• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.17-34
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• 2014

This study aimed to examine the research trends and to suggest future research directions in teaching-learning methods for Home Economics education, by analyzing articles published in three major academic journals in the field. From each of the research studies, the teaching-learning method, the related content area, and the learning effect measures were quantitatively codified. The data were analyzed using frequency analysis and cross-tabulations. According to the results, the number of teaching-learning method studies steadily increased since 1998 and peaked in 2010 and 2011. The most frequently studied content areas were combinations of more than two content areas, and the most frequently studied teaching-learning method was the Content-Based methods, followed by Practical Thinking/Problem Solving, and IT-Based methods. The most frequently used measures of learning effect were Knowledge/Understanding, Attitudes toward Home Economics subject, General Attitudes/Competencies, and the Attitudes toward the Instructional Method, in the order of frequencies. The results of this study are expected to contribute to the teaching-learning method research and also provide implications to the documentation of Home Economics curriculum for secondary education.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1245-1255
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• 2004

The purpose of this study is to develop a valid and reliable evaluating instrument for elementary school fifth and sixth graders. The instrument is developed through R&D procedure, which includes two checks of science specialist and two field trials of the instrument. Evaluating items are content-free for each science inquiry skill. Each science inquiry element is based on SAPA and the 7th curriculum. This study has selected 10 science inquiry skills(observing, classifying, measuring, predicting, inferring, recognizing of a problem, controlling variables, interpreting data, drawing a conclusion, designing an experiment), formulated a clear definition of the elements of science inquiry skills, and established the objectives of evaluation. The content areas are divided into three categories, material and energy, life and environment, and the earth and circulation. Each category contains 10 items. So the instrument consists of 30 items. The content validity of items, objectivity of the scoring keys, and clarity of the items has been checked twice by specialists in science education. At the same time, two field trials were performed to produce the reliability of the instruments, discrimination index, and item difficulty index. The instrument has the content validity is 91.6%, reliability 0.79, objectivity 93.3%, discrimination index 0.30, and item difficulty index 66.1%.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.355-375
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• 2011

This paper was designed for the purpose of helping the functional comprehension on the concept of a circumcenter and an incenter of triangle and offering the help for teaching-learning process on their definitions. We analysed the characteristic of the definition on a circumcenter and an incenter of triangle and studied the context, mean and purpose on the definition. The definition focusing on the construction is the definition stressed on the consistency of the concept through the fact that it is possible to draw figure of the concept. And this definition is the thing that consider the extend of the concept from triangle to polygon. Meanwhile this definition can be confused because the concept is not connected with the terminology. The definition focusing on the meaning is easy to memorize the concept because the concept is connected with the terminology but is difficult to search for the concept truth. And this definition is the thing that has the grounds on the occurrence but is taught in a made-knowledge. The definition focusing on both the construction and meaning is the definition that the starting point is vague in the logical proof process. We hope that the results are used to improve the understanding the concept of a circumcenter and an incenter of triangle in the field of mathematical education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.564-568
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• 2020

Problem-based learning (PBL) is applied to various subjects for the sake of learners' creative thinking, problem-solving skills, presentation skills, confidence, self-directed learning, cooperation, and for the communication skills required in a rapidly changing society. Among them, the English language-an official language-is invested in 2.3 times more than other subjects, according to the English education company Yoon's Teacher. Therefore, PBL is an important learning method. However, the reality is that teacher-centered instruction, acquiring knowledge of the best answers only, and traditional evaluations are the main subjects. In order to supplement these weak points, this study designed a learning model for English subjects based on Barrows & Myers (2002) and the analyze, design, develop, implement, and evaluate (ADDIE) model. As a result of a PBL English class based on the ADDIE model, the learners were able to improve their presentation skills by 86%, their interest in learning by 86%, their understanding of learning by 86%, and cooperation by 100%. As such, studies on designing the learning model should be carried out continuously to achieve the purpose of 21st century English education, which is to improve learners' communication skills and information processing skills.

• The Journal of the Korea Contents Association
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• v.8 no.11
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• pp.412-425
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• 2008

One of the important elements for improving academic achievement of learners in education through e-learning is to support learners to study by finding questions they want with providing various evaluation questions. However, most of question retrieval systems usually depend on keyword search based on only a syntactical analysis and/or a hierarchical browsing system classified by the topics of subjects. In such a system it is not easy to find integrative questions associated with each other. In order to improve this problem, in this paper we proposed a question management and retrieval system which allows users to easily manage questions and also to effectively find questions for study on the Web. Then, we implemented a system that gives to access questions for the domain of C language programming. The system makes it possible to easily search questions related to not only a single theme but also questions integrated by interrelationship between topics and questions. This is done by supporting to be able to retrieve questions according to conceptual interrelationships between questions from user query. Consequently, it is expected that the proposed system will provide learners to understand the basic theories and the concepts of the subjects as well as to improve the ability of comprehensive knowledge utilization and problem-solving.

• Journal of the Korean Society for Library and Information Science
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• v.33 no.1
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• pp.129-144
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• 1999

The purpose of this research is to compare the opinions of three different groups - subject specialist librarians(group I) . students of department programs(group II) and students of college programs(group III) - as to whether these groups have a different way of thinking from each other concerning a general culture for subject specialist librarianship. Questionnaire are carried out for this research and the responses analyzed to draw a conclusion. Major findings are as follows: 1) The subject specialist librarianship to be important to all three groups and a desirable academic career of group I shows a tendency to have both B.A. degree in the subjet field and M.A. degree in library & information science, $15.3\%$ of group II and $82.9\%$ of group III appear to be belonging to either minor or double major programs, 2) the 37-45 major credits to be ideal to group I & III, and 46-55 group II, 3) a knowledge in 'Computer' and 'English' is mostly demanded to all three groups as the general culture for subject apecialist librarianship, 4) theoretical courses to be very important to group I and technical courses to group II & III, 5) the collection and access of library materials to be regarded to all three groups as an important role for future librarians.

• Journal of the Korean Society of Radiology
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• v.10 no.7
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• pp.551-557
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• 2016

National competency standards, which are the contents of the knowledge, skills and attitudes required to perform a job in industry, is organized by the country. the job performance was evaluated based on the National competency standards from the third-year grade of radiology students by using field-based training courses. according to the evaluation results, students showed over 93% satisfactory ratio of job performance in all radiography projection methods. Therefore, it can be predicted that field-based training courses for students made a positive effect on improving their job performance. Exposure methods with CR equipment were evaluated the best rating, yet it has various problems. The standard deviation between students was very high, and the CR operation skill of students was insufficient. Film methods was evaluated also showed problems, due to the exposure condition setting and developing operation. although DR method was rated good to the students, it was evaluated that the operation skill of DR and the ancillary equipment operation skill was shortage. By supplementing the evaluation factors below proficiency levels to a course management in each exposure method, it could help students course achievement. Also, it could help students to improve job performance of clinical areas after graduation.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.371-386
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• 2012

This research assumes two facts; One is that the mathematics curriculum reform of Korea in 2007 would have been better if it had been a revise instead of deletion and the other is that every school curriculum should be of help for the sound enhancement of all 6 types of logical concepts that appears in the Piaget's theory of cognitive development. What our mathematics curriculum has introduced as a correlation is not the one of the 6 logical concepts that Piaget had thought in his theory of cognitive development. In order to see the reason of that difference, we check the difference of jargons among the academic denominations, such as Pedagogy, Psychology and Statistics through their college textbooks. Because we suppose that the mismatch of 'Piaget's vs Curriculum's correlation' is due to the mis-communication among scholars of different academic denominations. With what we learned via the above analytical study leaned on an abduction and to get some idea on them for the potential future construction of school Statistics curriculum when it should be returned, which we believe so, we observe two foreign highschool mathematics textbooks briefly. As a result of the study, we found that the concept of correlation in Pedagogy contain all kinds of relation while it was stingy in Statistics. Here we report a main result; A careful discretion among similar concepts of correlation, such as linear relationship(correlation), stochastic change along conditions(dependence), central comparison(other relation) are needed for the potential future curriculum. And if new curriculum contains the linear correlation then we strongly recommend to involve the regression line to connect it with the linear function chapter.