• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.419-424
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• 2020

This study was to examine the educational satisfaction of students majoring in music education and provided suggestions to the college of education, Korea. First of all, 152 students majoring in music education in university, Korea, were surveyed. Second, the SPSS 22 for Windows program was used to conduct technical statistical analysis: independent sample t-test, one-way variance analysis, and cross-analysis. The result was that there were significant differences in the educational satisfaction, depending on the gender, school year, career-hopping professions, and individual efforts of students. College of Education has a huge impact on society as an institution that trains pre-service teachers who will teach future students. Therefore, based on the results of the study, I hope that the college of education will serve as fundamental institutes for the training of pre-service teachers.

• Journal of the Korea Society of Computer and Information
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• v.27 no.7
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• pp.115-124
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• 2022

The purpose of this study is to analyze and present keywords, trends, and language networks of keywords for each year of the pedagogical exam of the secondary teacher's employment exam for the 2019~2022 school year. The main research methods were text mining technique and language network analysis method, and analysis programs were KrKwic, Wordcloud Maker, Ucinet6, NetDraw, etc. The research results are as follows; First, keywords such as teacher, student, curriculum, class, and evaluation appeared in the top rankings, and keywords (online, wiki, discussion ceremony, information, etc.) that reflect the recent online class progress in the current COVID-19 situation also tended to appear. The keywords with high frequency of occurrence in the four-year integrated text were student(44), teacher(39), class(27), school(18), curriculum(16), online(10), and discussion method(8). Second, the overall language network of the keywords with high frequency of 4 years showed a significant level of density(0.566), total number of links(492), and average degree of links(16.4). The degree centrality was found in the order of teacher(199.0), class(197.0), student(185.0), and school(150.0). Betweenness centrality was found in the order of teacher(30.859), class(18.956), student(16.054), and school (15.745). It is expected that the results of this study will serve as data to be considered for preparatory teachers, institutions and related persons, and teachers and administrators of secondary school teacher training institutions.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.681-701
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• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.625-634
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• 2014

This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students' perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of science teacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students' understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. What we found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students' understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students' perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.1-25
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• 2021

The purpose of this paper is to explore ways to prepare for the high school credit system in the home economics educational community through the case of high school credit system research school operation. To this end, the operation process of H high school in Gangwon-do, which operated a high school credit system in 2019, was monitored for 5 months, and surveys and interviews were conducted with students, parents, and teachers to determine the operation of the curriculum. Suggestions based on the case of H high school's operation of the high school credit system for home economics educational community are as follows. Home economics teachers should make active efforts to provide attractive and meaningful home economics lessons to their students by improving instruction and assessment, and implementing a variety of elective courses within the subject of home economics, including collaborative online curricula. Home economics teacher communities and related associations should build a solid network that connects local home economics subject research groups, share information related to curriculum operation, and use it as a channel for disseminating class research results. Home economics teacher training institutions should innovate the curriculum to help prospective teachers develop the ability to guide multiple classes in line with the changing teacher training policy, and develop and provide high-quality online and offline programs for field teacher re-education.

• 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.

• 대한공업교육학회지
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• v.35 no.2
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• pp.1-24
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• 2010

The purpose of this study is to investigate provedly the effectiveness of the practice for the arts and crafts by machine for project based learning upon improving industrial high school students' key competency for vocation, and to provide the incumbent teachers and future teachers who want to conduct research, a similar study with the basic reference materials. The vocational key competencies interested in this study are communication ability, information usage skills, team work skills, problem solving skills, tool usage skills, and responsibility and confidence areas. Because the result of pre and post testing over these six areas has insignificant differences statistically, we reach a conclusion which project based learning is more effective than traditional practice methods at improving the vocational key competencies of industrial students. On the basis of the results of this study, I would like to suggest some kinds of things needed to improve the vocational key competencies of industrial high school students. First, we require the diverse research to investigate the best teaching and learning methods to cultivate people of ability with the vocational key competencies Second, it is required that to measure the extent of the improvement of the vocational key competencies of industrial high school students, we have to develop a more objective test tool than that used in this study. Third, in the light of facts that project based learning influences on improving the vocational key competencies of the industrial high school student, we will have to make an effort actively to find the best teaching and learning methods, like project based learning. Therefore, we need to give diverse training opportunities and financial support so that teachers can conduct research to find the best teaching and learning method at improving the vocational key competencies for industrial high school students.