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An Analysis of Health Education Contents of the 7th Elementary Curriculum (제7차 초등학교 교육과정의 보건교육 내용 분석)

  • Moon, Young Im;Kim, Myeong Wha
    • The Journal of the Korean Society of School Health
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    • v.15 no.1
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    • pp.107-121
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    • 2002
  • In this study we analysed time allotment and the contents of a health textbook and its teacher's guide book of the 7th elementary curriculum. We intended to offer the basic data needed to establish the single health education. So the analysed results are as follows according to the health education model developed by the korean nursing association and health teachers' meeting and the teaching time allotment presented by the teacher's guide book. It's goal is practice in regular class time of the subjects for the time and contents of health education in the 7th elementary curriculum. The total class periods of health education of the 7th elementary curriculum are 229 hours and annual periods of health education per year are an average of 38 hours. The health education of the 7th elementary curriculum is separated into the 9 following subjects: Wise life, Pleasant life, Righteous life, We are 1st grade, Physical education, Science, Social studies, moral education and Practical course. The health education of the 6th elementary curriculum was combined with the units of physical education, but in the 7th curriculum it must be separated by a single, required health subject. The contents of health education of the 7th elementary curriculum is mostly dominated by units of community and environmental health with a total of 55 hours (24%). Therefore, the units of home health and social health, development of physical strength are fairly insignificant. The newly added contents in the 7th curriculum are "pregnancy and child birth, the protection and counterplan from rape, the reasons and prevention of stress, the reasons and the treatment of obesity, the damage of smoking and drinking, etc. According to the result above, we must establish the criteria for each year's health education in the 8th elementary curriculum. The contents of mental health, home health and social health should be revised and added new items. The health education that is separated in some subjects now must be established as a systematically integrated health education.

Social Nature and Its Implications for Geography and Environment Education (사회적 자연의 지리환경교육적 함의)

  • Cho, Chul-Ki
    • Journal of the Korean association of regional geographers
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    • v.22 no.4
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    • pp.912-930
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    • 2016
  • This paper suggests to bring the idea of social construction of nature or social nature discussed in social science including geography to geographical and environmental education for breaking traditional divide of people(or society) and nature. And this paper analyzed relationship between people and nature, meaning of environment and the concepts of social nature represented in the geography curriculum and textbook of England, Australia and Korea. Recently in terms of focusing disciplines or education on integration or convergence, introduction of social nature in teaching and learning geography and environment has an important implication. With rapid growth of capitalism, nature is constructed socially by the political, economical, social and cultural practice. Thus geography education reduces the distance between human geography and physical geography and needs to focus on exploring not just the relationship between people and nature but social construction of nature. Another implication of the introduction of social nature in teaching and learning geography and environment is that students can develop the relational sensitivity about the relationship people and nature or people and place.

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A Study on the Adolescent's Recognition of Science and Technology, Environment, Climate Change in Korea (우리나라 청소년의 과학기술과 환경, 기후변화 관련 인식 연구)

  • Seo, Keum-Young;Kim, Woo Hyun;Kim, Hyun-Ah;Lee, Jae-Hyung
    • Journal of Climate Change Research
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    • v.4 no.4
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    • pp.409-416
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    • 2013
  • Recently, the property damage has been increasing due to climate change in South Korea. While the general public has become more aware of the environmental issues, but the environmental education system has not been able to meet up with the demands of the public. The purpose of this study is to suggest preliminary data which is needed for developing a environmental textbook. A survey was conducted to meet the following requirements. Respondent's level of interest in problems or situations concerning the following eight themes: fundamental science, health and medicine, aerospace engineering, life science, electrical electronics, telecommunication, mineral and energy resources, environment. The data was collected from 139 students in Seoul and Gyeonggi province. The results showed that health and medicine issues interest students the most (49.6%), followed by environment (46.8%). We asked the respondents who were very interested in each question for their reasons, and they answered that environmental issue is related to the improvement of their life quality (53.8%) than their curiosity (38.5%). Students were very interested in the other issues because of just curiosity. Most students (90.6%) said seasonal change was not same each year. 18.0% of respondents replied that they and their friends had experienced climate change. The majority of students (94.2%) thought that they will experience natural disaster blamed on climate change during their life. In other words, climate change is already the day-to-day events of their lives. The majority of their opinions, more then three than ten students(30.9%) said the South Korean government should conduct an energy saving campaign to climate change problems followed by expanding new renewable energy (24.5%), conducting adaptation policies of climate change(22.3 %), introducing of a system as like $CO_2$ emissions trading(20.9%) and so on. There are more Stu- dents (69.1%) who know of new renewable energy than students who don't know it; however, respondents who know the meaning very well were just 18.7% showing that most students dimly know the meaning of new renewable energy.

A Comparative Analysis on Inquiry Activities in Geology of High School Earth Science Textbooks of Korea and the U.S. (한국과 미국 고등학교 지구과학 교과서의 지질학 탐구활동의 비교 분석)

  • Bae, Hyun-Kyung;Chung, Gong-Soo
    • Journal of the Korean earth science society
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    • v.29 no.7
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    • pp.626-639
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    • 2008
  • To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.

A Survey of Perceptions of Elementary School Teachers on the Small-Scale Chemistry (미량화학(Small-Scale Chemistry)에 대한 초등학교 교사들의 인식)

  • Kim, Sung-Kyu;Kong, Young-Tae
    • Journal of Science Education
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    • v.34 no.2
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    • pp.291-305
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    • 2010
  • The aim of this study was to survey the perceptions of the elementary school teachers on the smallscale chemistry(SSC) following its training session. The teachers participating in the survey were 266 teachers in the Gyeongnam province. They were given a questionnaire that focused on the nine areas of the SSC: Needs for the teacher training and its application, its benefits, issues of safety and danger as well as treatment of environmental pollution, its economic efficiency and the development of investigative skills. The designed questionnaire was checked by an authority, and the responses to each question were tallied and analyzed. The results are as follows. The biggest problems of the traditional experimental methods as rated by the teachers were, in the order of importance, the preparation time, the legal liability of teachers for the safety and accidents, financial issues, disposal of the experimental wastes and the lack of relevant data. Since most of the teachers had not experienced the SSC lab programs in the field, they responded positively to the questions of need for its introduction and training. The implementation of the experimental SSC lab programs should proceed in the following order: introduction into the textbook, teacher training program, after-school education and the invitation of instructors. The most useful materials for the SSC program were CDs, videos, books and various printed materials, in that order. The responses regarding benefits of the SSC program included its simplicity, convenience, time savings, diversity, qualitative and quantitative aspects, integration into the regular class and use of toys. In particular, the teachers mentioned the increased safety due to the small amount of experimental reagents needed and the durability of plastic instruments. The familarity from the use of everyday tools as well as easy access to and the low-cost of the instruments were other important benefits. The teachers in general rated the educational content of the program highly, but many also found it to be average. Some pointed out the lack of sufficient discussion due to the individual or pair groupings as a potential shortcoming. The potential for development of problem solving ability and improvement of skills was rated positively. The number of teacher who rated the development of creativity positively was just over the half. As for the area of improving investigative skills, many found its assessment difficult and confusing because of the lack of its systemic definition and categorization. Based on the findings of this study, I would like to recommend the application and a wider dissemination of the small-scale chemistry lab program into the elementary school science curriculum.

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The Great Depression in High School Social Science Textbooks : Critiques and Suggestions (대공황에 대한 고등학교 사회과 교과서 서술의 문제점과 개선방안)

  • Kim, Duol
    • KDI Journal of Economic Policy
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    • v.30 no.1
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    • pp.171-209
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    • 2008
  • The Great Depression is one of the most important economic incidents in the twentieth century. A significant and long-lasting impact of this event is the rise of the government intervention to the economy. Under the catastrophic downturn of the economic condition worldwide, people required their government to play an active role for economic recovery, and this $mentalit{\acute{e}}$ prolonged even after the Second World War. Social science textbooks taught at Korean high schools mostly referred to the Great Depression for explaining the reason of government intervention in economy. However, the mainstream view commonly found in the textbooks provides a misleading theological interpretation. It argues that inherent flaws of the market economy causes over-production/under-consumption, and that this mismatch ends up with economic crisis. The chaotic situation was resolved by substitution of the governments for the market, and the New Deal was introduced as the monumental example ('laissez-faire economy ${\rightarrow}$over-production${\rightarrow}$the Great Depression${\rightarrow}$government intervention${\rightarrow}$economic recovery'). Based on economic historians' researches for past three decades, I argue that this mainstream view commits the fallacy of ex-post justification. Unlike what the mainstream view claims, the Great Depression was neither the result of the 'market failure', nor the recovery from the Great Depression but was due to successful government policies. For substantiating this claim, I suggest three points. First, blaming the weakness or instability of the market economy as the cause of the Great Depression is groundless. Unlike what the textbooks describe, the rise of the U.S. stock price during the 1920s cannot be said as a bubble, and there was no sign of under-consumption during the 1920s. On the contrary, a new consensus emerging from the 1980s among economic historians illustrates that the Great Depression was originated from 'the government failure' rather than from the 'market failure'. Policymakers of European countries tried to return to the gold standard regime before the First World War, but discrepancies between this policy and the reality made the world economy vulnerable. Second, the mainstream view identifies the New Deal as Keynesian interventionism and glorifies it for saving the U.S. economy from the crisis. However, this argument is not true. The New Deal was not Keynesian at all. What the U.S. government actually tried was not macroeconomic stabilization but price and quantity control. In addition, New Deal did not brought about economic recovery that people generally believe. Even after the New Deal, industrial production or employment level remained quite low until the late 1930s. Lastly, studies on individual New Deal policies show that they did not work as they were intended. For example, the National Industrial Recovery Act increased unemployment, and the Agricultural Adjustment Act expelled tenants from their land. Third, the mainstream view characterizes the economic order before the Great Depression as laissez-faire, and it tends to attribute all the vice during the Industrial Revolution era to the uncontrolled market economy. However, historical studies show that various economic and social problems of the Industrial Revolution period such as inequality problems, child labor, or environmental problems cannot be simply ascribed to the problems of the market economy. In conclusion, the remedy for all these problems in high school textbooks is not to use the Great Depression as an example showing the weakness of the market economy. The Great Depression should be introduced simply as a historical momentum that had initiated the growth of government intervention. This reform of high school textbooks is imperative for enhancing the right understanding of economy and history.