• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.681-692
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• 2010

The purpose of this study is to analyze the teaching-learning effect of using self-regulated learning strategy on experimental classes for the 'kinetics' unit of 10th grade science textbook. Six classes were chosen and classified into two groups: the first group, the control group, was taught with the regular laboratory activity and the other group, the experimental group, was taught with the teaching-learning method using self-regulated learning program. After the laboratory activity for the unit using self-regulated learning program, the mean values of the scientific inquiry, scientific attitudes, and performance assessment of the experimental group were larger than those of the control group. There were significant differences between the two groups in the post-test. With the results of the post-test for the experimental group, the self-regulated learning program has significant relationships on scientific inquiry, scientific attitudes, and scientific achievements.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.1-15
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• 2012

This study investigated the causes of the dislikes of Practical Arts education of elementary school students. This study was to provide the foundation for the proposition of alternative plans to make more students participate pleasantly and actively in Practical Arts classes. Data were collected via an open-ended survey from 273 elementary school students and through telephone interviews with five elementary school teachers. The data were analyzed inductively by NVivo. After the analysis of the student data, the analysis of the teacher data was conducted according to the variables from the student data. The results of this research were as follows: First, with regard to the causes of the students' dislikes of Practical Arts classes, extrinsic factors such as instruction management, instruction content, teaching facilities and equipment, and teacher characteristics were elicited. Intrinsic factors included complaints about failing to meet students' expectation from Practical Arts, negative perception of Practical Arts, the interest, competency, and fear of the students. Secondly, the students who learned Practical Arts from the Practical Arts specialty teachers gave more answers on instruction management, instruction content, and teacher characteristics than the students who learned Practical Arts from their homeroom teachers did. The students who learned Practical Arts from their homeroom teachers answered that they disliked Practical Arts because of lack of lab facilities and practice than their counterparts did. The analyses of teacher data provided the reasons and contexts of the dislikes of the students such as teaching facilities and equipment, and the anxiety of the students.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.145-165
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• 2020

This study developed teaching-learning materials for 10 class periods that applies design thinking process for the units of 'sustainable consumption' of home economic subject, and examined the learning experience of students in the class. After the classes, reflection journals and in-depth interviews from 276 male and female students in ten classes were analyzed. The main results are as follows: The five steps of the design thinking process of the Stanford University d-School were applied to develop teaching-learning materials for the 'Sustainable Consumption Practice Book Creation Project'. Students' positive learning experience was evidenced through sustainable consumption classes that applied design thinking. The students were able to reflect through the experience of sympathizing with the real problem, and experienced an improvement in problem-solving ability through the process of idea construction and prototyping. Students expressed difficulties in reaching consensus among the members, and in devising ideas and implementing prototypes. Based on the learning experience of students this study, it is suggested that home economic teachers further develop and implement classes of various topics to which design thinking process is applied. A future study may need to verify the effectiveness of home economic classes to which design thinking is applied.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.89-106
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• 2006

The purposes of this study are to find out differences of the causes of mathematics anxiety in elementary school students according to the Grades and sex, and to find out which causes have more influence on achievement of mathematics and how much it is. For this purposes, the problems of this study are defined as follows: First, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the Grades? Second, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the sex? Third, what relation do the super-causes of mathematics anxiety have to the achievement of mathematics? The conclusions of this study are as follows: First, mathematics anxiety is much more affected by the internal cause like the cause of student attitude than the external cause like the causes of circumstance and the cause of teacher. Second. mathematics anxiety is much more affected by a direct experience like the causes of a shortage of time and the causes of student interest than indirect experience like the causes of teacher's authority and the causes of the application of daily life. Third, the causes of circumstance and parent's attitude. its sub-cause, have greater influence on the female group than on the male group. Fourth, in the middle Gradess, the female group is more affected by the cause of student attitude and the cause of circumstance than the male group, but in the higher Grades. the differences disappear and those two become common causes of anxiety. Fifth, As the students go up to the next Grades in school, the cause of teacher, the characteristic of the curriculum and the cause of prejudice have more influence on the mathematics anxiety. Sixth, the causes of teacher, the causes of mathematical curriculum and the causes of student attitude among super-causes of mathematics anxiety have a negative effect on the achievement of mathematics. But the causes of circumstance have a positive effect on it. And also, the causes of mathematical curriculum among super-causes is much related to the causes of teacher and the causes of circumstance.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.163-172
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• 2016

The aim of this study is to investigate the geological features distributed in the northwest coast, Goheung Gun as a geological field course of all levels. The study area is about 1.6km coast in direction of northwest from Sumundong ferry to Jangsun beach. The learning contents of the geology units in science textbooks from elementary school to high school was analyzed and, geomorphology and geology of study area was investigated for this study. In this study area, lots of geomorphology and geology elements related to the learning contents of the geology units in science textbooks were founded such as gravel beach, sea cliff, granite, rhyolite, andesite, gneiss, sedimentary rocks, fault, unconformity, stratification, cross bedding, graded bedding, intrusion structure, vein, dyke, plant fossil and spheroidal weathering. Characteristically, strata, stratification, granite, sedimentary rocks(conglomerate, sandstone, mudstone and shale), fault, plant fossil and weathering phenomenon were commonly involved with the learning contents of the geology units in elementary school science, middle school science and high school earth science I, II. This area is to be recommended as a site of geological field course for all students from elementary school to high school, as various field work materials for geological learning were distributed and, geological observation trail of about 400m in length for observation of strata and so on was installed along the coast in direction of the northwest from Sumundong ferry.

• 대한공업교육학회지
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• v.31 no.2
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• pp.1-40
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• 2006

The purpose of this study was to development a model of the practical skill instruction of the special subject using the problem-based learning in the technical high schools For the study, various literature researches were reviewed intensively about problem solving process, problem -based learning, and learning principals. The process of the practical skill instruction using the problem-based learning was composed with planning, executing, testing and evaluating. In this practical skill instruction using the problem-based learning, the teacher serves as a coach or guide for students' learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem by thinking aloud, assuming responsibility for their own learning, having self-directed study as well as doing cooperative study, and as a result, education changes move from teacher-centered to student-centered.

• 대한공업교육학회지
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• v.33 no.1
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• pp.92-113
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• 2008

The purpose of this study is to develop a standard for right performance assessment instrument for the practice CNC Lathe of work machine subject in technical high school. In this study, we developed the standard performance assessment instrument for the practice CNC Lathe through collecting and analyzing the standard performance assessment instrument of CNC Lathe from 13 technical high schools (11 public schools and 2 private schools). The developed standard of performance assessment instrument for the practice CNC Lathe is verified by getting proper estimation from 26 teachers in technical high schools (2 teachers from each school) who are taking charge of CNC Lathe practice, and mean value between 3.77 and 4.77 is very high in validity. The characteristics of assessment instrument developed in this study are as following. First, the standard of performance assessment instrument is redeveloped to evaluate the cognitive domain and affective domain as well as psychomotor domain of technical high school students. Second, the estimation field for practice subject is segmented for all practice processes and intends to do objective estimation which can be carried out by both teachers and students, not only teachers. Third, the developed standard of performance assessment instrument for the practice CNC Lathe has high validity and truthfulness because it is monitored by teachers who are teaching in technical high school.

• 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 Society for Library and Information Science
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• v.53 no.1
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• pp.5-31
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• 2019

In this study, in order to foster human resources equipped with expertise in libraries and spatial organization that contributes to the development of libraries, planning, design, and construction, the self-designed library space planning major was developed and the education goal, human resources award, and major capabilities were presented. To this end, the relevant literature analysis, expert opinion collection, and consumer survey were conducted, and the results are as follows. First, the person-in-person awards required for library space planning were identified as space planning personnel, design thinking personnel, and creative working people. Second, the person-specific majors were derived with the ability to analyze the library environment, ability to express spatial concepts, ability to analyze user needs, ability to coordinate interests, ability to understand spatial design, ability to understand spatial design, and ability to apply practical applications. Based on the plan, subjects should be developed that can fulfill the educational goals of the future library space planning major, human resources award, and human resources status, and operation plans should be designed so that the library space planning major can adapt students without fail due to its own design-based major.