• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.101-116
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• 2012

The purpose of this research is to develop a scale to measure how students and parents, who are the consumers of education, and home economics teachers and education experts, who are the suppliers, recognize the home economics subject, based on the characteristics and goal of the revised home economics curriculum that is currently being applied in South Korea, in the year 2007. To do this, the survey on home economics recognition developed and utilized in prior researches was used as the basic data. The final version of 60 questions was made by adding questions made through steps. They include question quality factor verification through step1-interview, step2-draft questions, step3-preliminary research, and step4-substantiation research of four groups. As a result of the factor analysis of the recognition of home economics, credibility is high in all factors. The final scale consists of 8 factors, when the explanatory power is 57.439%. This shows that home economics has been established as education for living and a practical subject. Nevertheless, it needs further improving to be recognized as a subject involving emphasis on healthy formation of family life and a subject of practical criticism.

• Proceedings of the Korea Institute of Fire Science and Engineering Conference
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• 2009.04a
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• pp.493-499
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• 2009

응급의료에 관한 법률에 따라 구조 및 응급처치에 관한 교육의 대상자로 일반시민인 구급차등의 운전자, 여객자동차운송사업용 자동차의 운전자, 보건교사, 경찰공무원 등에게 심폐소생술 교육을 실시하여 26,900명이 과정을 수료(한국, 2007)하였으나 초중고 학교 교과과정 중에는 체계적인 응급처치 교육이 없고 교육강사, 교육장비 등이 취약(한국, 2005)하여 교육체계의 확립이 필요한 실정이다. Kerschaver 등(1989)은 학생들을 대상으로 심폐소생술 훈련을 하는 것은 효과적이고 11살 부터 단순화한 내용으로 보다 쉽게 교육을 시작할 수 있을 것이라고 했으며 Lester 등 (1996)은 지식과 술기 능력 간에는 상관이 없으나 중학교 1학년 때가 적절한 훈련시기라고 했고 Urey 등(2003)은 의무과목으로 6-7살 초등학생을 위한 응급처치 프로그램, Lubrano 등(2005)은 8-11살 학생을 대상으로 하는 응급처치 교육 프로그램의 운영을 보고했다. 박 등(2006)은 초등학교 5-6학년 학생과 성인 간의 심폐소생술 교육 효과를 분석하여 학생군이 과정에 대한 이해는 우수했으나 술기에서는 적절한 흉부압박이 미흡했다는 결과를 제시하여 초등학생을 대상으로 하는 이론 교육이 효과가 있었으나 실습 교육은 체격에 제한을 받는다는 점을 시사했다. 체격은 물리적으로 측정, 확인할 수 있는 사람 몸의 상태로써 성별, 키, 몸무게 등의 전체적인 것과 각 부위의 크기, 모양, 비율 등의 부분적인 것으로 구분할 수 있으나 여기서는 키, 몸무게가 흉부압박에 영향을 끼쳤다고 볼 수 있다. 따라서 본 연구에서는 초등학교 6학년 학생을 대상으로 체격조건(키, 몸무게)과 성인 마네킨 흉부압박 깊이 간의 상관관계를 밝히고 회귀식을 도출하여 효과적인 심폐소생술이 가능한 대상을 제시하고자 한다.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.1-9
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• 2019

In order to improve the quality of textbooks, this study analyzed seven informatics textbooks published based on the 2015 revised curriculum. Content analysis was used to analyze the organization system of these textbooks. Learning objectives of the textbooks were also analyzed according to Anderson's taxonomy of educational objectives. Furthermore, a textbook satisfaction survey, in which textbook selection criteria were applied, was given out to preliminary teachers. The results showed that the textbooks were similarly organized, centered on practice, activities, differentiated learning, and small group learning. However, the number of pages varies considerably for each chapter. After analyzing learning objectives of the textbooks, it was found that in terms of cognitive processes, 'understanding' (53%) was the highest item and 'analyzing' (16%) the second highest; in terms of type of knowledge, 'conceptual' (42%) and 'procedural' (31%) accounted for the two highest categories; in terms of cognitive domains, there has been a significant increase in 'analyzing' and 'creating' facets for learning objectives of these new versions of textbooks as compared to those of previously existed textbooks. In the satisfaction survey on a 5-point Likert scale, 'the accuracy and fairness of the content' had the highest points at 4.21 among four scale items. In this study, the improvement of the textbook is proposed based on the findings from this analysis.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.173-187
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• 2021

The purpose of this research was to develop instructions for making upcycled clothing accessories related to the 'clothing management and recycling' unit of middle school home economics applying the design thinking technique. Teaching and learning process plans were developed according to the ADDIE model which includes the following process: analysis, design, development, implementation, and evaluation. The design thinking process includes understanding the related knowledge, sympathizing, problem identification(sharing perspectives) and idea development, making prototypes, testing, and making the actual product. Thirteen home economics teachers served as critics. Student feedbacks were collected to evaluate whether the course objectives were attained after the implementation. As a result, teaching and learning process plans, course materials, and evaluation rubrics for ten class sessions were developed. Student feedbacks confirmed the attainment of following five course objectives: improvement of ethical responsibilities through the exploration of various clothing recycling techniques, practice of creative and eco-friendly clothing culture, acquisition of the skills to use sewing tools safely, improvement of abilities to think, sympathize, and communicate, and exploration of aesthetic activities and fashion careers.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.379-388
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• 2020

The purpose of this study are to develop the TEP activity for learning experimental apparatus at elementary school and to test the effects of the TEP activity. This study consists of two steps. First through literature research on the difficulties and needs of experimental apparatus education developed the form that how to educate the experimental apparatus at elementary school. Second, applied the TEP activity and figured out the effects as two aspect(knowledge about experimental apparatus and actual using skill during lesson). This worksheet was applied to 3rd grade students in elementary school about 4 experimental apparatuses(Beaker, Electronic scale, Glass rod, Spatula). The results of this study are as follows: There is no specific time to teach what is and how to use experimental apparatus by regular curriculum. So many students and teachers need method and time to learn them. Also they want to lots of opportunities to use them. With that needs given previously, TEP activity developed by 3 steps. 1. Trigger interest 2. Explore experimental apparatus: learned knowledges about experimental apparatus focused on appearance(name, purpose, directions for use, precautions) 3. Practice experimental apparatus: actual using time to acquire skills. After that did the survey of knowledge and observation of students' behavior during usual class to confirm the effects. According to the results, TEP activity helped the students to improve there awareness of the experimental apparatus and actual using skills.

• The Journal of Korean Philosophical History
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• no.56
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• pp.209-238
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• 2018

The purpose of this research is to analyze characteristics of the method of education or learning reflected in the teacher-student relationship in On Haeng Lok By Toe-gye and explore their relevance to modern education. By writing various works and conversing with his students, Toe-gye devoted himself in the education of the traditional Confucian principles. Specially, he taught his students based on two Confucian educative principles, namely Shim Deuk(心得) and Goong Haeng(躬行). Judging from this, Toe-gye can be seen as someone who tries to fulfill the role of teacher as dictated in the educative principles of the Confucianism. In Confucianism, teacher is responsible for forming a well-rounded view on life in student, rather than simply transmitting knowledge. As such, the teacher was supposed to find a harmonious way to create something new based on what was inherited from the past generation and try to do his best in learning new things himself and teaching his students. These Toe-gye managed to do successfully, earning his students' trust and respect. Being moved and inspired by their teacher, the students continued their intellectual pursuit. This relationship between Toe-gye and his students can be analyzed from the perspective of education method and discussed in terms of cognitive learning and adult learning. In terms of cognitive learning, the education method reflected in the relationship is similar to potential learning, insight learning, and imitation learning. In terms of adult learning, it is similar to self-directed learning and communicative learning.!

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.449-475
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• 2022

The purpose of this study is to critically examine science content and science education from the 'essential-holistic' perspective, in particular, among the core disciplines constituting the teacher education curriculum. In this study, we first, analyzed the definition of the 'essential-holistic' perspective, the philosophical background, and the relationship with the practices in-depth, and then, from the 'essential-holistic' perspective, conducted an inquiry into the essence of science content and science education. The results of this study are as follows: first, according to the 'essential-holistic' perspective, science content is a study that explores the science practices and systematizes the results of that inquiry. Major activities of science content include the establishment and implementation of 'science for teachers' and participation in the development of science curriculum (textbook). Second, science education according to the 'essential-holistic' perspective is a study about in-depth exploration of essential problems in science education phenomena rooted in the science practices and the practice of good teaching. More specifically, science education is a field that carries out work related to inviting, participating, and guiding students to grow into science practices (i.e. initiating into practices). The main activities of science education related to this include activities ranging from the development of the science curriculum (textbook) to teaching and evaluation (recording). In this study, we discussed important tasks to be carried out in the future based on the results of the study.

• Journal of Christian Education in Korea
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• v.69
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• pp.139-162
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• 2022

This study verified the effect of learning motivation on immersion by non-face-to-face class method. For this purpose, 101 college students majoring in early childhood education were selected as research subjects. The average age of the study subjects was 22.6 years old, and 51 students took non-real-time non-face-to-face classes, and 50 students took real-time non-face-to-face classes. The study measured the level of immersion and the type of learning motivation after the non-face-to-face class was finished. The measured data were analyzed using descriptive statistical analysis and multiple regression analysis. As a result, in the results for all students, the performance approach goal had the most influence on immersion, and the mastery goal orientation had the next effect. Performance avoidance orientation had no effect. For students in non-face-to-face classes, performance approach goal orientation had an effect on immersion, and for students in real-time non-face-to-face classes, mastery goal orientation had an effect. The implications that can be obtained from the results of this study are as follows. First, non-real-time non-face-to-face classes should cover basic knowledge and skills so that there are no mistakes and failures. Second, non-real-time non-face-to-face classes should allow tasks with appropriate difficulty to be performed with a deadline. Third, real-time non-face-to-face classes should lower the fear of mistakes and failures.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.1-20
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• 2023

The purpose of this study is to extract and analyze ecological citizenship elements in the middle school home economics textbook used in the 2015 national curriculum for the introduction of ecological transformation education in the 2022 national curriculum. As a result of the analysis, the content analysis of the ecological citizenship factor was validated by six experts who are incumbent middle school home economics teachers, and the S-CVI value was 0.97, ensuring the validity of the ecological citizenship factor analysis. The results of analyzing 242 ecological citizenship factors extracted from home economics textbooks are as follows. According to the content area of the 2015 national home economics curriculum, the 'human development and family' area had the highest presence of ecological citizenship factors followed by the 'resource management and self-reliance' area and the 'home life and safety' area. Among the categories of ecological citizenship factors, 'value⋅attitude' was the most frequent, followed by 'process⋅function' and 'knowledge⋅understanding'. For each textbook composition system, ecological citizenship elements were extracted in the order of pictures, text, activities, and supplementary materials. There was a significant variation in the number of ecological citizenship factors among publishers, indicating the importance of the textbook writers' perception, interpretation, and direction of writing. Based on these analysis results, ecological citizenship teaching and learning activities applicable to home economics education were presented. This study highlights the potential for practicing ecological citizenship education in line with the new orientation of the curriculum on ecological transformation education through home economics education. Furthermore, it provides valuable baseline data for the development and implementation of textbooks for the 2022 national curriculum.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.538-559
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• 2023

In this study, the interplay between models and theories was explored through a series of focus group discussions (FGDs) involving five experts in science education. The FGDs were held seven times, beginning with the question of what is modeling in relation to models, which is a current area of research in science education. Throughout the discussion, several key issues regarding models and modeling were addressed, with a particular emphasis on their relationship to theory. A notable finding from this study is that the participants' discussions did not converge into a single viewpoint regarding the relationship between theory and models; instead, multiple related issues emerged, leading to attempts to reframe existing concepts and seek new understanding. The study findings relate to three main areas of inquiry: What is the meaning of models or modeling? What is the nature of the relationship between models and theories?, and Is modeling possible without a foundation in theory? Particularly, the relationship between models and theories was discussed in reference to the following points: 1) Is a model to be understood as derived from theory, and is modeling the application of theory to phenomena? 2) Can a model be inferred from theory? 3) Does modeling originate from a specific, structured foundational theory (a framework of empirical knowledge), or is it to be understood through the integration of various resources without explicit reference to a foundational theory? Based on the study outcomes, implications are presented for philosophy of science and for researchers and educators working in the realm of science education.