• 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 The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.431-440
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• 2018

This study examined the effectiveness of the cognitive activity integration program to delay the progression of the mild demented elderly. The subjects were divided into experimental group and comparative group for 12 cases of mild dementia, and the cognitive activity integration program was conducted for 8 weeks and compared with the MMSE-K, ADL & IADL, CDR and GDS scales. The results show that the effectiveness and continuity of the program are as follows. First, as an implication of practical dimension, integrated program of fusion and complexity is more effective than cognitive activity program of single domain. Second, the cognitive activity integration program must be continuously provided to maintain its effectiveness. Third, the cognitive activity integration program is as important as the practice process. It is necessary to develop and disseminate a cognitive activity integration program that reflects fusion and complex treatment techniques applicable to the elderly with mild dementia by practical suggestion. Policy suggestions are needed to continue the ongoing cognitive activity integration program, to maintain effectiveness, and to delay the progress of dementia.

• Journal of agricultural medicine and community health
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• v.40 no.2
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• pp.62-71
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• 2015

Objectives: This study was performed to find the differences in physical activity according to general characteristics and factors related to physical activity between the elderly over 65 with hypertension living rural and urban areas. Methods: This study included 681 participants (221 rural, 460 urban) with hypertension from The Fifth Korea National Health and Nutrition Examination Survey (KNHANES V). The collected data were analyzed through an $x^2$-test to examine the differences in physical activity and multiple logistic regression to assess factors related to physical activity between the elderly over 65 with hypertension living rural and urban areas. Results: The significant statistical factors related with physical activities for the urban hypertension group were education level, activities of daily living, and quality of life. However, the related factors for rural residents were activities of daily living and limitation of activity. Conclusions: The study results indicated that the factors that affected the level of physical activity revealed difference in case hypertension between the urban and rural groups. An awareness of the importance of physical activity will have a positive influence on improving the physical function and quality of life for elderly people with hypertension.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.21-45
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• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Environmental engineer
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• v.24 s.254
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• pp.26-29
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• 2007

• The monthly packaging world
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• s.108
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• pp.162-165
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• 2002

• Journal of Practical Engineering Education
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• v.8 no.1
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• pp.69-73
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• 2016

While growing interest about university education and quality enhancement, learner's scholastic achievement, learning process, various of learning activity work variable performance of university education. In this context, for quality enhancement of engineering education, it is necessary to pay attention not only learning achievement, educational conditions and environment, but also how students learn. The purpose of this study is checking learning activity in class of Engineering college students and proposing teaching and learning support for promoting learning activity in class. The result of this study is engineering college students were participate in highly only activity is called to professor, but self-directed learning engagements was less than. Activity of promoted thinking about task execution implemented frequently, but activity of critical thinking and applied everyday life were less than. In class students cooperated with colleague learner actively, they had sincere attitude about class. Based on these results, in order to promote learning activity in class, it is necessary sufficient teaching-learning support for learner's self-directed learning and enhancing thinking skills.

• Proceedings of the Korea Database Society Conference
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• 1999.06a
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• pp.51-67
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• 1999

$\square$ 발표의 목적 금일 발표의 목적은 지식경영(이하 KM)의 필요성과 추진 전략에 대한LG-EDS 시스템의 실천적 경험을 소개드림으로써, KM에 대한 전반적 이해를 돕고 적용의 필요성 및 방법을 공감하는 데 있음 $\square$ 기업 활동의 본질과 경영의 의미 기업활동이 영속되려면 생산성을 극대화하고 품질 수준을 확보 유지하는 것이 반드시 뒷받침되어야만 하며, 이를 달성하려는 다각적인 전략 및 활동들을 경영의 본질로 정의할 수 있음(중략)