• Journal of Society of Preventive Korean Medicine
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• v.23 no.3
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• pp.41-57
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• 2019

Objective : The purpose of our study is to compare and analyze the standards for the 2nd cycle of Evaluation and Accreditation system on institute of Korean Medicine Education & Evaluation (2nd IKMEE standards) and WHO guidelines for quality assurance of Traditional Medicine Education in the Western Pacific Region (WHO/WPRO guidelines) around the global standards of World Federation for Medical Education for basic medical education (WFME standard) to identify the shortcomings and improvements of 2nd IKMEE standards. Method : Each article of 2015 revised WFME standard was translated and summarized with focus on its core content. The next step was to review and analyze the corresponding contents of 2nd IKMEE standards in 2016 and the WHO/WPRO guidelines in 2005 for each item, focusing on the WFME standards. Results : All items in the fields of 3. assessment of students and 7. program evaluation in the WFME domain were absent from the 2nd IKMEE standards, and almost none of the WHO/WPRO guidelines. Most items in 1. the mission and outcomes domain, except for some items in the 1.1 mission field, the items of 2.6~2.8 fields in 2. education program domain, the items of 4. student domain except for the items of 4.3 student counseling and support field, and almost all items about quality development in WFME standards did not have a corresponding item in both the 2nd IKMEE standards and the WHO/WPRO standards. Conclusion : 1. The WFME standards are applicable to the criteria development of IKMEE standards. Several items of the WFME standards may need to be modified to apply the educational characteristics of Korean medicine, but consensus or further study is required. 2. Both the 2nd IKMEE standards and the WHO/WPRO standards are very insufficient to meet the WFME standards. In particular, 3. assessment of students and 7. program evaluation in the WFME domain were not in the 2nd IKMEE standards. This standard needs to be supplemented.

• The Mathematical Education
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• v.59 no.2
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• pp.147-166
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• 2020

Textbooks are important resources in support of teaching and learning mathematics competencies which are emphasized in the most recently revised mathematics curriculum. This study analyzed how six mathematics competencies and their sub-elements are implemented in the mathematics textbooks for the fifth and sixth grades. A total of 465 activities or items in the targeted textbooks were analyzed. The findings of this study showed that both the communication competence and the reasoning competence were the most frequent competencies, followed by the problem solving competence. In contrast, the other three competences (i.e., creativity and integration, attitude and practice, and information processing) were less popular. Detailed analyses of sub-elements according to each competence revealed that one or two specific sub-elements were emphasized within a competence. Whereas "expressing one's idea" was the most prevalent sub-element in the communication competence, both "analyzing mathematical facts" and "observation and conjecture" were the most frequent in the reasoning practice. Specific sub-elements were jointly implemented within or across competences. "External connections of mathematics and integration" in the creativity and integration competence was carried out in relation to "recognition of values" in the attitude and practice competence. This paper also included some examples of activities or items showing how specific sub-elements of each competence were reflected on. This study is expected to provide implications on how to implement mathematics competencies throughout the textbooks.

• 한국체육학회지인문사회과학편
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• v.54 no.2
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• pp.421-430
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• 2015

The purpose of this study was to investigate the effects of Adapted Physical Education Majors' perceived teacher competencies on the emotion reaction towards challenging behaviors of students with disabilities. In order to achieve the object of the study, the data collected from 413 sophomores, juniors, and seniors currently studying adapted physical education in schools located in Seoul, Gyeonggi, Gyeongnam, and Gyeongbuk, where they offer department of adapted physical education, was analyzed. As a measuring tool, Kwon (2008) and Han (2011) questionnaire for adapted physical education educators' perceived teacher competency and Oh, Seo & Kozub's (2010) questionnaire on the emotion reaction towards challenging behaviors of students with disabilities were revised, modified, and reconstructed. Data was processed using SPSS 21.0, and the exploratory factor analysis, reliability verification, difference verification, and multiple regression analysis were performed. The results are as follows. First, in terms of the analysis of emotion reaction based on demographic characteristics (sex, grade, disability in the family, friends with disabilities), sex, grade, and friends with disabilities displayed statistically significant difference on emotion reactions. Second, in terms of the effects of adapted physical education educators' perceived teacher competencies on the emotion reactions on towards challenging behaviors of students with disabilities, the parental education and the special activities of adapted physical education among the sub-factors of perceived teacher competencies affected significantly on emotion reactions, whereas the common knowledge on adapted physical education, curriculum lesson, and education knowledge by disability did not affect significantly on emotion reactions.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.81-105
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• 2015

The purpose of this study was to analyze the perceptions of creativity in mathematics of preservice elementary school teachers. Creativity in Mathematics is one of the most important components in mathematics teaching and learning, which has been emphasized in the Principles and Standards for School Mathematics and the 2009 Revised Mathematics Curriculum. For this study, the researcher analyzed reports of creativity in mathematics in mathematics lessons from the perspectives of 55 preservice elementary school teachers. The preservice teachers observed 55 mathematics lessons focusing on creativity in mathematics during their two-week-student-teaching period. The results showed the followings. First, the preservice teachers had a narrow perceptions on creativity in mathematics. Second, observational experiences of mathematics lessons led the preservice teachers to reconsideration of creativity in mathematics. Third, the preservice teachers provided a various strategies to enhance students' creativity in mathematics. The researcher suggested the followings. First, definitions and practices of creativity in mathematics should be included in the teacher education programs. Second, mathematics textbooks should include creativity in mathematics in a sophisticated manner. Third, creativity-rich materials should be developed and distributed to teachers. Finally, well-designed teacher training programs should be necessary.

• School Mathematics
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• v.17 no.3
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• pp.493-513
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• 2015

This study is based on the perspective that tasks in local and global contexts are important to raise students' ability to mathematically analyze and solve diverse phenomena and social issues as members of future civil society. Therefore, this study analyzes 880 real world tasks from 13 types of 7th grade textbook based on 2009 revised Curriculum. As a result of analyzing tasks by using 3 types of context category and 9 types of ways as analysis framework and allowing repetitive coding, personal context was most frequent in the context of Younbokhap. In level of Integrated ways of Yungbokhap, sequential model in which other subjects' topics were not directly related to mathematics problem or presented in simple description is most frequent. The result shows that the textbooks are too limited to develop learner's competencies. Through such analysis result, we discuss about the necessity and methods of developing tasks which allow learners to study further in future society and global context and which connect other subjects' knowledge and social issue with mathematics in deeper level.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.490-503
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• 2020

Oceanic current and circulation have played an important role as regulators of the earth's energy distribution. The science and earth science textbooks for secondary schools based on the 2015 revised curriculum included a misconception of the seasonal variation of the North Korea Cold Current (NKCC) among the currents around the Korean Peninsula. To analyze this, the contents related to the NKCC were collected in the textbooks of five middle and six high schools, and a questionnaire survey was conducted on 30 middle school science teachers. The survey consisted of questions about whether the textbook mentions the NKCC and whether there is an error in the concept of the temporal variation of the NKCC, and the teachers' free opinions related to the NKCC were collected. The textbooks suggest that the NKCC is strongest in winter, which is not consistent with scientific findings so far. In fact, there is scientific evidence that the NKCC is the strongest in the summer. In this study, the causes and processes of misconceptions were investigated. According to an analysis of the survey, most teachers had an knowledge that the NKCC is stronger in winter. These errors began with a misconception of the terms, which teachers had imprinted on their memory as firm knowledge. These misconceptions originated from the knowledge that teachers themselves acquired from their secondary school years and have long been transferred back to teachers and students without revising the misconceptions of textbooks. This situation is expected to have a seriously recurrent structure that produces students' serious misconceptions in the future. Therefore, this study summarizes existing results on the seasonal variability of the NKCC and suggests the necessity for re-education to improve teachers' professionalism and to eliminate the misconceptions of teachers and students.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.13-35
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• 2023

Ocean currents play the most important role in causing and controlling global climate change. The water depth of the Yellow Sea is very shallow compared to the East Sea, and the circulation and currents of seawater are quite complicated owing to the influence of various wind fields, ocean currents, and river discharge with low-salinity seawater. The Yellow Sea Warm Current (YSWC) is one of the most representative currents of the Yellow Sea in winter and is closely related to the weather of the southwest coast of the Korean Peninsula, so it needs to be treated as important in secondary-school textbooks. Based on the 2015 revised national educational curriculum, secondary-school science and earth science textbooks were analyzed for content related to the YSWC. In addition, a questionnaire survey of secondary-school science teachers was conducted to investigate their perceptions of the temporal variability of ocean currents. Most teachers appeared to have the incorrect knowledge that the YSWC moves north all year round to the west coast of the Korean Peninsula and is strong in the summer like a general warm current. The YSWC does not have strong seasonal variability in current strength, unlike the North Korean Cold Current (NKCC), but does not exist all year round and appears only in winter. These errors in teachers' subject knowledge had a background similar to why they had a misconception that the NKCC was strong in winter. Therefore, errors in textbook contents on the YSWC were analyzed and presented. In addition, to develop students' and teachers' data literacy, class materials on the YSWC that can be used in inquiry activities were developed. A graphical user interface (GUI) program that can visualize the sea surface temperature of the Yellow Sea was introduced, and a program displaying the spatial distribution of water temperature and salinity was developed using World Ocean Atlas (WOA) 2018 oceanic in-situ measurements of water temperature and salinity data and ocean numerical model reanalysis field data. This data visualization materials using oceanic data is expected to improve teachers' misunderstandings and serve as an opportunity to cultivate both students and teachers' ocean and data literacy.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of the Korean earth science society
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• v.43 no.2
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• pp.312-323
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• 2022

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.85-101
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• 2021

The purpose of this study was to make suggestions for improvement by analyzing the activity tasks in the clothing life area in middle school 「Technology & Home Economics」 textbooks of the 2015 revised curriculum. For this purpose, the multiple intelligence teaching-learning strategy analysis criteria were reconstructed and used for analysis. The activity tasks of the clothing life area of 「Technology & Home Economics I」 textbooks from 12 different publishers were analyzed based on the reconstructed analysis criteria, and the content validity was verified by 11 experts. The content validity, assessed by CVI was 0.94. According to the results, the logical·mathematical intelligence accounted for the highest proportion with 31.02%, followed by linguistic intelligence(23.81%), visual/spatial intelligence(17.08%), intrapersonal intelligence(14.71%), interpersonal intelligence(5.79%), bodily/kinesthetic intelligence(5.22%), naturalistic intelligence(2.37%), and musical intelligence(0.00%). The results showed that the teaching-learning strategies most frequently implemented in clothing life area were logical/mathematical intelligence, linguistic intelligence, visual/spatial intelligence, and intrapersonal intelligence. On the other hand, teaching-learning strategies related to interpersonal intelligence, bodily/kinesthetic intelligence, and naturalistic intelligence were used at a relatively low proportion. Therefore, it is recommended to expand the teaching-learning strategies of interpersonal, bodily/kinesthetic, naturalistic and musical intelligence, for a more balanced intelligence development of students.