• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.171-186
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• 2002

This is a study on science related class(Object Lesson in Germany) of a German elementary school. The research methods were participant observation, content analysis of various learning materials. In this study, the themes and processes of the Object Lesson are analyzed from the 1st grade to 1st semester of 2nd grade in B-G Schule at Goettingen. German Object Lesson(GOL) is performed as integrated education. It is started with experientially familiar materials and proceeded to deeper contents with special knowledges. The students have lots of time to play with friends, to do what they want, to think about others and etc. in GOL. They don't teach their students many science knowledges but inquirying methods to make their own knowledges. From this analysis results, the implications for Korean science education are to be described. The implications are as follows; We might make our science class be integrated one, especially in elementary science course, to develop several familiar materials, to give student direct experiences, to teach inquirying methods for making students' own science knowledges. And all of the adults included national authorities, economic companies, social parties, several specialists, should give supplies to school science class and have responsibilities on education

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.767-778
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• 2014

Many biologists and various educational associations define evolution as a unifying theme as well as a central idea in biology. In this study, teacher education programs were developed as 18-hour courses on understanding the unified role and significance of evolution in biology, and their effectiveness was tested. As factors for the program content, enhancement of the acceptance of evolution, reinforcement of the conception of evolutionary theory, and recognizing and practicing evolution as the unifying nature of evolution were considered. Hands-on activities, self- and peer-evaluation, and projects based on the small teams including frequent questioning and feedback by instructors were considered methodological factors. Six in-service biology teachers and seven pre-service teachers took part in the programs of the graduate school of H university to testing their effectiveness. They were effective in improving the acceptance of evolution, the understanding of evolutionary mechanism, the perception on the unified role of evolution. The programs also induced a positive change in self-evaluation for knowledge of evolution and perception on importance of evolution in biology. Subsequent studies on whether the changed perceptions of the teachers who participated in the programs reflect on their biology classes in secondary schools after finishing the graduate program are required.

• 대한공업교육학회지
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• v.38 no.1
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• pp.163-194
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• 2013

This study aims at giving examples that can be applied in the real education field, and it develops theme-based integrative education program for Industrial Specialized high school students. It analyzed the models of many scholars about the development of education course, and devised developmental models and procedures of the theme-based integrative education program of engineering specialized high school from those. As a result, it used and reorganized ADDIE model which is the systematic education course development model and the theme-based integrative education development model of Frazee and Rudnitski(1995) as the basic structure, and came to devise theme-based integrative education program of engineering specialized high school while referring to creative engineering design education program development model by Lee Chang-hoon. This study that is theme-based integrative education program for engineering-specialized high school students and is the result of this study has the following characters. First, This theme-based integrative education program that is developed for engineering-specialized high school students can be applied and the initial example that approach the Theme-Based. Second, This Education Program included the Activity project that is "Making Maglev" for the third grade at the engineering-specialized high school and One of the Program's aim is to bring up their attitude that engaged to in the class having the Interest. Third, Theme-based integrative education program for engineering-specialized high school is composed the workbook for the students and the teaching guidance plan for the teachers. Workbook for the students is composed four Units;"Brief about the Maglev","Basic principles about the Maglev","Intensive principles about the Maglev", Activity project about the Maglev". And each unit is made by Learning Purpose, Introducing, Learning Contents(Deepen Learning, Reading Magazines), Assesment etc. Teaching guidance plan for the teachers include that Summary, Purpose, Time Planing & Streaming Map for the class, contents associated Maglev, prerequisite learning, constructure of the education program, flow chart, learning activity, assesment(self-appraiser and peer review).

• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.25-33
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• 2008

Objective : To identify the effectiveness of a short-term intensive intervention program on the improvement of adaptive response of a child with mixed sensory integration disorder. Method : Four and half years old boy who has been diagnosed of PDD received 40 min of one intervention session and 50 min of 3 intervention sessions. The intervention was a part of the 2008 Sensory Integration Treatment Course developed by the Korean Academy of Sensory Integration (KASI) and all sessions were implemented under supervision by experts. Result : Adaptive responses of the child were enhanced throughout the intervention process in terms of postural response and peer interaction. His oral defensiveness is improved. As the intervention progressed, he exhibited more active movements, louder voice, and coherence within peer group. Conclusion : This case report demonstrates effectiveness of a short-term intensive intervention program in terms of improving adaptive response. To enrich the effectiveness, tt is suggested to educate parents about neurological base of the child's behaviors so the they understand the importance of various sensory experience within play.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.35-44
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• 2010

Robots have been recognized as effective tools to promote high level thinking such as creativeness and problem solving that are crucial in Intelligence & Information era. However, robot education in Korea is more concerned with assembling, traveling and programing, while robot education in foreign countries are incorporated with educational courses, being utilized in various ways. Essentially, robot is a multifunctioning device of planning, assembling, operation and problem solving. As it is able to provide practical educational experience, it will positively influence in motivation and accomplishment if being incorporated with educational courses. Therefore, this study compared domestic and foreign robot education cases, while establishing the framework of course incorporated robot education based on analysis of robot mechanism, the 7th curriculum and its activities. We developed robot utilizing educational program by each grade and subject. In addition, this program is reviewed by experts to verify its adequateness, reality and usefulness based on which it was revised and supplemented.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.611-623
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• 2018

This study investigated verbal behaviors and interactions in the processes of making written test items using paired think aloud problem solving for pre-service secondary chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that 'item making' for ten subcategories for solver's verbal behaviors were most frequently exhibited regardless of 'integration' among the components of pedagogical content knowledge (PCK). The solver's 'provide', 'modify', 'require agreement', 'ask', 'agree', and 'justify' were also frequently exhibited although fewer than 'item making'. Especially, the solver's 'ask' was more frequently used in 'non-integration', whereas 'justify' was more frequently used in 'integration'. In listener's verbal behaviors consisted of eight subcategories, 'point out', 'ask', and 'agree' were frequently exhibited regardless of 'integration'. Listener's 'ask' and 'agree' were exhibited more in 'non-integration', whereas 'point out' was exhibited more in 'integration'. Many verbal interactions were analyzed to be in 'symmetrical type' more than 'solver-dominant type' or 'listener-dominant type'. 'Symmetrical type' was also more frequently exhibited in 'integration', whereas 'solver-dominant type' was more frequently exhibited in 'non-integration'. There were little differences between 'integration' and 'non-integration' in 'listener-dominant type'. In 23 subcategories of 'symmetrical type', 'ask-provide' and 'point out-justify' were most frequently found. Especially, 'ask-provide' was more frequently found in 'non-integration', whereas 'point out-justify' was more frequently found in 'integration'. 'Point out-modify' was the most frequent in 4 subcategories of 'listener-dominant type', while 'item making-agree' in three subcategories of 'solver-dominant type' regardless of 'integration'. However, only a little of other subcategories of the three types were found.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.2
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• pp.22-37
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• 2018

This study suggests desirable disaster safety education curriculum through analyzing the operational status of the school disaster safety management training course and demand survey of school staff. First, the problem of the disaster safety training course of the school is not connected with the lack of law and system and the school disaster safety job. Second, improvement of law and system and variety of training should be made to acquire professional knowledge. Third, it is necessary to divide curriculum into the following four categories, according to educational needs of public officials ; Educational administration officers course focused on facility safety, maintenance and disaster countermeasure. Educational officials in technical post course addressing approval and permission of school facility projects, seismic reinforcement of school building, etc. Educational supervisors course covering roles and responsibilities of the school safety supervisors in the event of disaster. Teaching staffs course focused on safety instructions for students. Fourth, it is found that lectures and experiential learning methods are the most desirable methods of teaching and learning, and the major ranks are earthquake disaster, fire, gas, typhoon, school road, and electrical safety.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.273-280
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• 2006

Most homepages of schools are available to publicize activities of education, to load educational materials efficiently. But we can't use current homepages of schools in making characteristic information or sharing educational resources. In this study, this CUBE system with RSS and mobile phone was designed and embodied for sharing characteristic educational activities and works in schools. Currently, CUBE is being under experimental test in elementry schools at Sancheong area, and instructors and students are operating CUBE for sharing education activities and making community in this system,.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.497-506
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• 2013

The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.1-8
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• 2015

Various efforts are being made to live a Green life began to recognize an importance of eco-friendly living. In this paper, we have designed and implemented a mobile-based environmental keeping education service, which is offered well-defined category searching and environmental outreach related designed categories, for the purpose of supporting distribution of educational application. The implemented prototype system not only plays a function of environmental pollution report, related to simple environmental stewardship schemes, but also provides environmental monitoring service and integrated educational system supporting certified online volunteer activity. This study provides an one of famous methods to the youth for environmental monitoring education system based on mobile environments, and suggests an improvement to the environmental education for schools students.