• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.181-200
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• 2013

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1202-1218
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• 2013

This study analyzed questions related to the content knowledge on the subject of chemistry for middle and high school teacher employment examinations conducted from the school years 2009 to 2013 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE). To achieve the objectives of this study, a total of 140 questions were collected with respect to the questions that appeared on the test over the last 5 years, which aimed to evaluate the level of applicants' knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the Department of Chemistry Education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge on chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of the analysis on the evaluation content items suggested that 41 items out of 122 did not appear in the teacher employment examination for 5 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test on content knowledge related to chemistry or the evaluation scope and evaluation content items.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.135-145
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• 2017

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

• Journal of East-West Nursing Research
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• v.22 no.1
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• pp.60-67
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• 2016

Purpose: This study was conducted to develop and apply simulation-based nursing education program for post-myomectomy care in nursing students. Methods: One group pre-post design was utilized. One hundred and thirty two participants consisting of 66 nursing students 132 participants consisting of 66 nursing students team were recruited. The data were collected from March 2 to June 12, 2015. Eight hours of simulation-based education program for post-myomectomy care was operated. Forty five items of Clinical Competence Assessment Scale was developed and content validity was tested using the content validity index. Results: The total score of Clinical Competence Assessment Scale was 90 and mean score of it was 82 (SD 4.2). The item showing the lowest mean score was 'education for Foley catheter management'. Mean score of performance was 92.7%, education 90.2% and assessment 89.9% respectively. Conclusion: The findings suggest that it would be useful to use the simulation-based education program for post-myomectomy care for evaluating clinical performance in nursing students.

• The Mathematical Education
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• v.54 no.3
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• pp.261-282
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• 2015

The purpose of this study was to provide insights on making Korean mathematics framework by analytical comparison of three major assessments such as the NAEP 2015, the TIMSS 2015 and the PISA 2015. This study focused on the key differences and common themes of mathematics frameworks among three major assessments. In order to achieve this purpose, mathematical frameworks of the NAEP 2015, the TIMSS 2015, and the PISA 2015 were analyzed and compared. The criteria of the comparison were content domain and cognitive domain. The comparing criteria of content domain were based on NCTM content standards and cognitive domain were used the three understanding levels of Jan de Lange's pyramid model. Based on these comparisons, researchers discussed that Korea mathematical framework was needed to have a set of content categories that reflect the range of underlying mathematical phenomena and a set of cognitive levels which contain the range of underlying fundamental mathematical capabilities including consideration of contexts.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.272-289
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• 2012

The purpose of this study is to compare and analyze the educational philosophy, goal, method, content, and environment of ecologically-oriented alternative elementary schools and suggest several practical methods for alternative education. Both ecologism and alternative education pursue sustainable values. The educational content of ecologically-oriented alternative elementary schools, analyzed from the view of sustainable development, focuses most on the natural resources, biodiversity, and sustainable food production, and also include human rights, peace and security, unification, cultural diversity, and health food in terms of the social sustainability and sustainable production and consumption concerning economic sustainability. This study should help environmental education become establish its possibility and position as alternative education and be recognized of its educational value. Furthermore, based on the cases of ecologically-oriented alternative elementary schools that are becoming 'garden of environmental education' as sustainable development education, it should lead to 'education communicating with environmental education at schools'.

• The Korean Journal of Community Living Science
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• v.15 no.2
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• pp.3-15
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• 2004

This study examines the various types of consciousness about sexuality exhibited by girls' high school students. The analysis was carried out utilizing two subject groups with the first being academic course students and the second being vocational course students. A 51 question questionnaire was prepared based on a literature review and previous research. The questionnaire was developed based on the results of two preliminary surveys, a reliability test, and a correction. A total of 721 questionnaires were distributed to students of 3 vocational and 3 academic courses. The analysis of the results was carried out using by means of SPSS 10.0. The study generated conclusive findings about each groups' viewpoint toward sex, the actual condition of their relationship with members of the opposite sex, the passages of knowledge about sex, the content of current sexuality education at school and the ideal type of sexuality education. This study shows that the current standardized content of sexuality education is ineffective. Sexuality education at schools in South Korea has reached a point, where research for more effective sexuality education is required.

• Journal of Internet Computing and Services
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• v.20 no.6
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• pp.167-177
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• 2019

The enhancement of national competitiveness in future society is the discovery and training of excellent SW convergence gifted. In order to cultivate these SW convergence gifted, reinforcing competence of teachers in charge should be made first. Therefore, in this paper, artificial intelligence education contents, one of the core technologies of the 4th Industrial Revolution era, were developed to reinforcing competence of SW convergence gifted teachers. After setting the direction of artificial intelligence education content, we constructed educational content suitable for secondary SW convergence gifted education, and designed and developed it in detail. The composition of artificial intelligence education content consists of machine learning and tensor flow understanding, linear regression machine learning implementation for numerical prediction, and multiple linear regression-based price prediction machine learning implementations. The developed educational contents were verified by experts with qualitative aspects. In the future, we expect that the educational content of artificial intelligence proposed in this paper will be useful for strengthening the ability of SW convergence gifted teachers.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.79-95
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• 2006

This study was based on the conceptual framework of Home Economics curriculum development carried by Korean Institution of Curriculum and Instruction. The purpose of this study was to develop the educational objectives and content standards for family life area In home economics education. To achieve this, literature review and need assessment on curriculum contents for family life were performed, and expert group meeting and workshop were held. The results form various meetings and workshop were reflected in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. Content standards were developed according to educational objectives in specific level and major concepts for each content standard were proposed. The curriculum materials proposed in this study can be considered as a precious research for the upcoming future development of national curriculum and textbooks.

• The Mathematical Education
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• v.47 no.3
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• pp.291-310
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• 2008

This article is based on an international collaborative study that aimed to investigate mathematical preparation of prospective elementary teachers in several selected education systems in East Asia. This article reports the Korean portion of the study. A survey instrument was developed to explore not only prospective teachers' knowledge of elementary mathematics curriculum and their beliefs in their preparation and mathematics instruction but also their subject matter knowledge and pedagogical content knowledge on the topic of fraction division. A total of 291 seniors in 3 universities participated in the survey. The results reveal these prospective teachers' strengths and weaknesses with regard to their knowledge of fraction division, and suggest that content-specific pedagogical knowledge needs to be emphasized in the teacher preparation program.