• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.45-62
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• 2008

The purpose of this study was to investigate middle school home economics(HE) teachers' perception and needs on self supervision related to HE subject matter, Using the methods of survey and interview, 177 samples were collected. For collected surveys, mean value, standard deviation, frequency, percentage analysis were performed by using an SPSS/Win (ver10.1) program. The results of this study were as follows. First, the middle school HE teachers recognized that self supervision related to HE subject matter was absolutely needed to expand the improvement of techniques for teaching instructions and the width of knowledge on the studies on textbook. Second, the middle school HE teachers recognized the necessary parts of self supervision related to HE subject matter as HE teaching-learning methods, the studies on textbook contents, and HE education philosophy in order. Third, the middle school HE teachers recognized that it would be helpful in improving their HE class and expertise in order of field survey, participation in various training programs, utilization of mass media, participation in societies for researches and meetings and information sharing with co-teachers among the types of self supervision. Fourth, the middle school HE teachers needed the reduction in miscellaneous duties, less pressure for time, restoration of teachers' desire, support of physical resources (improvement of various environments such as classrooms and special rooms), economic support and various support programs (expanding the opportunities to participate in training and society and establishment of a database for relevant materials, etc.) to facilitate self supervision. As such, the middle school HE teachers' overall recognition on HE-related self supervision became significantly higher. To enhance the HE-related expertise, however, it would be necessary to conduct concrete and active support for HE education, philosophical area and the studies on textbook contents as well as the teaching-learning methods for HE in which teachers' demand was high. In addition, the HE teachers wanted to have an easy and quick access to various HE-related data; therefore, it would be urgent to summarize scattered relevant data and support the HE teachers more systematically.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.990-1010
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• 2009

To derive brain-based evolutionary educational principles, this study examined the studies on the structural and functional characteristics of human brain, the biological evolution occurring between- and within-organism, and the evolutionary attributes embedded in science itself and individual scientist's scientific activities. On the basis of the core characteristics of human brain and the framework of universal Darwinism or universal selectionism consisted of generation-test-retention (g-t-r) processes, a Model of Brain-based Evolutionary Scientific Teaching for Learning (BEST-L) was developed. The model consists of three components, three steps, and assessment part. The three components are the affective (A), behavioral (B), and cognitive (C) components. Each component consists of three steps of Diversifying $\rightarrow$ Emulating (Executing, Estimating, Evaluating) $\rightarrow$ Furthering (ABC-DEF). The model is 'brain-based' in the aspect of consecutive incorporation of the affective component which is based on limbic system of human brain associated with emotions, the behavioral component which is associated with the occipital lobes performing visual processing, temporal lobes performing functions of language generation and understanding, and parietal lobes, which receive and process sensory information and execute motor activities of the body, and the cognitive component which is based on the prefrontal lobes involved in thinking, planning, judging, and problem solving. On the other hand, the model is 'evolutionary' in the aspect of proceeding according to the processes of the diversifying step to generate variants in each component, the emulating step to test and select useful or valuable things among the variants, and the furthering step to extend or apply the selected things. For three components of ABC, to reflect the importance of emotional factors as a starting point in scientific activity as well as the dominant role of limbic system relative to cortex of brain, the model emphasizes the DARWIN (Driving Affective Realm for Whole Intellectual Network) approach.