make suggestions for definition - teaching as a mathematising activity, Definitions used in academic mathematics are rigorous. But they should be transformed into various types, which are presented in school mathematics textbooks, with didactical purposes. In this thesis we investigated such types of transformation. With the result of this investigation we tried to identify the levels of the definitions in school mathematics textbooks. And in school mathematics textbooks there are definitions which carry out special functions in mathematical contexts or situations. We can say that we understand those definitions, only if we also understand the functions of definitions in those contexts or situations. In this thesis we investigated the cases in school mathematics textbooks, when such functions of definition are accompanied. With the result of this investigation we tried to make suggestions for definition-teaching as an intellectual activity. To begin with we considered definition from two aspects, methods of definition and functions of definition. We tried to construct, with consideration about methods of definition, frame for analysing the types of the definitions in school mathematics and search for a method for definition-teaching through mathematization. Methods of definition are classified as connotative method, denotative method, and synonymous method. Especially we identified that connotative method contains logical definition, genetic definition, relational definition, operational definition, and axiomatic definition. Functions of definition are classified as, description-function, stipulation-function, discrimination-function, analysis-function, demonstration-function, improvement-function. With these analyses we made a frame for investigating the characteristics of the definitions in school mathematics textbooks. With this frame we identified concrete types of transformations of methods of definition. We tried to analyse this result with van Hieles' theory about levels of geometry learning and the mathematical language levels described by Freudenthal, and identify the levels of definitions in school mathematics. We showed the levels of definitions in the geometry area of the Korean school mathematics. And as a result of analysing functions of definition we found that functions of definition appear more often in geometry than in algebra or analysis and that improvement-function, demonstration-function appear regularly after demonstrative geometry while other functions appear before demonstrative geometry. Also, we found that generally speaking, the functions of definition are not explained adequately in school mathematics textbooks. So it is required that the textbook authors should be careful not to miss an opportunity for the functional understanding. And the mathematics teachers should be aware of the functions of definitions. As mentioned above, in this thesis we analysed definitions in school mathematics, identified various types of didactical transformations of definitions, and presented a basis for future researches on definition teaching in school mathematics.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.27-41
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• 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 Korean Home Economics Education Association
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• v.28 no.4
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• pp.21-43
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• 2016

The purpose of this study is to examine the text and learning activities of Korean and American home economics textbooks from the perspective of building adolescent empowerment and to suggest an alternative framework for the textbook. An in-depth content analysis was conducted for the Korean and American home economics textbooks. We analyzed the text and learning activities in the textbook on three levels of empowerment: Micro, Meso, and Macro. Major findings are as follows. First, in the case of Korean textbooks, the results showed that the three levels of empowerment were off-balance (Individual Empowerment: 55%, Group E: 37%, Organizational E: 8%). The educational contents in Korean textbooks were described at the Meso-level. In the case of the American textbooks, the result showed that the educational contents of IE(43%), GE(40%), and OE(17%) were relatively balanced. Therefore, the educational contents of the American textbooks were described at the Macro-level. Second, the learning activities in the Korean textbooks put a greater weight on IE at 66%, followed by GE at 25%, but OE at 9% only. The results showed that learning activities in Korean textbooks were presented at the Meso-level, but that the three levels of empowerment were significantly off-balance. In the case of the American textbooks, the results showed that the learning activities were comparatively well balanced at IE(36%), GE(40%) and OE(23%). Therefore, learning activities in the American textbooks were presented at the Macro-level. Based on the results, we suggested an alternative framework for 'understanding of self as an adolescent' unit, to build adolescent empowerment at the Macro-level.