• Korea Science and Art Forum
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• v.19
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• pp.659-668
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• 2015

The Korean education program and environment do not meet the increasing demand of daycare by facility, manpower, and budget deficits although Korea has also been interested in the convergent human resource with integrated ideas by creative education since the introduction of the Nuri curriculum for 5 year old children in 2011. Thus, the purpose of this study is to establish the preschool education program and design the proper space for developing the creativity of children. The procedure of this study is as follows. First, this study proposes the direction for establishing the daycare programs after examining the existing Korean daycare facilities and programs based on documented references about designs for daycare facilities. Second, this study proposes the program plans based on the framework establishment for developing preschool education programs by combination of 5 types of children's behavior on play and 5 types of formative principles for creative education with play. Third, this study proposes the direction of designs and conditions of daycare facilities for effectively managing the programs previously mentioned. As a result of theprocedure, this study comprehensively delineates the education program models and space plans for developing the creativity of Korean children, and suggests the necessity of development model of continuous education program by establishment of frameworks and the significance of space for effectively managing the model.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.27-44
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• 2021

This study is to identify the concept of action from the critical science perspective and to explore the agency of home economics teachers for the purpose of teacher education. The context and various characteristics of home economics teacher' agency were identified in terms of philosophy and teacher education. The results of the study indicates, first, the concept of action refers to an activity of individuals involving one's own intentions, and include the ability to reveal a unique identity that aims to reach a set purpose and decision, and this can be identified by mutual meaning in the public sphere. Second, teacher agency is influenced by a teacher's professional experiences and cultural and structural aspects, and it can create an environment which can promote self-directed and cooperative relationships among individuals and communities. Therefore, home economics teachers should be able to reasonably judge, contemplate, and act through reflections on the circumstances and consequences in which their agency is exercised. Third, home economics teachers can reflect and think critically about the values, roles, and sense of purpose of home economics education based on agency. Teachers should focus on the process of achieving their agency rather than on completing it, and they can continuously develop it through a perceived shared understanding among teachers. Therefore, the conceptualization of the agency of home economics teachers is to understand the practice revealed in a teacher's actions. This requires environmental support in school settings because it acts as a mechanism for strengthening the thinking and reflection of teachers through the creation of interactive environments in which professional knowledge and experiences can be shared.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.229-248
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• 2013

The purpose of this study is to develop sequential concept tests (ConcepTest) for teachers' conceptual change on the straight propagation of light through in-service training of science teachers by peer instruction. We revised the ConcepTests for attaining the goal concept by implementing similar training courses for teachers three times and analyzing the results using both Hake gain and verbal protocol. The final form helped most teachers to reach the goal concept. While teachers are solving a given concept problem test, they had shown not only significant cognitive conflict to select one among candidate answers, but also used the concept obtained through the previous problem. The sequential ConcepTests developed in this study can be useful for training elementary and secondary teachers or pre-service teacher education.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.595-604
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• 2014

Ministry of Education, Culture, Sports, Science and Technology in Japan defined the needs for children who will lead the 21st is "Strength to lead a life" and the "New course of study" was developed and it have been adapted into elementary school from 2011 year. In order to respond to changing educational environment in terms of Information education, in 2010 year, "New Growth Strategy Conference" was held and "New Strategy in Information and Communications Technology" was announced, instructional system was made up through the research "The Vision for ICT in Education" in 2011 year. In particular, elementary schools is doing Computer Science Education in connection with general subjects, it means that preparation process for secondary education in terms of Computer education which is started in earnest. These Computer Education in Japan imply the further ways of Computer Education in Korea which are instructional system linked with Elementary school and Secondary school and computer education based on informatics.

• Journal of KIISE
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• v.43 no.6
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• pp.662-667
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• 2016

As electric and electronic control systems have sharply increased in vehicles, safety accident has emerged as an important issue. Therefore, in order to ensure safety of the vehicle, engineers are required to identify the hazards utilizing PHA and HAZOP, etc. in the early phase of development and implement safety mechanisms to prevent them. HAZOP has been widely used in a systematic manner based on guidewords. However, HAZOP identifies malfunctions from the top-level functionality provided by the system, so it cannot sufficiently identify hazards during the system operation. This leads to restrictions in designing testcases, because the safety requirements are derived from only some of the hazards. This research aimed to provide a hazard identification method utilizing Use case description, which defines operation procedure of the system and HAZOP and a testcase design method based on safety requirements. We introduced a case study on Smart Key Control System in vehicles and compared with hazards identification results based on HAZOP, to demonstrate the effectiveness of this study. The result of this study could potentially reduce development cost and increase system quality by adequately identifying hazards and safety requirements and designing the related testcase.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.705-720
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• 2018

The purpose of this study is to shed light on the meaning and value of interest (in Korean 'Jae-mi') in science education through literature analysis. Literature analyses were conducted on literature related to interest in various fields such as Korean language, psychology, philosophy, and education. Specifically, this study discussed the meaning of interest, the characteristics of the context of experiencing interest, the educational value of interest in science education, and the direction of science education to realize the value of interest. First, it was found that interest is an experience of emotional activation that can be felt through interaction with a specific object, and it is an emotional experience caused by the complex combination of various psychological factors, which is oriented sense, relationship, self, and object. Second, to understand the context of experience of interest, we conducted a topic modeling analysis with 1173 research articles related to interest. As a result of the analysis, it was confirmed that the context of interest is closely related with playfulness. And we addressed that this kind of playfulness is also found in science. Third, the educational values of interest in science education were discussed. In science education, fun is not only an instrumental value to induce science learning behavior, it is also one of the universal experiences that learners feel lively in science teaching-learning, and driving force of individual students' emotional development related to science. The students' active attitude to feel interest lead to creative thinking and action. Finally, we argued that the interest that should be aimed in science education should be active interest and experienced at trial and error, not passive interest induced by external stimuli. And science education culture should be encouraged to respect those who enjoy science. In particular, this study discussed the importance of each student's unique interest experience based on the philosophy of philosopher Deleuze (1976).

• Journal of the Korean Institute of Landscape Architecture
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• v.14 no.1
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• pp.33-43
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• 1986

Environmental designers in Korea have shown interests in Environomental Psychology and Behavior Studies (EPBS) since 1970's. However, many designers, who have expected a great deal of contribution from the EPBS, have disappointed due to their overexpectation and misunderstanding on the EPBS. This study intends to analyse the nature of the EPBS and to investigate the potential contribution of the EPBS to the field of environmental design. The EPBS are able to help designers by providing scentific data in each stage of the design process. Further, most design theories and principles are based on the findings of the EPBS. Thus the development of the EPBS has great potential of contribution to the development of design theories arid principles Due to the scientific nature of the EPBS, however, the EPBS have difficulties in supplying scientific data within relatively short period, which make most designers impatient. Designers should understand the scientific nature of the EPBS and be patient in expecting usable outcome from the EPBS. Further, Designers should not expect the EPBS give them design soultion itself.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.481-494
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• 2018

This study investigated elementary students' understanding of Earth revolution and its accompanied apparent motion of constellation in terms of spatial reasoning. We designed a set of multi-tiered constructed response items in which students described their own idea about the reason of consecutive movement of constellations for three months and drew a diagram about relative locations of the Sun, the Earth, and the constellations. Sixty-five sixth grade students from four elementary schools participated in the tests both before and after science classes on the relative movement of Earth and Moon. Their answers to the items were categorized inductively in terms of transforming frames of reference which are observed on the Earth and designed from the Space-based perspective. We analyzed those categories by the levels of spatial reasoning and depicted the change of students' levels between pre/post-tests so that we could get an idea on the preliminary developmental pathway of students' understanding of this topic. The lower anchor description was that constellations move around the Earth with geocentric perspective. Intermediate level descriptions were planar understanding of Earth movement, intuitive idea on constellation movement along with the Earth. Students with intermediate levels did not reach understanding of the apparent motion of constellations. As the upper anchor description students understood the apparent motion of constellations according to the Earth revolution and could transform their frames of reference between Earth-based view and Space-based view. The features as the case of evolutionary learning progressions and critical points of students' development for this topic were discussed.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.209-223
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• 2023

This study was conducted to evaluate the effectiveness of a polar literacy education program for elementary and middle school students, and to derive implications for new education to respond to climate change. We developed modular education programs based on the seven principles of polar literacy established by the Polar-ICE team. We divided them into two courses, one emphasizing science concepts and another emphasizing humanities and sociological issues. We then selected and structured detailed programs suitable for the two courses. These two courses were applied to 26 elementary and middle school students for approximately 69 hours in a Saturday science class hosted by the Department of Science Education at a university in Seoul. The 26 students were divided into three groups. Two groups completed the science education program for polar literacy and a humanities and social studies education program for polar literacy, respectively. The third group, the control group, received general science education unrelated to polar literacy. Before and after running the programs, all three groups responded to a polar literacy test and questionnaires that used vocabulary and presented scenes associated with polar regions. The test results were expressed using Wilcoxon signed ranks, which is a non-parametric test method, and improvements made upon completion of the program were analyzed. From a cognitive aspect, all three groups showed improvement after completing the program in the knowledge area; however, the experimental groups showed a greater degree of improvement than the control group, and there was a clear difference in the contents or materials explicitly covered. From an affective aspect, the difference between before and after the program was minor, but the group that focused on humanities and social issues showed a statistically significant improvement. Regarding changes in polar imagery, the two experimental groups tended to diverge from monotonous images to more diverse images compared to the control group. Based on the above results, we suggested methods to increase the effectiveness of polar literacy education programs, the importance of polar literacy as appropriate material for scientific thinking and earth system education, measures to improve attitudes related to the polar region, and the need to link to school curriculums.