• Journal of Korean Home Economics Education Association
• /
• v.15 no.2
• /
• pp.55-66
• /
• 2003

In Korea home economics in the secondary school level was only taught to girls until 1995. So. home economics education only for girls was criticized to sexist education by the feminists. According to the 6th revision of curriculum. home economics has been taught to girls and boys. But some of curriculum developers raises another questions on home economics education. They argue that home economics is a subject which prepares students for the demand of their day-to-day lives. but they can manage their lives well without school learning. The purpose of this study is to explore the educational values of home economics in secondary education from the gender-sensitive approach. For this study, a literature survey on the nature of home economic education in secondary education and the content analysis on 12 secondary school textbooks of Home Economics were employed. The results are as follows : First, the educational values of home economics education should not be underestimated. The aims of home economics education is to help students grew into a independent person by managing their daily lives. The home is charged with fostering a side of our life which we might call Personal, private. intimate and nurturing. The management of the home needs good skills and attitudes. and many knowledges on the child rearing, family relation, marriage, love and sex, which can not be successfully acquired without school learning. And home economics education for boys and girls can help break down the barriers between the sexes because it can change the attitudes of students regarding the private sphere. which is traditionally where women have worked. Second. most of contents of Home Economics were composed of the women-oriented contents. There was a trend still describing that domestic labor mainly be carried out by mother. And the ideas that only the family consisting of two parents and their children is normal were founded. Finally directions of development of the Home Economics Education are suggested.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.1
• /
• pp.117-136
• /
• 2008

This research analyzed the contents of the high school home economics textbooks within the 7th Curriculum from three theoretical viewpoints: structure functionalism family development and healthy family. A quantitative and in-depth content analysis were carried out with the six elements of family structure, family role, family relation, family life cycle, adjustment to the aged, marriage and childbirth. From the in-depth analysis, a healthy family viewpoint was reflected in the family structure, family role, adjustment to the aged, marriage and childbirth elements and a structure functionalist viewpoint was found in the family relation element. The family life cycle elements reflected a strong tendency of family development theory. The quantitative content analysis consisting of pictures, illustrations, examples indicated that a structure functional viewpoint was prevalent in both the family structure and family role elements. Overall, structure functionalism and healthy family viewpoint were reflected at similar level in the textbook. Implications for curriculum development, teaching methods and future study were suggested.

• Journal of the Korean earth science society
• /
• v.27 no.3
• /
• pp.260-268
• /
• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Journal of the Korean Chemical Society
• /
• v.45 no.3
• /
• pp.256-263
• /
• 2001

The STS contents, emphasized in the 6th curriculum, in the chemistry parts of general science textbooks were analyzed. The STS contents of textbooks showed average of 24.4%. The chapter in "modern science and technology" were included 45.5% in STS contents, 38.7% in "environment", 29.1% in energy, and 14.0% in "materials". When the STS contents were analyzed by STS topics of Piel, the results are as follows; 38.3% on environmental quality and utilization of natural source, 29.6% on effect of technological developments, 7.9% on energy, and 0.6% on human engineering. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of role play, problem solving and decision making, and research design.

• The Korean Journal of Emergency Medical Services
• /
• v.9 no.2
• /
• pp.79-88
• /
• 2005

The purpose of this study was to develope the Complete Airway Obstruction Maneuver Training Program and identify its effects on learning motivation, knowledge and skill of choking management in the primary school students. The subjects for the experimental group of 38 students and the control group of 39 students, all of whom are primary school students in Gwangju, the Republic of Korea. A non-equivalent control group pretest-posttest design was used and data were collected from November to December, 2003. During about 2 weeks, 2 times for a week with 80 minutes at a time, the complete airway obstruction maneuver training program was conducted in the experimental group. Experimental data were analyzed through SPSS/win 11.0 PC+, and the tests examining general characteristics between the experimental group and the control group were conducted through $x^2$-test. Fisher's exact probability test and t-test, and identifying the effect of the complete airway obstruction Maneuver training program was analysed through t-test and ANCOVA. The results of the study were as follows: 1. After intervention on the complete airway obstruction maneuver training program, Learning motivation in the experimental group was significantly higher than that of the control group. 2. After intervention on the complete airway obstruction maneuver training program, knowledge of choking management the experimental group was significantly higher than that of the control group(F=223.637, p=.000). 3. After intervention on the complete airway obstruction maneuver training program, skill of choking management the experimental group was significantly higher than that of the control group(t=46.800, p=.014). These findings suggest that the complete airway obstruction maneuver training program can facilitate learning motivation, knowledge and skill of choking management in the primary school students. Therefore it is considered that the complete airway obstruction maneuver training program can be utilized as a effective way to implement the 7th national curriculum for creative extra-activities.

• Journal of Korean Elementary Science Education
• /
• v.24 no.2
• /
• pp.138-144
• /
• 2005

This study was intended to survey and analyze the illustrations of the elementary science textbooks in the』 7th revised education curriculum in Korea, and to compare the results with the illustration organization of the elementary science textbooks of Japan. The analysis criterion was composed of two categories, the kind of illustration and the role of illustration. The kind of illustration was divided into five subcategories such as photograph, picture, illustration, cartoon and diagram. The role of illustration was divided into four subcategories such as motive induction, guidance for learning, the supply of material, the presentation of results. According to the analyzing criterion, the frequencies of relevant subcategories of illustrations in science textbooks were checked and arranged and the resultant data were analyzed by grades. The findings of this study were as follows: 1. Korean science textbooks have about 3.29 illustrations per page whereas Japanese ones have 4.1l. Compared with Korean science textbooks, Japanese ones have more illustrations. 2. From the analysis of the kinds of the illustrations by grade basis, it was found that the order of percentage of illustrations is photograph, cartoon and picture in both countrys' science textbooks. Korean ones are highly dependent on photograph. As a contrast Japanese ones have more ratio of cartoon and picture than Korean science textbooks. 3. The analysis of the roles of the illustrations by grade basis showed that the role of guidance for learning is major in both countrys' science textbooks. The role of guidance for learning is prominent in Japanese ones, but in Korean ones, the role of guidance for learning is a little higher than that of the supply of material.

• Journal of The Korean Association For Science Education
• /
• v.14 no.3
• /
• pp.330-343
• /
• 1994

The purpose of this study was to investigate into common science and Science-Technology-Society education movement which are concerned in newly reformed 6th curriculum. These data were obtained by the survey of 291 high school science teachers who have no experience for the workshop of the common science in Kwangju city and 120 high school science teachers who have experience for the workshop of the common science in Kwangju city and Chollanamdo. The results were as follows: 1) They responded that the physics is more closely subject for the common science and thereby it could be charged for the common science by teacher of physics. 2) The 96.90 percent of the respondents (B-group) have confidence with teaching common science subject. 3) They favored that a device for the application of STS Thoughts is added last part of each chapter, last chapter or adequately introduce to each teaching. 4) They are not concerned about overlap with the contents of common science and each science contents (A-group:74.58 percent, B-group:78.35 percent). 5) They wondered about the various items of teaching and the lack of scientific surrounding Knowledge for solving problems. 6) They responded that if the common science are implicated into the current high school, the sciences will become a interesting. 7) Before the common science have become established, they was demanded a improvement of currently University Entrance Examination systems.

• Journal of Educational Research in Mathematics
• /
• v.18 no.3
• /
• pp.309-333
• /
• 2008

In this research, we reconstructed the textbook on the concept of rate and ratio, which is based on the review on the previous researches and the analysis on the elementary textbook of the 7th mathematics curriculum. We conducted the teaching experiment using the reconstructed textbook, which is to identify the students' conception of rate and ratio and the appropriateness and limit of the reconstructed textbook. As the results of this study, we identify that the changed sequence of instruction (that is, ratio ${\rightarrow}$ percent and value of rate ${\rightarrow}$ rate) was very proper to help students understand the concept of rate and ratio. The relative comparison and absolute comparison and the additive thinking and multiplicative thinking included in the reconstructed textbook were identified very helpful to students' understanding. Meanwhile some contexts given in the reconstructed textbook were identified to cause the students' cognitive confusions.

• Journal of the Korean Society of Earth Science Education
• /
• v.5 no.1
• /
• pp.124-133
• /
• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• Journal of the Korean earth science society
• /
• v.32 no.6
• /
• pp.687-703
• /
• 2011

The declination is an important concept because it is the underlying concept to understand the plate tectonics and also is used to decide one's location by using the compass and the map in real life. So this study surveys the description of declination being used in six of the seventh curriculum earth science II textbooks followed by the investigation of the possible of misconceptions that the highschool students might have. Utilizing an inventory of key concept, this study examines the actual misconceptions of highschool students, and investigates the relationship between misconceptions and textbooks. As a result, highschool students possess some misconceptions particularly with respect to the magnetic north pole which is caused by a lack of explanation about declination and by a wrong illustration. Therefore we suggest that detailed explanations of declination with non-dipole effect and precise illustrations be provided in the textbook for students th have a better understanding about declination.