• Journal of Digital Convergence
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• v.13 no.5
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• pp.329-336
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• 2015

The purpose of this study was to develop and manage fitness management class by experimenting effects of fitness management class on obese indices, metabolic syndrome risk factors and health and skill-related fitness in university students. Progress of fitness management class by exercise prescription program according to level of students health and fitness. Comparison of obesity indices, metabolic syndrome risk factors and health and skill-related fitness between fitness management class group and control(physical education class) group in before- and after-16week exercise prescription program. Decision of class contents and establishment of fitness management class. The effects of fitness management class appeared to higher than control group on obese indices, metabolic syndrome risk factors and health and skill-related fitness. In conclusions, we suggest that fitness management class for wellness convergence is effective for health promotion of students.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.133-144
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• 2023

The goal of this study was to improve environmental awareness by systematically developing a hands-on online lesson for adults on making drink bags by upcycling discarded umbrella cloth. The lesson was developed using an ADDIE model. During the analysis stage, the instructional design direction was established based on the findings of previous studies. In the design stage, the operation of practical classes in the online environment was specifically planned. The contents of education and the training time were also determined. The materials developed during the development stage included a kit and theoretical information containing images to raise awareness of environmental pollution and the significance of upcycling, as well as videos and photos. During the implementation stage, two sessions were held three months apart. A total of 36 adults participated, with 18 participants in each session. In the evaluation stage, the first session participants provided feedback on class satisfaction, which led to improvements. Positive feedbacks were received from the second session participants, who expressed satisfaction with the smooth communication and easy approaches to the learning materials. In both instances, the surveys on environmental consciousness and attitudes yielded an overall average score of 4.27, indicating a generally positive evaluation.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.159-166
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• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

• Journal of the Korean earth science society
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• v.26 no.5
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• pp.367-375
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• 2005

This study investigated the purpose and role of class evaluation standards and the reason to develop these teaching standards using literature review, survey, classroom observation and teacher interviews. Based on the teachers’opinion, we also investigated who should develop teaching standards and who will benefit most from the standards. In sum, the standards for teaching evaluation should help to form (a) the guidelines for beginners, (b) the directives for specialists, (c) the principles for grasping areas for improvements, and (d) the means for communicating with other communities. In addition, teachers should take responsibility for developing teaching standards as the basis for evaluating their own work and improving their own professional learning to provide quality assurance. The development of subject specific teaching standards is not possible without active participation of teachers as well as other stakeholders in education.

• 대학교육
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• s.145
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• pp.68-76
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• 2007

• 대학교육
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• s.9
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• pp.37-42
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• 1984

• 대학교육
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• s.108
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• pp.43-49
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• 2000

• 대학교육
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• s.171
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• pp.32-36
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• 2011

• 대학교육
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• s.56
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• pp.27-30
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• 1992

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.163-169
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• 2010

지식정보화 사회에 발맞춰 학교현장에서도 초 중등학교 정보통신기술교육 운영지침 개정안의 내용을 바탕으로 정보통신기술 교육을 강화하여 소양 교육과 교과 활용교육 간의 연계를 통하여 효과적으로 교육 목표를 달성할 수 있도록 노력하고 있다. 하지만 체육교과 부문의 ICT활용에 관한 연구는 다른 교과에 비해 다소 부족한 편이라 할 수 있다. 이에 발전적인 ICT 활용 체육수업을 위해 2007 개정 교육과정에 따른 초등교사의 ICT 활용 체육수업에 대한 실태분석 및 개선방안을 제시하고자 한다.