• Journal of The Korean Association For Science Education
• /
• v.37 no.6
• /
• pp.937-949
• /
• 2017

In this study, we investigated how science teachers perceive the changes in school systems, including infrastructure and curriculum, in the context of preparing for future education. And the changes in their perception of the educational environment, the challenges, and changes of science teachers' classroom practices were also explored. In-depth interviews and analysis were conducted with two science teachers in a middle school that is trying to innovative on changes compared with general schools. The results of the study are as follows: First, teachers perceived that their schools had factors that could change the science class in terms of school size and infrastructure, peer teacher culture, and students' abilities. Second, the enthusiasm of teachers who are trying various ways of teaching and the students' ability to adapt in a smart learning environment formed a synergistic circle that lowered entry barriers to trying changes. Third, science classes changed to activity-centered classes, and teachers realized that these changes promoted students' self-directed learning. Fourth, teachers perceived themselves as playing an independent role in curriculum management, and this perception promoted more varied attempts in improving their classes. Through the changes of the learning environment and systems of the school and the formation of a culture that shares their challenges and innovations with the voluntary learning community, teachers constantly try to change their classes and schools. The changes of school need to be understood in the context of the interaction of teachers, students, and infrastructure.

• Journal of Korean Home Economics Education Association
• /
• v.28 no.3
• /
• pp.1-16
• /
• 2016

The purpose of this study was to develop and evaluate the teaching-learning process plan of senior cohousing to improve understanding of active and independent living in later life through Home Economics subject. The plan consisting of 5 lessons has been developed and implemented according to the ADDIE model. Various activity materials (28 individual activity sheets, 2 working sheets, and 26 teacher's reading texts) and visual materials (4 sets of pictures & photos and 10 moving pictures) as well as questionnaire were developed for the 5-session lessons. The plans were implemented to 6 classes 150 freshmen of P high school in Jeju-do during August 17th to 3rd of September, 2015. Students were highly satisfied regardless of gender with the whole 5-lessons in the aspects such as the level of participation in the lesson, understanding of the contents, adequacy of materials and activities, and usage in their future life. Students also reported that they highly accomplished the goal of each lesson to reinforce the understanding on necessity of preparing later life, senior cohousing, and senior friendly business. It can be concluded that the teaching learning process plan for senior cohousing would improve understanding and practical competency of active and independent living in later life with senior neighbors through the home economics subject.

• Journal of Creative Information Culture
• /
• v.7 no.3
• /
• pp.145-155
• /
• 2021

In this study, a SW interactive education training program for elementary school teachers was developed in order to cultivate the SW competency of teachers who apply SW education to schools, and the effect was analyzed by applying it to the school training site. For the development of the training program, the training development direction was set based on the current SW teacher training program, and an interactive training program was opened so that training could be conducted in a non-face-to-face situation in the COVID-19 situation. The developed training program was applied to 104 elementary school teachers in Gyeonggi-do. In order to analyze the effectiveness of the interactive training program, a survey on professor efficacy and satisfaction was conducted, and positive results were confirmed in terms of professor efficacy and program satisfaction. As it is expected that various SW/AI education training for teachers will be conducted as interactive training in the future, it is judged that it is necessary to conduct an analysis study on the effect of SW/AI training training.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.2
• /
• pp.57-80
• /
• 2021

The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.2
• /
• pp.1-10
• /
• 2018

As the emphasis on software education in the 2015 revised curriculum, Informatics has become one of the essential subjects for the middle school students, and contents and achievement standards have been developed focusing on the information culture literacy, computational thinking, and collaborative problem solving ability. The 2015 revised Informatics curriculum for the first grade of middle school has been applied for the first time in 2018. Various educational policies have been promoted such as training of teachers, development of teaching and learning materials and programs to support implementation of the actual school fields. In this study, we analyzed the improvement issues and tasks of the 2015 revised curriculum according to the change of the Informatics education policy of in the global, and suggested the development direction of the future Informatics curriculum in Korea. The direction of the development of the Informatics curriculum is focused on ensuring the linkage between school level and identity of informatics education.

• Journal of Korean Home Economics Education Association
• /
• v.25 no.4
• /
• pp.29-46
• /
• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.