• 대한공업교육학회지
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• v.39 no.1
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• pp.164-188
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• 2014

The purpose of this study is to investigate the perception of undergraduates of the college of education on the importance of certification areas and factors suggested by the certification system at each department level as well as the college as a whole, in order to come up with measures for further improvement. The specific objectives of this study are first, verifying different perception on the importance of certification areas and factor per department, second, verifying different perception on the importance of certification areas and factor per grade. The population of this study is undergraduates of the college of education at A University, and the survey on the different perception on the importance was conducted on 758 students of 10 departments. Total 800 copies of survey were distributed, and 299 copies or 37.3% were retrieved. First, it was found that undergraduates of the college of education at A University highly recognize the necessity of a new system to produce excellent teachers. when it comes to different department, in the area of teaching personalities, there is difference in the importance of teaching aptitude test and completion of social intelligence development program. In the area of teaching expertise, there is different perception in the importance of completion of curriculum education subjects per major, completion of curriculum contents per major, and participation in teaching demonstration contest. In the area of student guidance expertise, there is difference by department in completion of creative character development related education programs and "teaching practice" course. In the area of communication skills in the information society, minimum score requirement for a second foreign language is considered less important than others. Second, as for grade, freshmen highly recognize the importance of validity of teaching training course, integrity of the course, validity of the teaching training course in producing excellent teachers, graduates' job performing ability development as a teacher, appropriacy of curriculum of the college of education in producing excellent teachers, compared to other grades. In particular, seniors consider the necessity of a new system to produce excellent teachers the most.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.113-141
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• 2011

The purpose of this study was to examine the effects of home economics instruction in food labeling using a motivational(ARCS-Attention, Relevance, Confidence, and Satisfaction) strategy to increase middle school students' learning motivation, recognition and use of food labels. To achieve this purpose, teaching-learning plans of food label instruction using a motivation(ARCS) strategy were developed over four class periods using a pretest-posttest experimental design. The experiment was conducted across two groups as follows: 4 experimental groups that received the motivation(ARCS) strategy instruction, and 3 comparative groups that received lecture type instruction. The pretest-posttest scores of the experimental and comparative groups were compared. The 203 data of questionnaires for the experiment were analyzed and evaluated by Analysis of Covariance(ANCOVA) using SPSS Win 12,0. The results of this study were as follows: First, teaching-learning plans, learning materials, and teacher reference materials for the home economics food label instruction that applied the motivation(ARCS) strategy were developed in five subject areas: nutrition labels, food additives, genetically modified food, irradiated food, and food quality verification labels. Second, students' learning motivation of the two groups showed statistically meaningful differences. Home economics instruction using a motivation(ARCS) strategy was more effective in increasing students' learning motivation than lecture type instruction. Third, as a result of ANCOVA which regulated the recognition of food labels in the pre-experimental design, the recognition of food labels in the post-experimental design showed the meaningful differences depending on the instruction style(motivation strategy and lecture type instruction). In addition, comprehensibility, practical use and educational necessity of food label details showed statistically meaningful differences. Home economics instruction using motivation(ARCS) strategy was more effective than lecture type instruction in improving students' recognition of food labeling. Fourth, as a result of ANCOVA which regulated the use of food labels in the pre-experimental stage, the use of food labels in the post-experimental stage showed meaningful differences between experimental and comparative groups depending on the instruction style. Therefore, home economics instruction in food labeling using motivation(ARCS) strategy was more effective than lecture type instruction in increasing students' use of food labels.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.217-232
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• 2016

In line with the emphasis on the importance of nature of science recently, this paper examines the degree and level at which the 2009-revised convergence science textbook, developed from the common science under the 7th curriculum in South Korea, reflected nature of science according to the development of curriculum. 'Nature of science' was classified according to scientific view - which represents scientists' view - and naive view - which represents general thinking and scientific error concepts. Also, 'Nature of science' was classified according to the explicit method and implicit method in terms of teaching method. The level of nature of science was defined using the four occasions of scientific view, naive view, explicit teaching and implicit teaching. In order to identify the components and level of nature of science reflected in the textbook, using the 10 items which refer to Lederman(2001)'s 7 definitions, NOSAT (Nature of Science Analyzing Tool) was developed and used. The results are that, since the educational curriculum is changed from common science under 7th curriculum to 2009-revised convergence science, the degree of reflection was rather a withdrawal. On parts of theories of 7th common science curriculum except research parts, it was difficult to find explicit nature of science. Also on 2009-revised curriculum, nature of science, which is seen on 2007 curriculum, disappeared. It is suggested that the future curriculum emphasizes the importance of nature of science, and bolster the reflection of nature of science according to the changing curriculum. Nature of science should not be expressed limitedly, but instead, should be more positively reflected, and the reflection method should be not implicit but explicit, allowing direct teaching. Towards that end, writers of the textbook should have an accurate understanding of nature of science. And, for the right teaching, teachers' capabilities are important and it is necessary to train teachers to understand and act for nature of science.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.2
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• pp.23-39
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• 2017

This study began from the question, "is there a way to efficiently apply industrial demand in the university curriculum?" Research focused on how to actively accept and respond to the era of the NCS (National Competency Standards). In order to apply NCS to individual departments of the university, industrial personnel must positively participate to form a practical-level curriculum by the NCS, which can be linked to the work and qualifications. A valid procedure for developing a curriculum based on the NCS of this study is as follows: First, the university must select a specific classification of NCS considering the relevant industry outlook, the speciality of professors in the university, the relationship with regional industries and the prospects for future employment, and the need for industrial manpower. Second, departments must establish a type of human resource that compromises goals for the university education and the missions of the chosen NCS. In this process, a unique competency unit of the university that can support the basic or applied subjects should be added to the task model. Third, the task model based on the NCS should be completed through the verification of each competency unit considering the acceptance or rejection in the curriculum. Fourth, subjects in response to each competency units within the task model should be developed while considering time and credits according to university regulations. After this, a clear subject description of how to operate and evaluate the contents of the curriculum should be created. Fifth, a roadmap for determining the period of operating subjects for each semester or year should be built. This roadmap will become a basis for the competency achievement frame to decide upon the adoption of a Process Evaluation Qualification System. In order for the NCS to be successfully established within the university, a consensus on the necessity of the NCS should be preceded by professors, students and staff members. Unlike a traditional curriculum by professors, the student-oriented NCS curriculum is needed sufficient understanding and empathy for the many sacrifices and commitment of the members of the university.

• Journal of Science Education
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• v.47 no.2
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• pp.192-210
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• 2023

This study was intended to develop the plant molecular biology experimental program using Rapid-cycling Brassica rapa (RcBr) based on the teaching steps and teaching methods of the cognitive apprenticeship model and to determine its application effects. In order to improve a subject's cognitive function and expertise on molecular biology experiments, two themes composed of a total 8 class sessions were selected: 'Identification of DFR gene in purple RcBr and non-purple RcBr' and 'Identification of RcBr's genetic polymorphism site using the DNA profiling method'. Research subjects were 18 pre-service teaching majors in biology education of H University in Chungbuk, Korea. The effectiveness of the developed program was verified by analyzing the enhancement of 'cognitive function' related to the use of molecular biology knowledge and technology, and the enhancement of 'domain-general metacognitive abilities.' The effect of the developed program was also determined by analyzing the task flow diagram provided. The developed program was effective in improving the cognitive functions of the pre-service teachers on the use of knowledge and technology of molecular biology experiments. It was especially effective to improve the higher cognitive function of pre-service teachers who did not have the previous experience. The developed program also showed a significant improvement in the task of metacognitive knowledge and in the planning, checking, and evaluation of metacognitive regulation, which are sub-elements of domain-general metacognitive abilities. It was found that the developed program's self-test activity could help the pre-service teachers to improve their metacognitive regulation. Therefore, this developed program turned out to be helpful for pre-service teachers to develop core competencies needed for molecular biology experimental classes. If the teaching and learning materials of the developed program could be reconstructed and applied to in-service teachers or high school students, it would be expected to improve their metacognitive abilities.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.1-28
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• 2009

The purpose of this research was to provide the information needed for improving the elderly housing education and the elderly housing contents of Technology and Home Economics textbook. Thus, the elderly housing contents of current Technology and Home Economics textbook were categorized. Then, a total of 233 teachers were surveyed to examine their importance perception on the elderly housing contents. Elderly housing contents were grouped into S categories, each of which was named 'safety and safety management', 'room plan for the elderly', 'shrinking stage in family life cycle and dependency stage in housing life cycle','a house for 3-generation extended family', and 'universal design'. Teachers' importance perception was generally high for 'safety and safety management' and especially for 'safety and safety management' of bathroom(protection against slippery floor, safety bar, the appropriate position and height of shower, bathtub, and wash stand) ; the basic guidelines of 'room plan for the elderly'(emergency call, closely located bathroom, flat and non-slippery floor) ; the general guidelines during shrinking stage in family life cycle and dependency stage in housing life cycle'(protection equipments against safety accident, emergency call, flat and non-slippery floor) ; independent life among 3-generation extended family members(bathroom for the elderly, space plan for independent life among extended family members) ; the basic design guidelines of universal design(safety bar in bathroom, flat floor) and the guidelines of universal design which were especially helpful for wheelchair users(enough empty space in front of door and in corridor, wide door and corridor). Recommendations for the elderly housing education and the elderly housing contents of Technology and Home Economics textbook were that 'emergency call','safety bar in bathroom' and 'flat and non-slippery floor' were the most basic guidelines for elderly housing; that 'enough empty space in front of door and in corridor', 'wide door and corridor', 'low and wide steps', 'ramp for wheelchair users' and 'D-type or lever-type door handle' were most recommendable guidelines for universal design; that 'need for elderly housing', 'types of elderly housing', 'alternatives and choices of dependency stage in housing life cycle' and 'house plans for shrinking stage in family life cycle' were required guidelines for increasing elderly-only family.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.143-173
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• 2012

We investigated environmental problems related to clothing, and attempted their practical solutions using Future Problem Solving Program in order to cultivate the creative character in teenagers. We applied "teaching and learning plans" to seventy-seven the first graders of high school students in 2 classes in Gyeonggi-do, one hour per day for 3 weeks, from August 23 to September 8 2011. Statistical analyses were performed using the SPSS for Windows software(version 17.0). Mean differences in results between pretest and posttest were evaluated using Student's t-test. We selected 'production of fabrics, production of clothing, disposal and recycling of clothing and washing of clothing' as the learning theme in educational content factors of 'clothing culture in consideration of environment'. And we developed thirteenth teaching and learning plans and educational materials including 4 problems, 2 worksheets, 10 team worksheets, 7 video materials and 7 Power Point materials using Future Problem Solving Program(FPSP). The measurements of fluency, flexibility, originality and problem-solving ability are significantly improved. The level of creativity in the items of fluency, flexibility and originality, in particular, exhibited marked improvement, 'below-average' to 'above-average', regardless of academic records and gender. Problem-solving ability in female students was more effective than that of male, but it showed no significant correlation with academic records. The analysis of character-change showed the highest improvement in the awareness on the protection of environment, the character factor in the educational contents. Personalities, confidence, consideration and cooperation in learning method of FPSP also exhibited a significant improvement. But character-change did not correlate with academic records or gender. In the present study, we found that home economics has a positive effect on cultivating creative character. When we selectively and properly apply a course of creative problem-solving of FPSP and a course of creative output to students, we can increase their ability to solve problems, cultivate their creative character and further enhance their interest on home economics.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.35-52
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• 2014

This study analyzed the 12 different technology home economics textbooks I, II for middle school students and the content systems of the textbooks by 7 instructional strategies in Reigeluth's elaboration theory. The units analyzed were 'Clothing and self-expression' and 'Eco-friendly clothing life and recycling by reform'. The purpose of this study was to provide basic information for the development of textbooks and teaching materials by analyzing current textbooks. Researchers analyzed the textbooks individually using pre-developed analysis frame using Reigeluth's elaboration theory. The results of the study were as follows. The conceptual elaboration process was used in the unit of 'Clothing and self-expression' of all the textbooks used in this study, and procedural elaboration process was mostly used in the unit of 'Eco-friendly clothing life and recycling by reform'. The strategies of advance learning ability were presented mostly in the forms of 'Learning Objective', 'Thought Opening', 'Key terms' in either unit and sub unit. The strategies of summarizer were presented as 'Unit Summary', 'Cleanup' and 'Assessment'. The strategies of synthesizer were used in all the textbooks as the 'Exploration' to increase the students interest through the promotion of the learning content in a variety of activities and projects. The cognitive activator strategies were shown in all of the textbooks using mostly 'Figure,' and others such as 'Table,' 'Diagram', and 'Explanation of Terms'. The strategies of learner control were used to guide the supplement and deepen the learning by various forms. However the analogy strategies were hardly used in units of textbooks analyzed in this study. As a result, the technology home economics textbooks I, II for middle school students applied the Reigeluth's elaboration theory, except the analogy strategies. It is recommended to utilize th analogy strategies and various activities to enhance the students' understanding and participation.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.103-128
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• 2013

The purpose of this study was to develop a school violence prevention program featuring the Practical Action Teaching Model(hereafter, PATM) for middle school students to prevent school violence by Home Economics Education. To accomplish this purpose, the processes of analysis, design, development, and evaluation based on ADDIE were conducted. The validity of the program was evaluated twice by Home Economics education experts(36 experts for the first group and 10 experts for the second group) and the contents of the program were modified according to the comments from the evaluators. The school violence prevention program in Home Economics classes consisted of 5 topics such as changing perception on school violence, enhancing self-esteem, relating with others, practicing consideration and sharing, and strengthening the will of preventing school violence. Twenty-four units were developed with 7 practical problems(What should I do to make friends to help with each other?, What should I do to establish positive self-concept?, What should I do to communicate to build good relationship?, What should I do to solve the conflicts peacefully?, What should I do to practice consideration and sharing in food consumption?, and What should I do to practice consideration and sharing in clothing?) in 5 topic areas. Teaching-learning plans included four steps such as problem perception, practical reasoning, action, and evaluation that comprise PATM to solve the practical problems. Every step of the teaching-learning plan consisted of questions for practical reasoning and activity assignments. Materials for students and teachers were developed. Materials for students comprised 80 pieces in total including student activity, reading, movie, and clips to make students enhance understanding and interest. Materials for teachers comprised 35 pieces in total such as rationales, newspaper articles, and movies that make teachers that lesson teaching loads and were helpful for teachers. The PATM was incorporated into developing the program and a Likert-scale was used to assess usefulness, applicability, appropriateness, fidelity, substantiality, and validity of this program. This program gained more than 4.00 on a 1-5 Likert scale. This result indicated that program is expected to be effective and useful to school violence prevention.