• 대한공업교육학회지
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• v.30 no.1
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• pp.68-83
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• 2005

The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

• 대한공업교육학회지
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• v.39 no.2
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• pp.19-36
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• 2014

The purposes of this study are to grasp industry vocational subject student-teachers' instruction area, compare cognitive level of cooperating teacher and student-teachers for the importance of instruction area and secure base data required to develop educational practical area of professional teachers in specialized high school. To achieve this, instruction area of instruction teacher in charge of industry vocational subject pre-teacher education was developed by document consideration and expert verification and differences of importance cognition for the area was compared between educational practice insturction teacher and student-teacher. The results are as the following. First, for the instruction areas that educational practice instruction teachers should teach student-teacher, there are 7 categories, 17 mid-fields and 85 subsections. Especially expert group suggested an opinion that areas of teacher's values and personality formation should be added to pre-teachers. And, they judged that category of school business showed low validity for educational practice instruction teacher's instruction area. Second, educational practice instruction teacher importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. On the other hand, they cognized 'development and management of curriculum', 'support on educational activity', 'industrial-educational cooperation and tie with local community' and 'specialty improvement' less importantly. Student-teachers cognized 'class activity', 'student instruction and class management', 'specialty improvement', 'development of desirable view of education attitude' importantly. They cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' relatively less importantly. Third, both educational practice instruction teachers and student-teachers importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. However, student-teachers importantly cognized, but educational practice instruction teachers didn't importantly cognized 'specialty improvement'. Both two group cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' less importantly.

• 대한공업교육학회지
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• v.39 no.2
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• pp.1-18
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• 2014

This study took existing invention intellectual property related textbooks being utilized in secondary vocational education, analyzed the formation status of 'key learning elements' reflection ratio and drew optimum key learning elements formation ratio by invention intellectual property education content required in secondary vocational education in the future. For this, the study task was set up as 'what kind and how much of invention intellectual property key learning elements are in the invention intellectual property textbook education content now and what is the desirable ratio of each key learning elements in the future'. To resolve this task, 3 specialists analyzed the invention intellectual property education content reflection status and optimum reflection ratio by invention intellectual property education content required in the future is suggested by Delphi survey. The results of this study are as following. First, the result of analysis on invention intellectual property key learning elements included in the invention patent recognition books being utilized in secondary vocational education was that the books included all key learning elements; however, some textbooks have the trend of concentrating in D area (problem-solving activities). Second, the result of analysis on the reflection ratio by invention intellectual property education content area in the invention patent recognition books being utilized in secondary vocational education was that there was the trend in most textbooks that they concentrate in intellectual property creation area; while some textbooks deal with intellectual property protection area and intellectual property utilization area. Regarding by achievement type, knowledge area was main in all textbooks. Meanwhile, function area is dealt in invention patent basic, invention and problem-solving and design textbooks. Attitude area is not dealt or is dealt insufficiently in most textbooks. Third, the optimum reflection ratio of invention intellectual property education key learning elements required in secondary vocational education in the future as obtained by specialists' delphi survey was that it is necessary to decrease D (problem-solving activities) 17.7% area, E(invention fusion knowledge) 2.9% area, K(patent application) 6.9% and L(patent information investigation) area 9.6%. Regarding the optimum reflection ratio of invention intellectual property education content, it is suggested that the invention literacy area 3.1%, intellectual property creation area 4.5% and intellectual property protection area 10.6% would be decreased; while intellectual property utilization area 17.7% would be increased. Regarding optimum reflection ratio of achievement type, it is suggested that knowledge area 52% would be decreased; while function area 32.3% and attitude area 19.6% would be increased.

• 대한공업교육학회지
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• v.31 no.2
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• pp.41-63
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• 2006

The purpose of this study was to establish and apply 'term learning strategy' for learners whose basic skill, interest, and motivation for learning is lower, and to increase the learned capabilities of subjects' 'industry introduction', required for industrial technical high school students. Another purpose was to identify when the learning strategy established was applied, its affect on how well learners understood terms in a particular unit of material, and, after instruction presented in accordance with 'term learning strategy,' evaluate the ease with which subjects understood the teacher's explanation of the unit of subject, how well they understand the main concepts of the unit of subject, and to what extent the presentation interested and motivated the subjects. The researcher established 'term learning strategy' based on the principles of Garg's "Nine Steps for Events of Instruction." The study included 35 first grade participants purposely selected from 33 classes at 1155 students in K industrial technical highschool. Data was collected via tests and surveys. Results indicated that 'term learning strategy' facilitated thorough understanding of terms and concepts related to the unit of subject, as well as a better understanding of the teacher's explanation and increased interest and motivation in learning. In addition, the "term learning strategy" increased interaction among learners in the instruction setting. Finally, implications of this study and implementation recommendations for this instructional strategy were presented.

• Archives of design research
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• v.15 no.1
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• pp.171-180
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• 2002

This study analyzed the current state of interior design as a major at vocational high schools, colleges, and universities to improve their curricula. The questionnaires of students, teachers, and interior designers were collected and frequency distribution and mean were used to analyze the data. Result showed that the alloted times with major fields were high, but those with classes related to interior design were comparatively low at vocational school. Vocational schools did not seem to supply the systemic and qualified major equation for the students who wanted to engage in interior design fields. Therefore curricula reflecting the demand of designers working for interior design companies and students should be made. Additionally practical education contents based on interior design field and achievement of certification should be developed to vitalize the vocational school.

• 대한공업교육학회지
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• v.43 no.2
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• pp.24-42
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• 2018

Chemical batteries are indispensable materials, and technologies related to chemical batteries are important as they are linked to various social problems; further, they directly affect our lives. Thus, the topic of chemical batteries is suitable for industrial education. However, there has not been sufficient educational use of chemical batteries in Korea, and existing research materials do not correspond with the present curriculum. The STS teaching-learning materials about chemical batteries in this study were developed by the curriculum development model (preparation, development, improvement) for chemical engineering students in specialized vocational high schools. In the preparation stage, the study topic and the learning objective were selected by analyzing previous research about the STS and chemical battery. At the development stage, STS class plan and teaching-learning materials were developed. In the improvement stage, The STS curriculum plan and the teaching-learning materials were verified by a group of specialists and a survey regarding student satisfaction was conducted. As a result of conducting the class with the teaching-learning materials developed in this study, a positive effect in terms of students' perceptions, understanding and interest.

• 대한공업교육학회지
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• v.38 no.2
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• pp.176-194
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• 2013

In this research, 'Construction Technology and Environment' units in 12 different technology home economics textbooks for 1st~3rd year middle school students under the 2009 Revised Educational Curriculum and the content system of textbooks were analyzed based on Reigeluth's elaboration theory, and the following conclusions were derived. First, each of the 12 different textbooks presented the elaboration process by procedural method and composed the content system. Second, the 'Construction Technology and Environment' unit presented many 'Thought Opening' as the systematization strategy of advance learning ability, and 'Unit Summary' presented at the end of the unit as the use strategy of the summarizer was presented preponderantly. In addition, 'Learning Objective' that represents the degree of achievement of the students after learning the unit was presented most as the use strategy of the synthesizer although there are differences in terms. In all of the textbooks, 'Figure,' 'Table,' 'Diagram', and 'Explanation of Terms' were used, and particularly, in the vitalizer strategy of the cognitive strategy, overwhelmingly greater number of 'Figure's, compared with all other elements, were presented as the vitalizer strategy of cognitive strategy. Finally, 'Compensatory Learning,' and 'In-depth Study' were presented as the learner control strategy in each of the 4 different textbooks, and there was one textbook that presents the term 'Supplement Reinforcement' in which compensatory learning and in-depth learning were integrated. Third, the metaphor utilization strategy among the 7 teaching strategies of the elaboration theory was hardly used in the composition items in units of textbooks.

• 대한공업교육학회지
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• v.41 no.2
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• pp.134-150
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• 2016

This study has analyzed the subjects of transportation technology problem solving activities at Energy and Transportation Technology unit in the 12 kinds of middle school Technology Home Economics textbooks of the 2009 national revised curriculum. An analysis frame was developed with systems and environmental mediums which are common elements of transportation and the subjects were analyzed. As a result of this study, first, 8 kinds of subjects among 20 subjects in analysis frame were suggested in the textbooks. Second, according to the environmental, there are 13 terrestrial activities, 2 atmospheric activities, and 1 marine activity in the textbooks. However, there is no space related activity. Third, according to the system, there are 13 activities for the structure, 12 activities for the propulsion and suspension system, 5 activities related to the control system, and 1 activity regarding guidance system. Fourth, there are 4 kinds of problem solving activities depending on categorizing result of the analysis of the activities.

• 대한공업교육학회지
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• v.40 no.2
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• pp.130-154
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• 2015

The purpose of this study was to analyze the mechanical and metallurgical education (MME) teachers' job using the Developing a Curriculum (DACUM) methodology. To accomplish the purpose of this study, an MME teachers' job/occupational analysis was conducted in the following steps: "Planning the DACUM workshop," "Recruiting/Constructing the DACUM committee members," "Providing the DACUM orientation," "Holding the DACUM workshop," "Verifying the DACUM result," and "Refining the DACUM chart based on verification data." The DACUM job/occupational analysis was conducted by fifteen DACUM committee members in the DACUM workshop in January, 2015; moreover, the DACUM chart of the MME teachers was verified by the group of subject matter experts. The major findings of the study were as follows. First, this study defined the MME teachers who taught mechanical and metallurgical-related subjects to students with the secondary education teacher certification and performed work related to character education, career guidance, life guidance, and others in a specialized high school, the Meister high school. Second, this study determined 16 duties and 199 tasks for fulfilling the MME teachers' job; moreover, the study extracted the importance, difficulty, and frequency of each task and demand for the entry-level workforce. Third, this study provides the DACUM research chart based on the job/occupational analysis results of the MME teachers.

• 대한공업교육학회지
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• v.44 no.2
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• pp.123-141
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• 2019

The purpose of this study is to provide basic data that can be used for the development of technology textbooks of Nigeria-Korea Model School by analyzing external and internal aspects of Illustration in Nigerian primary school technology textbooks, and 10 textbooks used in Nigeria were analyzed. Based on the results of the study, the conclusions are as follows. First, the form of the visual data should be diversified into a picture, a cartoon, a diagram, and a diagram from the photograph center, and provide various information closely related to the contents of the technology. Second, it is necessary to increase the size of illustration so as to induce learners to be motivated, and to enhance the effect of editing. Third, currently, partial enlargement data is rarely used, but visual material should be partially enlarged in order to express a detail part of product. Fourth, diversity of editing should be done by using circular or background omission rather than using only rectangle uniformly in visual material. Fifth, in terms of gender equality, it is necessary to deviate from male-centric visual materials and edit them with consideration for women. Sixth, in order to provide learner-centered textbooks, the role of visual materials should be extended to 'inducement of motivation', 'activity guidance', and 'activity result' in addition to 'providing data'. Finally, in terms of the function of visuals, the quality of textbooks should be upgraded by utilizing auxiliary and decorative functions in addition to essential functions.