• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.83-105
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• 2021

In this paper, we analyzed the misconceptions and errors incurred during factorization learning. We also examined whether online individualization classes had a positive effect on students' mathematical achievement. The experiment was conducted for 4 weeks (16 times in total) on middle school juniors in rural areas of Gyeonggi Province, where the influence of private extra education was small. In the class, the 'Google Classroom' was used as a LMS, the video lecture was uploaded to YouTube, and the teacher interacted with the students through "Zoom" and "Facetalk". In the online class situation, students' assignments and test answers were checked in real time through 'Google Classroom', and immediate feedback was provided to the experimental class group's students. However, for the control group students, feedback was provided only to those who desired. A total of 7 achievement evaluations were conducted in the order of pre-test, formative evaluation (5 times), and post-test to confirm the change in students' ability improvement and achievement. Through the formative evaluation analysis, it was possible to grasp the types of errors and misconceptions that occured during the factorization process. Students' errors were divided into four types: theorem or definition distortion error, functional errors such as calculation, operation, and manipulation, errors that do not verify the solution, and no response. As a result of ANCOVA, the two groups did not show any difference from the 1st to 4th formative assessment. However, the 5th formative assessment and post-test showed statistically significant differences, confirming that online individualization classes contributed to improvemed achievement.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.613-628
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• 2018

The purpose of this study is to analyze the teaching and learning process of physical computing using coding block for elementary gifted students in science. In order to obtain implications for teaching physical computing, we set the learning objectives from the Computer and Information Literacy Evaluation Standards developed by the International Association for the Evaluation of Educational Achievement(IEA) and developed a teaching and learning program for physical computing through collaboration between science education and computer education experts according to learning objectives. The developed program was related to the use of the coding block MODI(TM) and 32 classes of physical computing instruction were conducted for 15 students of the 4th to 6th grade who belong to an education institute for the gifted in science affiliated to the University. In the physical computing class, the teaching and learning process was analyzed by collecting data such as classroom videos, class observation logs, teacher and student questionnaires, and interviews. Based on the results of the study, the implications of the teaching and learning process of physical computing using the coded blocks in the school education field were suggested. And we also explored the strategy of expanding the computational thinking through the activities of coding instruction to realize creative ideas.

• The Journal of Korean Philosophical History
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• no.56
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• pp.239-264
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• 2018

Chosun regime, when it replaced the predecessor of Koryo, had to create political ideological system for new integration of the people. The new system, based on Confucianism, replaced religious values of Buddhism with educational ones. In this educational-ideological system, educational objects were mostly limited in character education's. Its goal was 'restoration of good nature'. For the principal agent of educational process, teacher had the initiative. These traits of educational system can be understood as an 'nature-unfolding perspective' or 'formal discipline perspective'. Moreover, the idea of 'teacher shall be served like prince' seems to be ground of political authoritarianism. In this respects, political traits of traditional education system can be restraining elements for developing independent individuality and free citizenship among Korean people. However, traditional teacher was not only authoritarian trainer. As 'a follower of truth and good', he was equal to his disciples. Teacher learned by teaching them. Students could be colleagues of their teacher. And the main traits of traditional education, focusing character development and community consciousness, are still important, in particular, to modern Korean educational and societal environment wanting in humane and participating citizenship.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.117-131
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• 2022

The purpose of this study is to develop a board game design activity for environmental education and to investigate how it affects high school students' environmental knowledge, environmental literacy, and creative engineering problem solving propensity. Twenty-five freshman and sophomore students belonging to the environmental club participated in this study. The board game activity was designed as 10 class hours lessons based on the engineering design process. The main data source of this study was pre-post students' conceptual maps of the environmental topics (global warming or ecosystem destruction) to measure the background knowledge on the topic. In addition, the environmental literacy measurement questionnaire and the creative engineering problem solving propensity questionnaire were collected before and after the activity. The result shows that the number of environment-related words described by the students on the post-concept map increased compared to the pre-concept map. In addition, the environmental literacy score and the creative engineering problem-solving propensity score increased significantly after performing the board game design activity. The results show that environmental lessons using board game design activities can help student develop various competencies in a good way. As above, research that combines board games and secondary education must be activated, and a new educational method and systemic support for in-service teachers who want to apply it to science classroom is required.

• The Korean Journal of Franchise Management
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• v.5 no.1
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• pp.49-64
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• 2014

The purpose of this work is to analyze successful business strategy of Daekyo Noonnoppi. Daekyo Noonnoppi, a franchise company of educational service, activated education business by establishing new way of providing education opportunity: self-directed learning center. They introduced not only the concept of learning center but also sustainable business strategies, which leads to remarkable success in the education business field. Daekyo Noonnoppi deployed three managerial concepts for study achievement: goal management, study management, and environment management. This Franchise company has three advantages of its success: Goal, Study and environment management: First, the goal management helps students to develop self-directed attitudes by making(appropriate) atmosphere which is able to build study goal and plan. In addition, this company provides information to their students to searches ways of study through the test reflecting their tendency. Furthermore, this company offers a variety of events for motivating study. Second, study management is helpful for students to develop holistic fundamental knowledge through its textbooks of this company and provides solutions and time management for study through 1 on 1 study advice. Third, environment management is used to making atmosphere to develop self-directed learning way for its students and provides spaces for students equipped with multimedia systems and cyber learning infrastructures.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.299-317
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• 2008

The school drop-out among the youth has grown to become a serious social problem since about 2000 and calls for an attention to its seriousness. Therefore, this study reviewed the statitistical reports and the previous empirical findings on the school drop-out and integrated to establish a comprehensive understanding of this social phenomenon. The main concepts and terminologies on school drop-out, the current statistics, the possible causal factors and the usual trajectory the youth take after dropping-out of school were discussed to conceptualize the issue. Analyses indicated 12 characteristics of the students who dropped out of school. Those 12 characteristics were restructured according to the ecological conceptual model. The social instability and the financial crisis in the 1990's has eroded the stability of the primary environments of adolescents such as family and school. The family breakdowns from divorce and other reasons weakened psychological and financial support for adolescents. The diminished authority of teachers and school over students exposed conflicts between teacher and students, students' loss of purpose and interest in academic attainment. The adolescents showed emotional reponses like increased level of depression, helplessness, aggression, indicated cognitive reponses such as the loss of purpose and interest in studying, a heightened sense of uncertainty of the future, and behavioral responses like sexual acting out behaviors, and bullying. The unmet psychological needs of adolescents result in run-away and school drop-out behaviors, which in turn progress into juvenile delinquency as the society fails to provide adequate and appropriate guidance and interventions. The intervention strategies at the national level were proposed and the limitations of the study were discussed.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.2
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• pp.81-95
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• 2022

The core of this study is to develop an edutech utilization program to be applied to 5th grade students by utilizing school curriculum time, and the conclusions based on the results of the study are as follows. First, for the development of future educational programs using edutech, a content preference survey was conducted and significant responses were confirmed from 27 teachers and 216 students, excluding missing values. In the future education implementation, UCC (video shooting, editing, etc.) and work activities (3D pen, 3D printer, etc.) were selected based on the need for separate edtech devices. Second, in order to develop a future education program using edutech, the future education class module was set in 4 stages based on previous research. First of all, in Make a foundation, theories by subject are developed, and in Open an activity, future education experience activities using key edutech are developed. In Organize evaluation, individual self-evaluation was conducted, and based on this, customized in-depth supplementary activities were conducted in Act individually. Third, in order for future education programs using edutech to be organized in the regular curriculum, sufficient connectivity with the curriculum must be secured. The basis for systematic and stable research was prepared by analyzing the curriculum of the 5th grade subject of the study and securing hours in connection with creative experiential activities. The data developed through this process were modified and supplemented based on the content validity test. The fact that the program application and verification steps were not performed is a limitation of this study, but it is expected that this program will expand the possibility of future education practice in the school field.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.59-76
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• 2020

The purpose of this study was to develop and evaluate the teaching/learning process plan of 'housing culture and practical space use' for home economics in middle school according to the problem based learning(PBL) model. The plan consisting of 4-lessons has been developed and implemented following the steps of ADDIE model. Various activity materials (4 scenarios, 6 individual activity sheets, 10 reading texts, and 5 working resources) and visual materials (4 sets of ppt and 4 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented to a single class of 21 junior students at H middle school in rural area, Kyeongnam, from 1^st to 12^th of April, 2019. Students highly enjoyed and were satisfied with the whole 4-lessons in aspects such as understanding of the contents, adequacy of materials and activities, and usefulness in one's own daily life. Additionally, they have more actively participated in the lessons than usual and even interested in learning more of such lessons. Students also reported that they highly accomplished the goal of each lesson as well as overall objectives. They showed interest in the major part of PBL lesson such as scenario and group activities. And they engaged themselves in drawing the share housing space plan with '5D planner' web program which they described as the best part of the lessons. The teaching/learning process plan developed in this study may be used as a theme of maker education, which is emerging these days. It can be concluded that the PBL teaching/learning process plans for 'housing values and practical space use' would contribute to improving students' attitude on living with others and ability to manage one's individual life.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.77-97
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• 2020

The purpose of this study was to develop and evaluate the sustainable housing teaching-learning process plan aimed to achieve the global SDGs through home economics class in middle school that is based on the ADDIE model. The overall objective of the plan was to contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through everyday practice. The plan consisting of 4 lessons contained various activity and visual resources(4 individual and 4 team activity sheets, 4 reading texts, 1 homework sheet and 1 evaluation sheet, and 7 videos) for students and (4 sets of ppt and 4 reading texts) for teachers. The theme and team activities of each lesson were related to 2~7 targets of 2~3 SDGs, in total 11 targets of 5 SDGs. The plan was implemented to 4 classes of 127 senior students at Y middle school in Cheongju city during the period from the 29^th of August to the 18^th of September, 2019. The results showed that students were very positive and highly satisfied with not only practical contents but also adequacy of resources and activities of the whole 4-lessons, so that they actively participated in the lessons more than usual and looked forward to learning more about it. They thoroughly enjoyed various team activities such as brain writing, mandal art, visual thinking, making UCC, and planning the sustainable village as well as writing a short reflective journal at the end of each lesson. Students also reported that they highly accomplished the goal of each lesson and the overall objective. It could be concluded that the teaching-learning process plan of 4-lessons could contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through practicing everyday life. It indicates that home economics is one of the major subjects to contribute to the attainment of global issue of SDGs for OECD education 2030 and to educate the practically acting global citizen.