• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.81-101
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• 2020

The purpose of this study is to develop and implement a process-based evaluation program with the theme of school space design in the housing area of the middle school home economics. In order to achieve For thispurpose, a process-based evaluation program based on the theme of school space design was developed following the ADDIE instructional design model, and the program was executed to a total of 93 students. A questionnaire survey and in-depth interview were conducted for the evaluation of the program. The results of this study are as follows. First, based on the results of a 2015-Revised Curriculum analysis, a school space design program evaluation plan was established, and two evaluation tasks were developed. Accordingly, scoring criteria were prepared and 8 evaluation materials for students and 2 evaluation materials for teachers were developed. A total of 9 sessions were developed for teaching and learning activities and evaluation-linked operation procedures to perform evaluation tasks. As a result of an expert validity test for the program, all items were verified to be appropriate in content validity and content composition with an average of 3.6 to 4 points (4 points). Second, after conducting the school space design program, a survey on students were conducted, and as a result, all three areas of school space design class, process-based evaluation, interest scored high in average scores of 4.12 to 4.27 out of 5. According to the survey and interview results, the program provided new learning opportunities for school space design, the students were able to reach the suggested achievement goals, and the self-assessment, peer evaluation and teacher feedback positively affected the students during the learning process so that they could reflect on their learning and actively participate in the subsequent learning activity. This study has a limitation in generalizability in that the program was conducted on a limited number of students, and future studies are expected to expand the scope in terms of research participants, evaluation criteria, and school space design classes. This study laid the foundation for theory and practice by developing and implementing a process-based evaluation program for home economics education, and it has contribution in that it suggested the possibility that teachers and students can take the initiatives in school space design, focusing on the housing content elements of home economics.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.345-358
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• 2018

The goal of this study was to analyze the degree of kindergarten teacher's understanding with respect to educational activities of social relationships area & art experience area in the Nuri-curriculum and to provide complementary materials and educational programs for enhancing kindergarten teacher's professional development. The tool for this study was a number of questionnaires on teacher's understanding in two area. The number of survey participants were 650 teachers and 78 preliminary teachers, 728 in total. Statistical analysis to this research responses was done by SPSS 23 at the significance level of .05, .01, .001 each. Research findings reached a conclusion of proposing differentiated complementary materials and educational programs based on the types of kindergarten, qualification of teachers and their demographics. That is, it should be adjusted to the differences in establishment-operation types of kindergarten, location/size/ages of class, careers/ages/license of teachers, and current-preliminary teacher's understanding. The educational activities of social relationships area should be focused on an attitude of valuing oneself and family by browsing and practicing what one can do for oneself and family. The educational activities of art experience area should be focused on integrated experience of artistic expression and appreciation activities by exploring musical, movement and artistic elements.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1256-1271
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• 2004

The importance of science attitudes is more increasing in science education. Science attitudes may influence students' attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students' science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students' science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.1-17
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• 2004

The purpose of this study was to find the contribution of Dado education to personality development among female high school students in Korea. The personality development was measured with the change in emotional stability. consideration. politeness. and temperance before and after a series of Dado education program to 16 female high school students for ten times (20 hours). A significant improvement in the students personality was found. Students perceived their positive internal and external changes through this program and their mothers were favorable to the personality development of their children after the Dado education. This study implies that Dado education can be a valuable means for personality development in youth. A suggestion was made for teachers and curriculum developers to apply Dado education into school curriculum and extracurricular activities.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.1-18
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• 2019

The purpose of this study was to analyze the research trend in home economics education using network text analysis method. The 586 research articles published in the Journal of Home Economics Education Association between July, 2003 and December 2018 were examined using Neckinger 4, a social network analysis software. The frequency and centrality measures(degree centrality, closeness centrality, and betweenness centrality) were calculated for the words appeared throughout the whole period, and the centrality analysis and LAD(Latent Dirichlet Allocation) were conducted for the four sub-periods. The results are as follows: first, the most frequently appeared words are parents, culture, unit, health, career, consumption, practicality, etc. The words such as parents and management scored high in degree centrality; parents and male students in closeness centrality; and male students and units in betweenness centrality. Second, when divided into four periods, the words such as education, family, purpose, class, middle school, and school appeared most frequently across the periods; but some words such as 'purpose' (in period 3 and 4), or 'process' (in period 4) were salient only in certain periods. Third, the words with high centrality were consistent regardless of the types of centrality within each period. Fourth, the topic analysis using LAD showed that curriculum, textbook, family healthiness, teaching-learning, evaluation, dietary life, appearance management, and consumption were the topics consistently appeared across all periods. The topics have become diversified and deepened. New topics such as teacher training and safety appeared in later periods, possibly due to the curriculum and national policy changes, and housing as a less represented topic is suggested as an area that needs further research attention. This study has implication in that it allows researchers to identify the major research interests and the trends in research by researchers in home economic education.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.95-112
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• 2003

The purpose of this study is to look into Various educational supports for the gifted students in science to decide proper career planning through Research of Career Consciousness of the Gifted Students in Science. The subject of this study is new students entered into KAIST from the year of 1996 to 2003. They are approximately 500 students yearly and 3,613 totally and more than 90% of students have answered. The Questions are largely 3 items. One is 5 Q's of entering universities, second is 2 Q's of life plans in the university and the last is 2 Q's of career plans after graduation. As a result, the gifted students in science tend to find out and develop their interest and aptitude early and decide their future much earlier than other students. Nevertheless the gifted students in science worry about their future a lot as well. However they ask their problems to friends, seniors, and parents rather than teachers, professional consultants in general it could say no sufficient systematic guidance and consulting available for them. So it does require that some subjects such as guidance for career planning should be included in university curriculum and furthermore not only schooling but also the systematic structure of persistent consulting about gifted student's general life should be planned as well.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.732-742
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• 2006

This study expects to understand Korean girls' weaknesses in science achievement and to make suggestions for improvement. The analyses of 95 released items in TIMSS 2003 show that Korean girls had few difficulties in 'inference and analysis', 'very hard or very easy' items, 'previously-learned' items, and items presented in context of 'school science'. They achieved lower in items of understanding science concept or factual knowledge. Inference and analysis items, which were favorable to girls, worked unfavorably to them as case science knowledge intervened. Girls outperformed boys in items with 80% or more and with 20% or less percent correct. Also, the boys showed much higher achievement in previously learned and contextualized items, which proves girls' lack of interest in science in everyday life. On the base of item analysis, several suggestions were made for the girl-inclusive science education in Korea: First, girls should have more opportunities for science experience not only in school context but also in everyday life. Second, more teaching and learning programs should be developed to care girls' weaknesses in science learning. Lastly, gender issues in science education should be actively included in curriculum development process and teacher training programs.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.61-79
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• 2006

The purpose of this research was to evaluate concretely how the 7th Technology Home Economics(HE) curriculum was operated In school fields by using context evaluation, input evaluation using the CIPP model focusing HE. In this research. a questionnaire survey was done targeting HE teachers in charge of technology and home economics subject for the 7th curriculum implementation at 250 randomly selected middle schools in Gpoungsangnamdo, and 109 returned questionnaire papers were used for the final analysis. The frequency, percent, mean and standard deviation of these data were obtained by using the SPSS 10.0 for Windows Program. The results of this research were outlined below: First, with a regard to the context evaluation (evaluating educational contexts), the requirement degree of seeking for career appeared to be the highest at the requirement survey of the education goal and character of HE area, and the requirement degree of elevating understanding home living' were very low. Interest and concern of students towards these subject as well as the self-confidence of HE teachers in charge were low. Second, as for the input evaluation (evaluating education plans), time allocation, content level, and content amount were not regarded to be not proper, and the composition of HE educational curriculums and the class guideline of teachers also were not so faithful from the aspect of school level. Among surveyed items, establishing plans in school level towards evaluation was relatively sincere, but discussions about curriculums were not so faithful, suggesting various kinds of content are not fully discussed. As shown by the results above, it is difficult to say that the operation of the 7th HE educational curriculums has secured its position perfectly. It is necessary to examine systematically the educational goals. character of the 7th HE educational curriculum and the appropriateness of curriculum content, and to seek various methods to elevate the self confidence of teachers and the interests of students. Because how to operate national level educational curriculums in school levels with self-regulation and elasticity will be an important variable in realizing educational goals, teachers, the main body of educational curriculums and direct performers, should establish and perform educational plans in school levels to elevated the satisfaction of teachers and educational effects for normally operating educational curriculums. In addition, educational curriculums should be operated and evaluated mainly by teachers at school fields to make it possible to confirm and check the achievement of the goals of educational curriculums qualitatively.