• Journal of Practical Agriculture & Fisheries Research
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• v.23 no.1
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• pp.89-104
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• 2021

Based on the TF-IDF weighted value that evaluates the importance of words that play a key role, the semantic network analysis(SNA) was conducted on the self-introduction letter of freshman at Korea National College of Agriculture and Fisheries(KNCAF) in 2020. The top three words calculated by TF-IDF weights were agriculture, mathematics, study (Q. 1), clubs, plants, friends (Q. 2), friends, clubs, opinions, (Q. 3), mushrooms, insects, and fathers (Q. 4). In the relationship between words, the words with high betweenness centrality are reason, high school, attending (Q. 1), garbage, high school, school (Q. 2), importance, misunderstanding, completion (Q.3), processing, feed, and farmhouse (Q. 4). The words with high degree centrality are high school, inquiry, grades (Q. 1), garbage, cleanup, class time (Q. 2), opinion, meetings, volunteer activities (Q.3), processing, space, and practice (Q. 4). The combination of words with high frequency of simultaneous appearances, that is, high correlation, appeared as 'certification - acquisition', 'problem - solution', 'science - life', and 'misunderstanding - concession'. In cluster analysis, the number of clusters obtained by the height of cluster dendrogram was 2(Q.1), 4(Q.2, 4) and 5(Q. 3). At this time, the cohesion in Cluster was high and the heterogeneity between Clusters was clearly shown.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.81-98
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• 2004

This study is to conduct the basic study for the achievement and assessment standards for the subject of 'Human Development' and 'Food and Nutrition', which are the curricula of Vocational Home Economics High Schools. These two subjects were newly adopted in the Vocational study Section of the 2005 College Entrance Examinations. In other words, this study is to provide the basic data for implementing the quality education based on the proper assessment of the curricula. For this purpose. this study analyzed the character & objective of 'Human Development' and 'Food and Nutrition'. Secondly. through the theoretical review for the concept & necessity of absolute evaluation standards. this study ensures the concept of achievement and assessment standards. and also designs the developing measures (including procedures). The achievement standards were developed by the following 5 step procedures. (1) Analyzing the objectives & contents of curricula. (2) Designating the development field of achievement standards (3) Developing the achievement standards. (4) The assessment of achievement standards. (5) Confirming the achievement standards. The assessment standards were developed by the following 5 step procedures. (1) Analyzing the achievement standards, (2) Designating the assessment field (3) Developing the assessment standards (4) Evaluating the assessment standards (5) Confirming the assessment standards Thirdly, this study suggested the exemplary achievement standards and assessment standards for the subject of Human Development, Food and Nutrition. Future study needs some critical review for the method of developing achievement and assessment standards for the subject of Human Development, Food and Nutrition. For example. the properness of 'Contents Element' which was designated as the developing field in the achievement standards, the discussion on validity of Contents Element abstract. the base of evaluating classification in terms of low, middle and high level, and other things should be considered through critical discussion. Especially the follow-up study should include the development of various evaluating methods to enable the clear communication for the achievement and assessment standards based on abstract concept and theory, thereby it could enable the actual interpretation and practical use.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.255-262
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• 2023

In the early 20th century, Yeomjae Song Tae-hoe (念齋 宋泰會, 1872-1941), a disciple and onetime adopted son of teacher Song Su-myeon(宋修勉, 1847-1916), moved to Gochang and laid the foundation for Gochang calligraphy and painting, and it can be seen that a full-fledged flow began. Yeomjae Song Tae-hoe was a scholar and calligrapher of the late Joseon Dynasty and modern period from Hwasun, Jeollanam-do. He is a person who created the foundation of Gochang calligraphy and painting while working as an educator in Chinese literature, calligraphy, and painting, mainly in his hometown of Hwasun and Gochang, while engaging in creative activities. He was intelligent from a young age and showed an extraordinary talent for calligraphy. At the age of 16, he passed the Jinsa exam (童蒙進士) and became the youngest student to study at Sungkyunkwan. He was active by holding exhibitions nationwide based in Gochang and Jeonju, and was also an educator who fostered younger students by establishing Gochang High School (currently, Gochang Middle and High School) to cultivate national spirit and history. Yeomjae drew strong and healthy landscape paintings under the absolute influence of the painting style of Saho Song Su-myeon, and dealt with various materials of southern school literati paintings such as flowers and birds and four plants. In particular, he is a representative calligrapher who encompasses the early modern era and the modern era in that he expressed his interest in new cultural artifacts as well as the realization of a modern-oriented realistic landscape based on Korean natural beauty. He laid the foundation for modern and contemporary calligraphy and painting. Goam Lee Eung-no (顧菴 李應魯, 1904-1989), a world-renowned painter, learned the basics of ink painting from Yeomjae in his late teens.However, compared to his various artistic and social activities, it is regrettable that he is limited and evaluated as a local writer.