• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.77-94
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• 2010

The purpose of this study was to develop a practical problem-based lesson plan for the "Understanding Myself and My Family" unit and to examine the effects of the lesson plan. Learning objectives and contents were selected, and a practical problem-based lesson plan for five sessions was developed and implemented. With 150 students participating in the study, a pre-test and post-test comprised of a questionnaire were conducted to explore the effectiveness of the lesson plan on the students' sex role characteristics, awareness of gender-role equity in occupational, familial and societal settings and of participation in household chores. Results from the post-test revealed that the students displayed androgynous sex-role characteristics, a heightened awareness of gender-role equity and a higher degree of participation in household chores after the five sessions. Assessment of the class was found to be very positive. Consequently the study showed that the lesson proved to be helpful for the students.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.701-714
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• 2016

This study examined the structural relationships among parental attitudes and expectations toward mathematics, mathematics motivation and achievement of their child in PISA 2012 of South Korea. Data were analyzed using structural equation modeling(SEM) analysis. The results were as follows: First, parental attitudes toward mathematics had positive effects on parent academic and professional expectations in mathematics. Second, parental expectations also had positive effects on intrinsic motivation, instrumental motivation and math achievement for their child. Third, instrumental motivation had strongest effects on math achievement. The next factors which had effects on math achievement were intrinsic motivation and parental expectations in order. This results shows that the parental awareness of the usefulness and necessity of mathematics will help to increase the interest and value toward mathematics, math achievement and interest of math related carriers of their child.

• Journal of Korean Library and Information Science Society
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• v.43 no.4
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• pp.373-402
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• 2012

This would be a fundamental research to develop a curriculum for librarians based on their career paths, aiming to achieve a higher level of specialization in educational courses of library and information science in South Korea. The area of career paths is the public librarian, academic librarians and special librarians. In order to adopt the librarians' perspectives, the research analyzed the survey results of librarians regarding the practicability of courses in library and information science. The research also used the existing data on job analysis for different type of libraries for the analysis. In order to adopt educational perspectives, the research analyzed the curriculums for different career paths, which are presented in the websites of the 3 universities in Korea and 6 other oversea universities in the U.S.A and Canada. As the result, career paths for different type of libraries are suggested based on the analysis of the data.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.848-853
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• 2007

The purpose of this study was to investigate the relationships among scientifically gifted students' science related attitudes, learning motivation and learning strategy. Subjects were 135 middle school students enrolled at a Center for Science Gifted and Talented Education. There was no difference among talented divisions according to science related attitudes. But the score of the female students were higher than that of the male in learning motivation and learning strategy. Some significant correlation coefficients were between learning motivation and learning strategy. Also significant correlation coefficients were among 'career interest in science' domain, 'leisure interest in science' and 'social implication of science.'

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.442-452
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• 2014

Using the 1st and 7th waves of KEEP(Korea Education and Employment Panel), this study explores the relationships among 212 participants' characteristics during high school, experience of taking English-mediated subject courses(EMSC) during college, career decision types, and employment status. These students' high school experiences and college experiences were used to predict the log-odds of taking and the understanding EMSC. Results of the analysis showed that none of high school characteristics such as career decision, English private education experience, interest in English, and their scholastic aptitude test score in English were associated with taking and understanding EMSC. Among college experience variables, only female students' level of understanding English subject courses was statistically significantly higher than that of male students. There were statistically significant positive associations between the understanding the EMSC and the number of the EMSC taken and also between the understanding of the EMSC and perceived usefulness of the EMSC. There was also a statistically significant relationship between career types (continuing with graduate studies vs. working) and taking EMSC, but the relationship between career types and understanding the EMSC was not statistically significant. In addition, the relationship between the experience of taking EMSC and employment status was not statistically significant.

• Korean Journal of Social Welfare Studies
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• v.49 no.1
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• pp.221-262
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• 2018

This study aims to explore life experiences associated with poverty and discrimination in processes of growth, career exploration, entry into the labor market, and career accumulation of the working high school graduate youths. With this exploration, we also intent to grasp their difficulties and needs, thus look for policy tasks for them. The analysis is based on qualitative case study. The results are following. Typical working high school graduate youths choose not to go on to university under the influence of unfavorable economic situation of the original families. They enter the labor market without enough career exploration and try to continue working mainly in low-income and unskilled jobs. They usually work long hours to increase incomes, thus, do not have enough time to invest on their own human resources. They locate in a vicious circle of income poverty, time poverty, and skill poverty, but rarely protected by existing employment and income support programs. It is necessary to improve or introduces policy packages including labor market transition support for the high school graduate, education, training, and career exploration support, income support for the working poor, social network support, and support for reducing the dead zone of social insurances.

• 대한공업교육학회지
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• v.31 no.2
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• pp.128-154
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• 2006

In the knowledge-based society, the quality of education is the core factor of national development. Above all, for improving educational quality, it is important to advance teacher's quality. Therefore, in order to maintaining high-level quality of education, it is required to select and appoint competent teacher. It deserves emphasis on importance of teacher recruitment test for maintaining high-level quality of education in this changes of age. Specially, Secondary School Teacher Recruitment Test of Electricity Electronics Communication Subject is declined qualitatively as each Subject of Electricity Electronics Communication is integrated and criterion of examination is obscured. This research analyzed The seventh curriculum and curriculum of Institution of Teacher Education of Electricity Electronics Communication Subject and already known examination of it On the basis of analyzing result, A field, proportion and points of examination decided through a expert conference are as follow: first, Teacher Recruitment Test of Electricity Electronics Communication Subject consists of subject pedagogics and contents. a proportion of subject pedagogics is 20% and subject contents is 80%. second, a subfield of subject contents consists of industrial education, industrial curriculum, industrial instruction method, practical guidance method, management of practical field organization, assesment of industrial education, industrial-educational cooperation and vocation and career education. third, subject contents consists of a common special, foundation special and application special field. a common a proportion of special field is 7.4%, foundation special is 20% and application special field which consists of electric field(21.3%), electronic field(21.3%) and communication field(10%) is 52.6%. fourth, Teacher Recruitment Test of Electricity Electronics Communication Subject execute practical technique test after finishing writing test.

• 대한공업교육학회지
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• v.36 no.2
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• pp.47-64
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• 2011

The purpose of this study was to verify the effects of the technology-based STEAM education on attitude toward technology of middle school students. The following hypothesis was stated for the purpose of the study. There is no significant differences of attitude toward technology of middle school students before and after applied the technology-based STEAM education in sub-elements (1) interest in the technology, (2) technology's gender role, (3) technology's importance and influence, (4) accessibility to technology, (5) technology and school curriculum, (6) technology-related career, and (7) technology and creative activity. One-Group Pretest-Posttest Design was applied to 'After-school' activities of ${\bigcirc}{\bigcirc}$ middle school for this experimental research. The data were collected and interpreted statistically by paired samples t-test using SPSS(ver. 15) at the .05 level of significance. The results of the study were as follow: First, the technology-based STEAM education was effective in raising technological attitude of middle school students. Second, the technology-based STEAM education was effective in enhancing attitude of middle school students on interest in technology, technology's gender role, technology's importance and influence, technology and school curriculum, and creative activity. Third, the technology-based STEAM education was not effective in improving attitude on accessibility to technology and aspiration to technology-related occupation of middle school students.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.597-610
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• 2014

The purpose of this study was to inquiry of influence of Meister high school and specialized vocational high school' students on career maturity in problem solving ability domain of test for enhanced employ ability & upgraded proficiency. Research subjects and region were sophomore students of each one of Meister high schools and specialized vocational high schools in Gwangju region. The sample(N=481) was drawn from 2 high schools and collected data were analyzed with SPSS using t-test, Pearson correlation and Levene's test. Items of problem solving ability domain of test for enhanced employ ability & upgraded proficiency were used test items developed in 2012. Career maturity test in Careernet site was used test items developed in 2001 which was made up 3 domains such as attitude, ability and action and 8 sub-regions such as planning, attitude on the vocation, independence, self-understanding, rational decision-making, explore of information, knowledge of hope vocation and career exploration and preparation of action, and constituted 64 items. The results were as follows. Findings of the analysis in specialized vocational high school students demonstrated the positive results of rational decision-making and explore of information in problem solving ability test for enhanced employ ability & upgraded proficiency. Comparing career maturity influence on Meister high school with specialized vocational high school students about problem solving ability domain of test for enhanced employ ability & upgraded proficiency, Meister high school students' score were more high grade than specialized vocational high school students grade.

• Journal of Science Education
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• v.46 no.1
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• pp.93-108
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• 2022

The purpose of this study is to develop a STEAM program that can be used in the high school credit system to be fully implemented in 2025, and to examine its validity and effectiveness. The STEAM program analyzed the 2015 revised curriculum centering on science, technology, and engineering through the 2015 revised curriculum analysis, and then selected the five latest issues: hydrogen fuel, climate crisis, data science, appropriate technology, and barista. In accordance with this self-developed program development format (frame), it was developed for seven months through a process of group deliberation. The draft of the STEAM program for 29 sessions of five types, developed to indirectly experience the career path and occupation of high school students, was verified through consultation with 2 STEAM education experts. It was applied at five different high schools for a pilot implementation. As a result of the pilot application, it was confirmed that the students' STEAM attitude significantly improved in the post-test than the pre-test, and the students' high satisfaction with the program was confirmed. In addition, through an interview with the pilot application teacher, it was positively evaluated that 'the content and level of the program are suitable and through experience solving real-life problems, you can apply the content knowledge of related subjects and have an opportunity to experience careers.' Based on the results of the pilot application, the high school credit system STEAM program for students and teachers was finally completed in 29 lessons of five types. Through this study, the development and operation of the next-generation STEAM program that can be applied in the high school credit system should be actively developed, and a plan to improve teachers' professionalism so that the high school credit system can be established and operated properly for blended classes triggered by COVID-19. The necessity of design was suggested. This study is expected to be used as basic data for the development and operation of STEAM programs in the high school credit system, which will be fully implemented in 2025.