• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.59-75
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• 2022

The purpose of this study is to develop a sustainable dietary education program using garden vegetables for middle school students. Textbook analysis and demand survey were conducted before developing the program. Ten textbooks of technology and home economics for middle and high school students were analyzed and the results showed that none of the textbooks covered food gardening. Two hundred and six middle school students participated in the demand survey and the results revealed that students lack an understanding of food gardening despite high interest. Therefore, six sessions of a sustainable dietary education program using garden vegetables were developed based on a six-step DESIGN procedure. Then, the content validity of the program was evaluated by three experts and the program was revised based on the results. This dietary education program will lead students to live a sustainable diet, eventually benefiting the health and wellness of individuals, communities and ecosystems.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.41-58
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• 2022

This study aims to provide lesson plans that can simultaneously achieve both the learning goals of the 'Human Development & Family' domain of the 2015 revised Technology & Home Economics curriculum and the Sustainable Development Goals. Four steps including analysis, design, development, and evaluation and revision were followed. In the analysis step, the 'Changing Families and Healthy Families' unit was selected as it is relevant to the nine subgoals of the SDGs. In the design step, three sessions were planned with a problem-solving project approach. In the development step, three lesson plans for each session, individual and group activity worksheets for students, and guidelines for teachers were constructed. In the evaluation and revision step, criteria for evaluating the lesson plans were developed reflecting both the goals of the Home Economic curriculum and the SDGs. The validity of the lesson plans was reviewed by a panel of experts. Then, the revised lesson plans were finalized. This study provides an illustrative example of the lesson plans in the secondary education context that can be used to achieve the learning goals of the Home Economic curriculum and the Sustainable Development Goals at the same time.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.597-610
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• 2022

In this study, we investigated actual cases of assessment science teachers conducted and the cases they preferred in a typical situation based on the curriculum in the context of 'Scientific Inquiries in the History' of Scientific Inquiry Experiment. A questionnaire composed of descriptive questions was developed and a survey was conducted with 70 science teachers with experience in teaching 'Scientific Inquiries in History'. Interviews were conducted with eight of them. The assessment cases were analyzed in terms of the assessment areas and assessment methods, and the results were compared. The analyses of the results revealed that 'scientific inquiry ability' accounted for the highest ratio of the assessment areas in the actual cases of assessment. There were few cases that assessed the core concepts presented in the curriculum, 'the nature of science' and 'scientists' inquiry methods'. The assessment methods were greatly biased toward the report method and various assessment methods were not used. In preferred cases of assessment, the ratio of cases that assessed the core concept increased slightly, however the frequencies remained at a low. As for the assessment methods in preferred cases of assessment, the measurement methods decreased, the performance methods increased, and the informal methods which were not shown in the actual cases appeared. However various assessment methods were still not used. The causes of the survey results were analyzed based on the opinions of the teachers who participated in the interviews. Based on above results, plans to actively conduct NOS assessments in Scientific Inquiry Experiment are discussed.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.85-109
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• 2015

The purposes of this study were to analyze the duplicated contents of 'family life' unit of home economics and other subject textbooks for the middle school students. It focused on the 'family life' area in the home economics textbook compiled following the 2009 revised curriculum, and textbooks of other subjects compiled in the same period. To achieve the purpose of this study, "Home economics I II", "Ethics I II", "Social studies I II", "Science I II III", and "Physical education"were analyzed. The results were as follows. The contents in 'family life' area of "Home economics I II" were overlapped most in the textbook on Ethics, and then Science, Physical education, and social studies in order. In Ethics textbook the contents in family life area and those throughout the whole chapters of home economics textbook are overlapped most. The contents of home economics textbook are overlapped at the content of 'Juvenile's sexual development' of 'Human development process' in science and physical education, and at the content of 'Juvenile's emotional and social development' of 'Understanding of human development' in social studies. Seen from this study the 'family life' area of home economics is overlapped in science, physical education, and social studies, but, home economics has comprehensive contents with the goal of managing healthy individual and family life compared with other subjects, and it induces students' moral practices in their real life on the basis of scientific knowledge different from morality, social studies, and physical education. Hence, the instruction of 'family life' area might be done more effectively by focusing on home economics and integrating the connections of duplicated contents in Ethics, Science, Physical education, and Social studies.

• Journal of the Korean earth science society
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• v.40 no.3
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• pp.300-312
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• 2019

The purpose of this study is to develop an astronomical observing education program that enables high school students to inquire the distance of astronomical bodies based on the research methods (observing open clusters and exploring collected big data) using small telescopes and DSLR cameras. After analyzing the 2015 revised science curriculum, we developed science club activity materials and teacher-student learning contents suitable for high school earth science education. A panel of six teachers and researchers of earth science education and astronomy, participated in developing the educational materials. The validity of the program was verified through establishing the agreement among the panels after in-depth discussions and clarifications. The program, developed with 10 lessons in total, showed high satisfactory content validity (CVI, .89) and conformity of school class (Likert's 5 point scales, 4.17). The feedback of the panels and the Delphi analysis continued to improve the quality of the program. The pilot testing result with high school students (N=9) showed that the students' satisfaction rate was high as 4.48. Using the astronomical observational education program of this study is expected to contribute in improving the convergence educational activity, interest, curiosity, and inquiry ability of students in the universe and the astronomical bodies.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.80-89
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• 2017

The purpose of this research is to consider whether current science textbook is designed to let children properly obtain scientific knowledge through research study and at the same time provide an implication to help development of science textbook for the 2015 revised curriculum through comparing and analyzing of illustration in science textbooks of grade 5 and 6 published based on the 2007 curriculum and on the 2009 revised curriculum. The conclusion of comparison and analysis on illustration of the grade 5 and 6 science textbooks in the 2007 curriculum and the 2009 revised curriculum as follows. First, according to the comparison and analysis result on in the textbook, science textbook of year 2009 revised for grade 5 and 6 had 1.65 illustration per page and for the 2007 curriculum, it had 1.98 illustrations per page having 0.83 times more illustrations than that of the previous one. Second, the types of illustrations both textbooks had a higher ratio of pictures that are very detailed and objective which can identify scientific facts. In terms of role of illustration, illustrations providing various and realistic data related to the learning for students to have enough scientific experiences accounted for the most ratios.

• Journal of Science Education
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• v.44 no.2
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• pp.157-166
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• 2020

In this study, we analyzed the reflection degree of science core competencies, which is presented in second grade middle school science textbooks, and the perception of science core competencies of second year middle school students. To do this, we analyzed the frequency of presentation of science core competencies in middle school second grade textbooks, and surveyed 400 students from three schools in Chungnam area to find out their perception of science core competency. The survey consisted of 15 questions consisting of a five-step Likert scale and 5 ranking questions. The survey analyzed the responses of 327 people who responded faithfully and conducted a post-interview survey to interpret the survey results. The main findings are as follows: First, in the second grade middle school science textbook, the proportion of 'scientific thinking', 'scientific inquiry,' and 'scientific communication' is large, and the students are perceived to have a high proportion of 'scientific thinking,' 'scientific inquiry,' and 'scientific problem solving' in the textbook. Second, students recognize that the proportion of 'scientific inquiry' and 'scientific problem solving' in the evaluation conducted in school was high, and the proportion of 'scientific communication' and 'scientific participation and lifelong learning' was very low. Third, the most important competency in science that students perceive is the 'scientific problem solving,' the competency they wanted most from science is the 'scientific inquiry,' and the competency most needed to live in future society is the 'scientific communication.' Fourth, in the case of 'scientific participation and lifelong learning,' it is an important element of science literacy, but the proportion of consisting science textbooks is low, and students are not aware of the importance or necessity in science.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.655-674
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• 2023

This study examined whether the "self-guided interpretation" media in the Yeoncheon area of the Hantangang River UNESCO Geopark are intelligible for visitors. Accordingly, two on-site investigations were conducted in the Hantangang River Global Geopark in September and November 2022. The Yeoncheon area, known for its diverse geological features and the era of geological attraction formation, was selected for analysis. We analyzed the readability levels, graphic characteristics, and alignment with science curriculum of the interpretive media specific to geological sites among a total of 36 self-guided interpretive media in the Yeoncheon area. Results indicated that information boards, primarily offering guidance on geological attractions, were the most prevalent type of interpretive media in the Yeoncheon area. The quantity of text in explanatory media surpassed that of a 12^th-grade science textbook. The average vocabulary grade was similar to that of 11^th- and 12^th-grade science textbooks, with somewhat reduced readability due to a high occurrence of complex sentences. Predominant graphic types included illustrative photographs, aiding comprehension of the geological formation process through multi-structure graphics. Regarding scientific terms used in the interpretive media, 86.3% of the terms were within the "Solid Earth" section of the 2015 revised curriculum, with the majority being at the 4^th-grade level. The 11^th-grade optional curriculum terms comprised the second largest portion, and 13.7% of all science terms were from outside the curriculum. Notably, variations in the scientific terminology's complexity was based on geological attractions. Specifically, the terminology level on the homepage tended to be generally higher than that on information boards. Through these findings, specific factors impeding visitor comprehension of geological attractions in the Yeoncheon area, based on the interpretation medium, were identified. We suggest further research to effect improvements in self-guided interpretation media, fostering geological resource education for general visitors and anticipating advancements in geology education.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.1-13
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• 2021

The purpose of this study is to identify trends and potential themes of research on consumption of children and adolescents for 20 years by analyzing keywords. The keywords of 869 studies on consumption of children and adolescents published in journals listed in Korean Citation Index were analyzed using text mining techniques. The most frequent keywords were found in the order of youth, youth consumers, consumer education, conspicuous consumption, consumption behavior, and character. As a result of analyzing the frequency of keywords by dividing into five-year periods, it was confirmed that the frequency of consumer education was significantly higher betwn 2006 and 2010. Research on ethical consumption has been active since 2011, and research has been conducted on various topics instead of without a prominent keyword during the most recent 5-year period. Looking at the keywords based on the TF-IDF, the keywords related to the environment and the Internet were the main keywords between 2001 and 2005. From 2006 to 2010, the TF-IDF values of media use, advertisement education, and Internet items were high. From 2011 to 2015, fair trade, green growth, green consumption, North Korean defector youths, social media, and from 2016 to 2020, text mining, sustainable development education, maker education, and the 2015 revised curriculum appeared as important themes. As a result of topic modeling, eight topics were derived: consumer education, mass media/peer culture, rational consumption, Hallyu/cultural industry, consumer competency, economic education, teaching and learning method, and eco-friendly/ethical consumption. As a result of network analysis, it was found that conspicuous consumption and consumer education are important topics in consumption research of children and adolescents.