• Korean Journal of Child Studies
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• v.32 no.6
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• pp.49-62
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• 2011

The purpose of this study was to analyze recent research trends in early childhood inclusive education. For this purpose, a total of 408 theses, written between 1986 and 2010, were chosen and then analyzed in terms of years of publication, the main topics of research, and the research methodology used. The results of this study are presented and discussed as follows : First, the amount of research into inclusive education increased greatly after 2001. Second, the main topics of the research, as reflected in the theses studied, were general discussions of inclusive education, the attitudes and apprehension of those working with young children with disabilities and the rate of increase in the quantity of research produced has been gradually increased. Third, the methodologies of researches varied somewhat, as reflected in the review of the survey studies and experimental studies. Therefore, it can be said that research into Early Childhood Inclusion Education will continue to be a subject of interest and study and will continue to develop for the benefit curriculum, measurement, assessment and the families concerned.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.3 no.2
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• pp.138-145
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• 2003

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But, performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

• School Mathematics
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• v.2 no.2
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.

• Journal of Korean society of Dental Hygiene
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• v.16 no.5
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• pp.733-740
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• 2016

Objectives: The purpose of this study was to investigate the relationship among the factors of communication ability according to self-awareness and other-awareness in some dental hygiene students. Methods: A self-reported questionnaire was completed by 260 dental hygiene students in Gwangju and Jeonnam from June 14 to 28, 2016. After explanation of the purpose of the study, an informed consent was written by the students. The effect size was calculated by $G^*power$ 3.1 program. The study instruments comprised the general characteristics of the subjects, self-awareness, other-awareness, and communication ability. Data were analyzed by independent test, one way ANOVA, $Scheff{\acute{e}}$ test, stewise multiple regression test, and Pearson's correlation test using SPSS 18.0. Results: Communication ability had a significant positive correlation with self-awareness(r=0.427, p<0.001) and other-awareness (r=0.460, p<0.001). The higher level of self-awareness and other-awareness was proportional to communication ability. The influencing factors of communication ability included private self-awareness(${\beta}=0.227$), public self-awareness(${\beta}=0.170$), social anxiety(${\beta}=0.182$), and external other-awareness(${\beta}=0.282$). Conclusions: To improve the communication ability in the dental hygiene students, it is important to improve self-awareness and other-awareness. The implementation of communication skill in the curriculum will enhance the dental hygiene students competency.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.103-117
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• 1999

The importance of pedagogical content knowledge(PCK) has been recognized in learning science teaching. PCK is based partly on the essence of subject matter knowledges. Therefore, the effective teaching of science content knowledges is fundamental in preservice education of student teachers. But, particularly the science curriculum of primary teachers' colleges is composed of less lessons than needed. This research was executed to identify the content and context of earth science which were contained in questions by student teachers These questions which were written by the students about the earth science content in elementary science texts and teachers' guide books were collected and analyzed. Frequency and context concentration of questions about the themes of contents were obtained. In each unit of the text books, scatter diagrams of question frequency and context concentration of themes showed various features. The main results were as follows. first, in case of the units which contents ate composed of themes expected to be experienced in everyday life, the question frequency and context concentration showed positive correlation between them. But, other units, which everyday life experiences are not expected to influence, did not show distinct correlation.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.494-504
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• 2003

The primary purpose of the study was to determine the appropriateness of the inquiry processes described in Science VII's written based on the 7th National Science Curriculum. It was found that the basic processes were well reflected on the textbooks analyzed for the research. However, only a few integrated processes and the inquiry activities could be seen on the same textbooks. Furthermore, a larger majority of the inquiry processes and activities were not agreed with what the tasks and titles say. Especially, the none of as many as 71 experiments were not coincided with their titles' intentions. Also suggested in the paper were the implications of the results for the science education in the Korean middle schools.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.15-37
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• 2015

As the value and importance of mathematical communication was recognized, mathematical communication in mathematics education has been strengthened more and more. Written communication as well as verbal communication is emphasized. On the other hand, storytelling is introduced for elementary students to learn mathematical concept more naturally and easily in the 2009 revised curriculum. So, we noticed that they are familiar with story. In this study, we analyze the story writing activity levels with a focus on story writing, and how to think about it. And we offer some suggestions about mathematical story writing activity.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.47-58
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• 2008

The 7th national curriculum shifts the fundamental spirit from teachercentered to learner-centered instruction. According to the shift, performance assessment has been emphasized in schools rather than using a variety of standardized tests. However, some researchers and educational policy-makers recently asserted that we need to return to the kind of standardized tests used in the past, giving up performance assessment, for it can actually not be implemented in classroom. This paper is written to refute their assertion. Performance assessment prove one's real worth when it is implemented in learner-centered instruction. Therefore, some assessment methods are discussed which can be used during learner-centered instruction.

• Journal of Korean language education
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• v.29 no.3
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• pp.83-115
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• 2018

This research presents principles and models for developing textbooks for business Korean to be used at the King Sejong Institutes overseas targeting Korean learners with vocational purposes. The principles of the business textbooks are based on research by Hyunjin Kim et al. (2018) which contains needs analysis and results from analyzing textbooks. The principles were also extracted from investigating previous researches relating to business Korean and characteristics of teaching and learning Korean with vocational purposes. The principles can be summarized to 1) connectivity with general purpose Korean textbooks of "Sejong Korean", 2) centrality with the users, and 3) improving communication skills for vocations. Additionally, textbooks based on these principles were tested in August and September of 2018 in China and Korea; usefulness of the textbooks were then examined by experts in Korean education. After the process, "Sejong Business Korean 1, 2" each with 18 chapters were written.

• Journal of Korean Classical Literature and Education
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• no.15
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• pp.31-66
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• 2008

In this study, I investigate the literary features and educational values of spoken travelogues by analyzing a travelogue about the Diamond Mountains by a farmer named Im, Chul-ho, a very interesting travelogue told for 70 minutes. It seems to have educational significance as a wonderful piece of literary work. The literary features of this tale can be summarized as follows. (1) It is truly 'literature of reality' which fully brings out literary appreciation; It evokes interest and emotional tension on the part of audience through vivid verbal embodiment of personal experiences; (2) It is a well constructed big story embedding small stories within it. The stories from many different travel points emerge into a whole unified story making it much richer and more attractive; and (3) It truly reflects the experiences and emotions of ordinary people. As such, it can be regarded as their spiritual property. In addition, spoken travelogues could be valuable as an object in literature education. It needs to be included in the literature curriculum and treated in the same way as written travelogues. With strengths as instructional materials, it could be effectively used to improve students' ability to express their daily experiences with literary sensibility and to make them better understand the lives of ordinary people in the past.