• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• The Journal of Korean Philosophical History
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• no.29
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• pp.375-396
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• 2010

The aim of this paper is to suggest some ways of moral education for the building of children's social awareness and relationship skills as social and emotional competencies. Based on the social and emotional learning(SEL), this paper is tried to provide the effective ways to develop children's social awareness and relationship skill. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Moral education and social and emotional learning have emerged as two prominent formal approaches used schools to provide guidance for students' behavior. social awareness and relationship skills are necessary for succeeding in school, in the family, in the community, in life in general. Equipped with such skills, attitudes and beliefs, young children are more likely to make healty, caring, ethical, and responsible decisions and to avoid engaging in behaviors with negative consequences such as interpersonal violence and bullying.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.149-161
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• 2019

At present, we are at the point of change of the 4th industrial revolution era due to the development of artificial intelligence(AI) and rapid technological innovation that no one can predict until now. This study started from the question of 'What role should home economics education play in the era of the Fourth Industrial Revolution?'. The Fourth Industrial Revolution is characterized by AI, cloud computing, Internet of Things(IoT), big data, and Online to Offline(O2O). It will drastically change the social system, science and technology and the structure of the profession. Since the dehumanization of robots and artificial intelligence may occur, the 4th Industrial Revolution Education should be sought to foster future human resources with humanity and citizenship for the future community. In addition, the implication of education in the fourth industrial revolution, which will bring about a change to a super-intelligent and hyper-connected society, is that the role of education should be emphasized so that humans internalize their values as human beings. Character education should be established as a generalized and internalized consciousness with a concept established in the integration of the curriculum, and concrete practical strategies should be prepared. In conclusion, home economics education in the 4th industrial revolution era should play a leading role in the central role of character education, and intrinsic improvement of various human lives. The fourth industrial revolution will change not only what we do, or human mental and physical activities, but also who we are, or human identity. In the information society and digital society, it is important how quickly and accurately it is possible to acquire scattered knowledge. In the information society, it is required to learn how to use knowledge for human beings in rapid change. As such, the fourth industrial revolution seeks to lead the family, organization, and community positively by influencing the systems that shape our lives. Home economics education should take the lead in this role.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.793-801
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• 2013

Our society is moving from a monocultural society of a homogeneous nation to a multi-cultural society as a lot of foreigners are flowing into the country with the advent of globalization and with an effort to secure labor force for economic growth. So, multi-cultural families composed of members using different languages spring up everywhere, but the children in these multi-cultural families have difficulties in acquiring Korean language and are socially maladjusted because of the bilingual environment. The goal of this study is to help enhance the language capabilities and socialities of the children in the multi-cultural families through fine arts using artistic methods. The study method was to analyze the high-quality effects of the fine arts with the theoretical research materials and theses showing the real conditions of the multi-cultural families. And I proposed some ways to improve the linguistic abilities and socialities of the children in the multi-cultural families with the utilization of fine arts. As a result, Firstly, An active use of the bilingual instructors and artistic multimedia is educationally necessary to overcome language restrictions. Secondly, Various ways to utilize fine arts are necessary to improve learning abilities of other subjects. Thirdly, Artistic plays and experiential activities need to be largely applied to education to enhance the abilities of emotional control and socialities. Finally, Integrated culture and art education is essential not only for creativities and socialities but also for personalities for community life.

• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.221-233
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• 2019

The purpose of this study tries to show the effectiveness of integrated theater education for low-grade students who lack social skills with the direction of art education based on 'theatrical and educational theater' and 'theater therapy' in the revised curriculum in 2015. To do this, the researcher organized a theater camp organized by the social, cultural and arts education institute in Seoul for a total of 12 low-grade elementary school students for four weeks, and had a presentation session. In addition, the researcher observed the behavioral changes of the participating children to verify the social development of the theater education and after the conclusion, the final results were obtained through the in-depth interviews of the participants' parents and teachers. As a result, it was found that Social Skills Rating System(SSRS)' test, teachers' observation logs, interviews, and responses of participating children, which are the main subjects of this activity, had a great effect on improving their sociality and relationship. Therefore, the researcher tried to prove through this paper that theater education is effective in enhancing social skills as creative, personality and convergence education in preparation for the 4th industrial era and that it is important to solve communication problems such as the absence of human relationships.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.403-417
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• 2015

The purpose of this study was to investigate the effectiveness of integrated education research conducted in Korea and to propose a meaningful discussion for further research. Among the studies conducted for last three years, the relevant 161 research articles were selected, and 236 effect sizes were calculated. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, academic achievement, inquiry skills, creative personality, scientific attitude, and interests. In addition, effect sizes with different moderating variables, such as characteristics of subjects, sample sizes, class types, core disciplines and publication types, were compared. The results are as follows: The overall effect size of integrated education program produced a huge effect (effect size=0.88, U3=81.06%). Integrated education program showed the highest effect size on scientific attitude among other dependant variables. However, all of the other dependant variables represented more than medium size effect size. Integrated program proved to be more effective on kindergarten pupils and gifted students compared to other school levels and regular students. The effect size for group of less then thirty students were larger than other groups. Programs implemented in after school hours were more effective than in regular school hours. Considering the core subject of program, arts-centered integrated programs showed the largest effect size, while all the others showed above medium effect sizes. Finally, doctoral dissertation showed the highest effect size compared to master's thesis and academic journal articles. Conclusions and recommendations for further research were provided.