• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.115-132
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• 2003

The purpose of this study is aimed at giving proof that helps the elementary practical arts education system accomplish as the effects are turned out experimentally. Two classes of the sixth grade of J elementary school in Dae-gu have been selected in order to be experimented. One was chosen as an experimental group, the other was done as a comparative group. The creative-problem-solving learning-model was applied to the experimental group, and the traditional way of teaching was applied to the comparative group. For four classes of the sixth grades, ‘chapter 8: Making with recycled materials’ was proceeded as the content. Then. tests about the way of environmental awareness and creativity were carried out twice. After that, the results of pre and after-test in the comparative and experiment groups were compared using the t-test method. Following the analysis of the data collected in this study. the following major observations were obtained: First, children who were educated the creative problem-solving in a practical arts education achieved higher scores than before. Therefore, it turns out that the CPS method is an effective way to improve the environmental awareness in children. It showed that it included lots of daily habits connected with daily life and it made the intention to carry out the environment-preservation stronger and children´s attitude towards the environment improved. Moreover, making with recycled materials was used to solve an environmental problem, affecting in a positive way in our life. It also made the positive recognition about the environment. Second. the application of the creative problem-solving class of the practical arts education can make positive results to children. It helped children to have more interest in the environment around them. Children´s fluency, flexibility and originality in their ideas were improved as much as possible while they were solving problems. Consequently, the application of the creative problem-solving class model of elementary practical arts environmental education lets children expand environment consciousness and creativity.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.354-372
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• 2022

The purpose of this study is to explore the philosophical position of various scientific theories based on the scientific worldviews for science education. In addition, it aims to expand science education, which has usually dealt with epistemology and methodology, to ontology, that is, to the problem of metaphysics. It can be said that there exists a physical realism, traditionally defined as a strong determinism of the metaphysical belief. That is fixed and unchanging objective scientific knowledge independent of our minds, which was established by Newton, Einstein and Schridinger. What can be seen in the natural laws of dynamics can be called 'mathematicization'. Einstein also shook the traditional views to some extent through the theory of relativity, but his theory was still close to traditional thinking. On the contrary, to escape from this rigid determinism, we need anthropomorphic concepts such as 'possibility' and 'chance'. It is a characteristic of the modern scientific worldviews that leads the change of scientific theory from a classically strong deterministic thought to a weak deterministic accidental accident, probability theory, and a naturalistic point of view. This can be said to correspond to Darwin's theory of evolution and quantum mechanics. We can have three types of epistemological worlds that justify this ontological worldviews. These are rationalism, empiricism and naturalism. In many cases, science education does not tell us what kind of metaphysical beliefs the scientific theories we deal with in the field of education are based on. Also, science education focuses only on the understanding of scientific knowledge. However, it can be said that true knowledge can bring understanding only when it is connected to the knowledge of learned knowledge and the learner's own metaphysical belief in the world. Therefore, in the future, science education needs to connect various scientific theories based on scientific worldviews and philosophical position and present them to students.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.37-48
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• 2017

Recently, the importance of software education is growing because computational thinking of software education is recognized as a key means of future economic development. Also human resources who will lead the 4th industrial revolution need convergence and creativity, computational thinking based on critical thinking, communication, and collaborative learning is known to be effective in creativity education. Software education is also a time needed to reflect social issues such as collaboration with developers sharing interests and open source development methods. Github is a leading social coding site that facilitates collaborative work among developers and supports community activities in open software development. In this study, we apply operational cases of basic learning of social coding sites, learning for storage server with sources and outputs of lectures, and open collaborative learning by using Github. And we propose educational model consisted of four stages: Introduction to Github, Using Repository, Applying Social Coding, Making personal portfolio and Assessment. The proposal of this paper is very effective for software education by attracting interest and leading to pride in the student.

• Archives of design research
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• v.15 no.1
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• pp.143-152
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• 2002

As the Internet has been a daily instrument of our lives, the numbers of Internet users are increasing rapidly. Especially, we have to pay special attention to about rapid increasing of juvenile users. In the 1990's, Kids are growing up literally surrounded by new technologies and mu1timedia experiences. For these kids, most of the techno1ologies that we adults find surprising or even incredible are a part of their everyday landscape, a fact of life. Currently, only few of research and discussion has gone into understanding this field. And most of these web sites, set importance on furnishing information only. So educational characters of web are not manifested fully as well as children soon get board with learning with Internet so that feel difficulties in searching and accepting information. At this point, we must try to develop educational sites Not only to show information but also to offer a rich and entertaining time for kids while providing playful teaming and increased technological fluency. Fer this purpose, Web site should be all about combining play with learning. Site navigation should be easy and the pages load quickly. The page download time is also being considerable, which could send kids withy mouse-fingers looking for entertainment elsewhere. Everything about the site must have a familiar feel, uses adequate colors to be satisfied with the juveniles. Multimedia can help the communications in the websites. To maximize the educational effect, technological research and continues invest are need, in addition to usability test.

• The Mathematical Education
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• v.61 no.4
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• pp.521-537
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• 2022

The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.

• Journal of Agricultural Extension & Community Development
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• v.6 no.2
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• pp.75-84
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• 1999

Minnesota state law requires County Extension Committees (CECs). The County Board of Commissioners appoints committee members. Extension Educators are responsible for using CECs to assure the value of Extension work in the County. This paper will explore underlying values, principles and practices that can effect the utilization of CECs in ways that benefit the work of Extension and make the process a good experience for CEC members and Extension Educator. The paper is based primarily on readings in the Journal of Extension, interviews with two Extension Educator, and information provided by the University of Minnesota Extension Service for CEC members.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.543-563
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• 2020

This study explores how the teaching practices of two teachers changed during scientific modeling classes. It also aims to understand these changes in terms of the teachers' modeling pedagogical content knowledge (PCK) development. The study participants were two elementary school teachers and their fifth-grade students. The teachers taught eight lessons of scientific modeling classes about the human body. The data analysis was conducted for lessons 1-2 and 7-8, which best showed the change in teaching practice. The two teachers' teaching practices were analyzed in terms of feedback frequency, feedback content, and the time allocated for each stage of model generation, evaluation, and modification. Teacher A led the evaluation and modification stages in a teacher-driven way throughout the classes. In terms of feedback, teacher A mainly used answer evaluation feedback in lesson 1-2; however, in lesson 7-8, the feedback content changed to thought-provoking feedback. Meanwhile, teacher B mostly led a teacher-driven model evaluation and modification in lesson 1-2; however, in lesson 7-8, she let her students lead the model evaluation and modification stages and helped them develop models through various feedbacks. The analysis shows that these teaching changes were related to the development of modeling PCK components. Furthermore, the two teachers' modeling PCK differed in teaching orientation, in understanding the modeling stages, and in recognizing the value of modeling, suggesting the importance of these in modeling teaching practice. This study can help improve the understanding of modeling classes by revealing the relationship between teaching practices and modeling PCK.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.177-189
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• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.705-720
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• 2018

The purpose of this study is to shed light on the meaning and value of interest (in Korean 'Jae-mi') in science education through literature analysis. Literature analyses were conducted on literature related to interest in various fields such as Korean language, psychology, philosophy, and education. Specifically, this study discussed the meaning of interest, the characteristics of the context of experiencing interest, the educational value of interest in science education, and the direction of science education to realize the value of interest. First, it was found that interest is an experience of emotional activation that can be felt through interaction with a specific object, and it is an emotional experience caused by the complex combination of various psychological factors, which is oriented sense, relationship, self, and object. Second, to understand the context of experience of interest, we conducted a topic modeling analysis with 1173 research articles related to interest. As a result of the analysis, it was confirmed that the context of interest is closely related with playfulness. And we addressed that this kind of playfulness is also found in science. Third, the educational values of interest in science education were discussed. In science education, fun is not only an instrumental value to induce science learning behavior, it is also one of the universal experiences that learners feel lively in science teaching-learning, and driving force of individual students' emotional development related to science. The students' active attitude to feel interest lead to creative thinking and action. Finally, we argued that the interest that should be aimed in science education should be active interest and experienced at trial and error, not passive interest induced by external stimuli. And science education culture should be encouraged to respect those who enjoy science. In particular, this study discussed the importance of each student's unique interest experience based on the philosophy of philosopher Deleuze (1976).