• Journal of Digital Contents Society
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• v.16 no.1
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• pp.13-24
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• 2015

Online design education, started with the establishment of cyber universities in Korea in 2001, has been operated with the development of online classes for various subjects until present and is predicted to be expanded both quantitatively and qualitatively as the concept of remote education is gradually generalized along with the growth of cyber universities and the development of digital technologies. However, regardless of such quantitative growth and possibility of development, the current online design classes are operating curriculum that is not much different from that of design department at the existing offline universities, while the concepts and roles of design and designer are changing according to the stream of digital times. Moreover, although complex elements are required to be considered since online design education is influenced by digital technological trend as being a form in which digital technology, contents, and design are all combined and advantages and features of online are required to be reflected to the maximum, the reality is different from what has been expected due to many circumstances. Online design education needs to be changed in accordance with the stream of digital times and new online design curriculum suitable for the current of future digital times and online environment are required to be developed and prepared at this moment. Accordingly, this research aims to look into the concepts and roles of design and designer changing in accordance with the stream of digital times by researching the existing literatures as well as the advantages and features of online class and to analyze the current state of curriculum of digital design and related departments at cyber universities in Korea to suggest an improvement direction of curriculum of online design class suitable for the future digital times.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1055-1076
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• 2011

In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.333-359
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• 2011

The purpose of this study was to investigate the teaching activities of guidance teachers in student teachers' planning mathematics lesson and the role of guidance teachers in teaching practicum. To fulfill the purpose, 54 student teachers participated in teaching practicum in G university of education located in G city were selected as subjects and gathered data by asking student teachers to record the interaction process with guidance teachers in detail. By analyzing the teaching activities, the conclusions were drawn as follows: First, guidance teachers' teaching activities in student teachers' planning a lesson were focused on the strategies of teaching and organizing activities according to the ability level of students in the classroom. Second, four types of guidance teachers were identified by analyzing teaching activities as noninterference, supervision, guidance, cooperation. Most of guidance teachers can be indexed as guidance. Third, more effective teaching practicum, guidance teachers need to understand the role of guidance teacher in teaching practicum and systemic program for teaching practicum should be developed.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.181-188
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• 2012

In this study, we develop a role-playing instruction model based on mind practice. The proposed model can strengthen the information and communication ethics and enhance the will to act which leads to behavioral changes. It is also designed considering methodological and procedural elements of mind education and the steps of role-playing. It has much importance on having students experience mind practice directly and indirectly through role-playing. Firstly, an instruction model for a role-playing is designed based on other researches and case studies. Secondly, it was applied to students to find out the advantages and improvements and modified the earlier version and then, it was applied to 36 sophomores in J university in J city for five weeks. They are majoring in Education and are taking Instructional method and Instructional technology. To prove the effectiveness of the model, it was also applied 5th year 24 students, 6th year 26 students and 10 teachers in an elementary school. The results show that more than 90% students respond positively about how interesting information and communication ethics after participating in a role-playing instruction model based on mind practice.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.61-77
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• 2016

This study was conducted on 2016 $1^{st}$ and $2^{nd}$ grade middle school students in order to investigate of their perceptions and needs on sewing practice class, which had been experienced during their $6^{th}$ grade elementary school year. Implications and improvement for sewing practice class to be drawn from this study. The findings are as follows: Firstly, the levels of satisfaction with the practice contents and teaching learning method were higher than the median value(3.00). Among the subareas of class evaluation, participation scored the highest average, followed by interest, difficulty, necessity, importance, and utilization. In the entire subareas, girl students have more positive perceptions on sewing practice classes than boy students. Secondly, satisfaction with the practice contents has an effect on all subareas of class evaluation. The satisfaction with the teaching learning method has an effect on participation, interest, importance and utilization. Lastly, as for the practice contents, they would prefer household items and ornament, and want to choose sizes freely. As for students' needs for a new teaching learning method through which students are allowed to freely make objects or create works through a group activity, it was higher than the median value. This study showed that practice contents and teaching learning method are important factors that affect class evaluation. This study suggested that sewing practice class should be conducted freely choosing of practice contents, making the group works, group or student-led activities. If sewing practice class is designed in consideration of the results and students' needs for class, students' perceptions on class is expected to change in a positive way.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.284-309
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• 2013

This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.

• 대한공업교육학회지
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• v.40 no.2
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• pp.92-110
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• 2015

The purpose of this study is to provide necessary information to understand characteristics of vocational high school students and to enhance academic engagement through social support of teachers, leading to help research of teaching and learning strategy. A survey was conducted on 990 engineering major students attending 11 vocational high schools in Seoul metropolitan, Chungcheong, Jeolla, Kyeongsang and Kangwon regions. A questionnaire consists of measurement tools for the academic engagement (21 questions) and the social support of teachers (25 questions). The findings of this study are as follows: First, it is found that the level of students' academic engagement was high. But it appears that the students showed low engagement of emotion compared with that of behavior and cognition. There was no level difference according to gender, but there was a considerable difference according to a school year. The first year students' level of engagement was higher than the second and the third year students' in terms of cognition and emotion. Second, it shows that the level of the teachers' social support was normal, which was in the order of appraisal support, instrumental support, informational support, and emotional support. Especially, the level of appraisal support and instrumental support was most. Third, there were correlation and explanation between students' academic engagement and teachers' social support. Moreover, the result that teachers' emotional support has high correlation and explanation in qualitative terms of academic engagement support the importance. Therefore, it is concluded that the social support of teachers can make an positive influence on improving the academic engagement of students and provide students with adaptability and satisfaction with their school life, which may give students a positive effect in emotional development, self-formation, and complement.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.391-400
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• 2021

This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.

• Journal of vocational education research
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• v.37 no.2
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• pp.129-143
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• 2018

The purpose of this study was to analyze how teaching behavior styles of fisheries & maritime high school teacher on students' satisfaction in major subject classes. A survey was conducted for high school students from fisheries & maritime high school. The results were as followed. First, there is a statistically significant correlation between fisheries & maritime high school teacher's teaching behavior styles and student's classes satisfaction. In other words, teaching behavior styles should be different according to the individual differences of students' learning. Second, fisheries & maritime high school teacher's teaching behavior styles has some significant influence on student's classes satisfaction. Diversity Teaching behaviors had a statistically significant effect on content satisfaction. Interaction teaching behavior, diversity teaching behavior style, and individualized teaching behavior style had a statistically significant effect on method satisfaction. For the evaluation satisfaction, there was a significant statistically significant effect of clarity on teaching behavior styles and diversity teaching behavior type. It is necessary to improve the content satisfaction of the students through the application of the teaching method considering the difference of understanding of the contents of each student.