• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.161-183
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• 2011

This study aims to design, develop the impact of a high school course in practical problem- focused teaching plan which will enable students to deal with an aging society, and prepare well for the aging by looking at issues the elderly face. This study set a target of analyzing the 2007 revised curriculum manual to develop instructor-led teaching and learning plans for 'Successful aging preparation'. Five common subjects were reframed on a practical problem basis through factor analysis of preliminary research regarding aging education for teenagers and the 2007 revised curriculum and textbooks of Technology Home Economics, and Human Development. The practical problem was 'What do we need to do to Successfully live an independent life in aging?', and the subjects studied to answer this question were the aging society and population changes. the nature of the elderly, aging preparation, care of the elderly, and welfare services for the elderly. These five subjects were grouped under the main categories of The Aging Society. Understanding the Elderly, and aging Preparation. The ultimate objective of the lessons was, through critical reasoning, to inquire into the causes of current problems the elderly face so that teenagers can understand aging societies and the elderly, and prepare for a Successful aging. Another objective was to seek reasonable alternatives for teenagers as they prepare for Successful and independent aging, and increase their problem-solving abilities in choosing the best course of action by considering the ripple effect of consequences of each of those alternatives. The practical problem-teaching lesson plans consisted of five classes on practical reasoning instruction. This study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.77-97
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• 2020

The purpose of this study was to develop and evaluate the sustainable housing teaching-learning process plan aimed to achieve the global SDGs through home economics class in middle school that is based on the ADDIE model. The overall objective of the plan was to contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through everyday practice. The plan consisting of 4 lessons contained various activity and visual resources(4 individual and 4 team activity sheets, 4 reading texts, 1 homework sheet and 1 evaluation sheet, and 7 videos) for students and (4 sets of ppt and 4 reading texts) for teachers. The theme and team activities of each lesson were related to 2~7 targets of 2~3 SDGs, in total 11 targets of 5 SDGs. The plan was implemented to 4 classes of 127 senior students at Y middle school in Cheongju city during the period from the 29^th of August to the 18^th of September, 2019. The results showed that students were very positive and highly satisfied with not only practical contents but also adequacy of resources and activities of the whole 4-lessons, so that they actively participated in the lessons more than usual and looked forward to learning more about it. They thoroughly enjoyed various team activities such as brain writing, mandal art, visual thinking, making UCC, and planning the sustainable village as well as writing a short reflective journal at the end of each lesson. Students also reported that they highly accomplished the goal of each lesson and the overall objective. It could be concluded that the teaching-learning process plan of 4-lessons could contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through practicing everyday life. It indicates that home economics is one of the major subjects to contribute to the attainment of global issue of SDGs for OECD education 2030 and to educate the practically acting global citizen.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.985-995
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• 2015

This study examines the effects of the introduction of artistic and technological factors on science problems for the activation of creative and integrated thinking. We developed problems consisting of STA(problems that introduced technological and artistic factors on the College Scholastic Ability Test) and TA(problems that introduced artistic factors in a technological context). Subjects of the study included 60 high school senior students in Daegu. Their problem solving processes for STA were examined. Four students were interviewed using the retrospective interview method. Also, after finishing TA, the problem solving processes of four students were examined. The results of the study are as follows. First, students selected scientific context more than artistic and technological contexts. It was found that students preferred short length problem in order to solve problems in a short time. Second, students were more interested in artistic and technological contexts of STA than scientific context, but felt that they were more difficult. Moreover, students were more interested about the context of TA than scientific context. Third, irrespective of the given contexts in STA, students have a tendency to solve problems through relatively brief ways by using core scientific knowledge. This can seem to mean that there is a possibility to stereotype the problem solving process through repeated learning. Logical thinking and elaboration were observed, but creativity was not conspicuous. In addition, integrated thinking was not observed in all contexts of STA. Fourth, science related problems of TA showed similar results. However, in problems related to everyday life, students made original descriptions that they based on their daily lives. Particularly, in creative design, original ideas and integrated thinking were observed.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.101-115
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• 2005

The purpose of this research was to develop and applicate In based teaching$\cdot$learning process plan for Environmentally friendly Housing. The 3 main stages of process were used: analyses, planning & development, and application & evaluation. Three teaching subjects were selected to teach Environmentally friendly housing in the analysis stage. The webhard learning environment was consisted of contents and various materials such as digital video, PPT, group activity, discussion, individual and group reporting forms, and questions. The number of 101 high school students participated for the application stage during september 22-27, 2003. Most of all students evaluated very positively the various aspects of contents as well as LT cooperative learning methods md the web based learning environment. They strongly expressed to practice the practical ways of Environmentally friendly housing learned in the class in the future. The results imply that the contents and In teaching learning plan developed in this study seem to be adequate to be included in the regular text.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.11-18
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• 2008

Companies have been making considerable efforts to develop innovative products for better competitiveness in the market, however, the education curriculum for innovative product development (IPD) in domestic universities needs has not been well developed. The present study was intended to identify the needs of students and practitioners regarding teaching subjects, pedagogical methods, and industry-academia collaboration that can be reflected in the development of IPD education curriculum. Through a literature survey 46 IPD teaching subjects of 7 categories (planning, feasibility analysis, concept development, product design, manufacturing process design, production, and ethics & law) were selected. Opinions on the preferences and importances of the teaching subjects, pedagogical methods, and industry-academia collaboration were collected from 53 college students who took courses of product development and 36 practitioners working in product development. While the students preferred the balanced teaching of all the subject categories, the practitioners suggested planning and concept development be taught with high importance; 6 subjects (product development strategy, customer needs identification, market research, concept generation method, design ideation method, and ergonomic design) received high ratings of preference and importance. The students preferred the mix of various pedagogical methods (lecture, discussion, presentation, practice, and case study) and provided needs on each pedagogical method. Lastly, the students wanted an opportunity of learning through industry-academia collaboration and the practitioners provided ideas for mutual benefits between industry and academia. The needs of students and practitioners identified in the study can be effectively applied to develop a better IPD education curriculum.

• Journal of the Korea institute for structural maintenance and inspection
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• v.19 no.6
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• pp.18-28
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• 2015

The purpose of this study is to develop a new seismic resistant method by using precast concrete wall panels for existing low-rise, reinforced concrete beam-column buildings such as school buildings. Three quasi-static hysteresis loading tests were performed on one unreinforced beam-column specimen and two reinforced specimens with U-type precast wall panels. The results were analyzed to find that the specimen with anchored connection experienced shear failure, while the other specimen with steel plate connection principally manifested flexural failure. The ultimate strength of the specimens was determined to be the weaker of the shear strength of top connection and flexural strength at the critical section of precast panel. In this setup of U-type panel specimens, if a push loading is applied to the reinforced concrete column on one side and push the precast concrete panel, a pull loading from upper shear connection is to be applied to the other side of the top shear connection of precast panel. Since the composite flexural behavior of the two members govern the total behavior during the push loading process, the ultimate horizontal resistance of this specimen was not directly influenced by shear strength at the top connection of precast panel. However, the RC column and PC wall panel member mainly exhibited non-composite behavior during the pull loading process. The ultimate horizontal resistance was directly influenced by the shear strength of top connection because the pull loading from the beam applied directly to the upper shear connection. The analytical result for the internal shear resistance at the connection pursuant to the anchor shear design of ACI 318M-11 Appendix-D, agreed with the experimental result based on the elastic analysis of Midas-Zen by using the largest loading from experiment.

• Journal of agricultural medicine and community health
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• v.38 no.1
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• pp.1-13
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• 2013

Objectives: This study is to investigate the prevalence and related factors of metabolic syndrome among Korean adults aged 20 years and above. Methods: From the database of the $5^{th}$ Korea National Health and Nutrition Examination Survey (KNHANES V) conducted in 2010, data of 5,670 adults who responded to all the questionnaires of health interview and had metabolic syndrome in the health examination were included in this analysis. SAS 9.2 was used for statistical analysis with complex sample survey modules and commands. Results: The prevalence rate of metabolic syndrome based on the criteria proposed by International Diabetes Federation (IDF) was 18.8%. The prevalence of metabolic syndrome in each group was: 20.7% of women, 43.1% among elderly over 70 years old, 40.6% of the divorced or the separated, 27.6% of recipients of economic support from the government, 23.6% of people who had alcohol dependency problem, and 43.7% of overweight or obese adults. Independent risk factors based on the multiple logistic regression analysis revealed that prevalence of metabolic syndrome was associated with female (odds ratio 1.59 [95% confidence interval 1.20-2.11]), age (50s 3.95 [2.11-7.37], 60s 5.62 [2.98-10.61], 70s 10.56 [5.25-21.25]), high school education (0.52 [0.37-0.74]), clerk occupation (2.14 [1.27-3.60]), divorced marital status (1.72 [1.15-2.59]), alcohol dependency (1.86 [1.16-2.98]), higher BMI (14.08 [10.60-18.70]). Conclusions: The metabolic syndrome is prevalent among Korean adult population according to IDF criteria. Several demographic characteristics and potentially modifiable factors are associated with metabolic syndrome. Identification of this high-risk group and management of these modifiable factors are warranted to reduce the prevalence of metabolic syndrome.

• The Journal of Korean Academy of Prosthodontics
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• v.46 no.2
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• pp.175-184
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• 2008

Purpose: This study was designed to investigate the fitness of adjustable dental impression trays on the Chinese and the Japanese. Material and methods: Initial design of the adjustable dental trays was developed from the results of the dental arch size of Korean adults. This design was applied to the CAD-CAM process in order to create tray model samples. Simple silicon-base molds were then replicated based on these sample models. Polyurethane injection into the silicon- base molds completed the process of creating a large number of test products. 60 Chinese dental students (male:30, female:30) from the Shanghai Second Medical University and 60 Japanese alumni from the Kumamoto high school (male:30, female:30) were selected for taking irreversible hydrocolloid impression with these trays. The width and length of the impression body were measured on several measuring points by Vernier caliper. The results were analyzed statistically to evaluate the fitness of the trays. Results: 1. Uniform impression material thickness was achieved on the Chinese and Japanese by controlling the width of the tray using stops and beveled guides. The material thickness was generally within the range of 3 mm to 6 mm. 2. In the maxillary tray of the Chinese, average thickness of the impression material of the labial vestibule of the incisal teeth was 6.2 mm, the canine was 5.9 mm and the midpalatal part 10.5 mm and the posterior palatal part 9.7 mm. These were relatively large values. 3. In the mandibular tray of the Chinese, average length of the impression material of the lingual vestibule of first, second premolar contact point was 8.9 mm, the incisal teeth was 7.8 mm and thickness of the labial part of canine was 6.8 mm and premolars 7.0 mm. These were relatively large values. 4. In the maxillary tray of the Japanese, average thickness of the impression material of the labial vestibule of the incisal teeth was 7.4 mm, the canine was 7.7 mm and the midpalatal part 9.1 mm. These were relatively large values. 5. In the mandibular tray of the Japanese, average thickness of the impression material of the labial vestibule of first, second premolar contact point was 8.4 mm, and thickness of the labial part of canine was 7.4 mm. These were relatively large values. Conclusion: This adjustable dental tray shows good accuracy to Korean because it was designed by the analysis of the dental arch size of Korean adult model. With this result, it can be applied to Chinese and Japanese, we can take more easy and accurate dental impressions.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.859-877
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• 2017

The purpose of this study is to probe secondary science teachers' perception on scientific models and modeling. A total of 50 experienced science teachers were surveyed with 10 open-ended questions about several aspects of models and modeling: definition, examples, purpose, multiplicity, changeability, design/construction, evaluation and beliefs in the use of models and modeling as a teaching tool. The analysis of the data shows the following results: 1) understanding of models and modeling held by a majority of experienced secondary science teachers was far from that of experts as they concentrated on a model's superficial, representative, and visual functions, 2) when it comes to their view toward the use of a model, a model does not remain in the stage of 'doing science' but in the stage of being a subsidiary teaching tool for the teacher's explaining and the students' understanding of scientific concepts, 3) the subjects they majored in made meaningful differences in their contextual understanding of models and modeling, 4) though most of the teachers acknowledged the importance of teaching about models and modeling, even a lot of them showed a negative position toward the opinion that they are willing to apply modeling to their classes. Implications of the results were discussed in terms of intervention in order to enhance secondary science teachers' understanding and pedagogical content knowledge of models and modeling.