• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.151-167
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• 2023

The advent of the carbon neutrality era has led to a paradigm shift in education toward ecological transition education. It is time to understand the concept and practice of ecological transition education pursued in the 2022 revised curriculum and prepare for changes to the main life education covered in home economics education. Therefore, the purpose of this study is to explore the role of home economics education for carbon neutrality for future generations who will have to live in the era of rapidly changing climate crisis, and to propose a practice plan for ecological transition education in the main living area based on the educational contents of the 2022 revised curriculum. To achieve these objectives, this study reviewed previous research on carbon neutrality and ecological transition education, analyzed the curriculum for main life from the first curriculum to the 2022 revised curriculum, and proposed the direction of main life education for ecological transition education. Through this study, the importance of carbon neutrality and ecological transition can be emphasized in home economics education, and it is expected that it can be used as a basis for realizing ecological transition education in actual education sites.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.227-237
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• 2021

In this thesis, a survey was conducted on elementary school teachers about the establishment of information subjects in elementary schools. As a result, the opinion that information subjects should be newly established for ICT literacy education and SW/AI education in elementary schools was very high. In addition, if it is difficult to establish a new information subject, opinions in favor of the organization of the information subject as an autonomous subject using the discretionary time of the principal were high. In light of the results of this analysis, it is judged that it is necessary to establish a new information subject for ICT literacy education and SW/AI education in the next elementary school curriculum. However, if it is difficult to establish a new information course, it is necessary to come up with a plan that can be operated in the form of autonomous subject for students wishing to learn SW/AI. And it is judged that the number of class hours should be secured for at least 1 hour or 2 hours per week in the 3rd grade and above.

• The Journal of Korean Philosophical History
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• no.28
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• pp.117-153
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• 2010

It seems that the education of environment in a discipline of morality has not been systematically given in the middle school. In the Seventh Course of education, the aim of moral education for the middle school has no content concerning environment. And there is no chapter of environment in all the textbooks for the first, second and third grade in the middle school. The content of environment is largely introduced in order to explain a series of key content in the chapters of discussing 'personality', 'courtesy of neighborhood', 'conflict of value', 'civil morality' and so on. Even we can say that its descriptions are aimless, instrumental and secondary for education. Recently, it is no exaggeration to say that the education of environment is not effectively carried out in a discipline of morality of the middle school. In the 2007 revised course of education, there are some content of environment in the aim of morality and its education, and a chapter of "environment and Morality" is newly established. From now on, a new textbook of morality is being made according to the currently revised course of education. It will be gradually useful for the first grade in 2010, for the second grade in 2011, and for the third grade in 2012. It is possible to say that it will add momentum to effectively carrying out the education of environment as part of a discipline of morality in the middle school. Taking it into a detailed consideration, however, the education of environment in this revised course of education cannot help including a serious problem, either. This is because, a chapter of environment is included only in the first grade of middle school, and, according to a prescription of writing criterion established by the Ministry of Science and Technology, there can be no overlapping content for each grade. It will more likely that the education of environment will be given only in the first grade, not in the second and third grade at all. Therefore, it seems to me that, firstly, such a prescription established by the Ministry of Science and Technology will get free, and then the education of environment will be systematically given to the levels of the second and third grade.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.33-40
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• 2024

The Ministry of Education announced the main points of the 2022 revised curriculum on November 24, 2021. Democratic citizenship education to foster citizenship appears as one of the detailed tasks among the key tasks of the 2022 revised curriculum. We are promoting democratic citizenship education to foster citizenship. Therefore, what does democratic citizenship education specifically mean and what does it consist of? There is a need to look into what methods this should be used for. The purpose of this study is to explore the meaning of democratic citizenship education revealed in the 2022 revised curriculum. The contents of democratic citizenship education for the cultivation of citizenship revealed in the general discussion of the 2022 revised curriculum are analyzed as follows. First, it means education related to democracy and social issues. The specific contents of democracy and social issues are ① peace, ② human rights, ③ gender equality, and ④ cultural diversity. Second, critical thinking education. Third, media literacy education is necessary because democratic citizenship education must respond appropriately to the times in line with social changes such as the emergence of Chat GPT. Fourth, while emphasizing democratic decision-making education, it includes social empathy and communication education. Fifth, it contains local and national community participation and practical education as a method for citizen participation and practice. As described above, democratic citizenship education was specified in the general introduction of the 2022 revised curriculum. In order to carry out such democratic citizenship education systematically, it is necessary to establish the principles of democratic citizenship education.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.265-276
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• 2014

This study observes innovation demand in design education according to IT environment in change, and explores reasonable directivity of design education according to fluctuations in media and technologies by presenting academic possibility of interactive design field and its education paradigms for universities. In order to achieve highly added values through interactive design complying with social demand, accompanying researches and academic frames are to be prepared, in particular with independent academic domain frame in universities, this study presents an educational directivity by recognizing important establishments of related curriculum that must be proceeded. This study has made a contribution in addressing the necessity of establishment of individual academic domain for interactive design and also setting up the domain of interactive design. It has been concluded that technological understanding beyond conventional design education, management of complex issues in consideration, and methodology of differentiated education in corresponding to the situation needed as well as typical educations of conventional technologies should be provided for satisfying innovation demand in the domain of interactive design.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.45 no.3
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• pp.7-14
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• 2008

To nurture skilled IT professionals required in the 21st information society, we have been faced to the need of learner-centered open lifelong education through the e-learning system that crosses the boundaries of time, space and geography. The object of this research is primarily as-is analysis of the IT contents in present cyber institutions, then making out the basic research data by to-be analysis and international standardization trend through benchmarking. Eventually this research intends to produce a prototype of the contents especially for the subjects related to the IT which is based on the modeling of e-Learning standard contents development model. It is possible that the final output of this project is used for the contents producing and operating data in cyber universities and institutions. This output also enhances the international competitiveness by the standardization and presents a standardized guideline to the domestic cyber education institutions.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.133-134
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• 2020

본 논문에서는 낙후된 운전면허 학원 시스템 개선을 위한 운전면허 수험생 맞춤관리 어플리케이션을 제안한다. 제안하는 어플리케이션은 수강생 맞춤 가이드, 후기 서비스, 스케줄 조정, 채점표 제공 등의 다양하고 체계적인 서비스를 도입하여 기존의 시스템을 효과적으로 개선한다. 또한 기존에 개발되어 있는 운전면허 관련 어플리케이션과 달리 오프라인에서만 가능했던 부분까지 온라인 맞춤 관리로 포함하여 개발함으로서 사용자의 만족도를 향상시키도록 한다.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.1-8
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• 2007

Although the core of national competitiveness in the knowledge information society lies in IT, school education at the moment is failing to execute systematic and organized computer education. Recently, the 7th on-demand partial amendment of educational curriculum at national level is being executed in full-scale. Educational curriculum for elementary and middle class at national level is the systematic and organized program for cultivation of competent persons in order to foster the desired image of human kind for the future society pursued by the nation. For such reason, stabilization of program for cultivation of competent persons for establishment of true IT superpower is not irrelevant with the 7th amendment of the educational curriculum. Therefore, this thesis shall look into the 7th national level education curriculum at level of general outline as well as their particulars, and present means of amendment of computer subject educational curriculum through the means connecting the issues raised in general outline and their particulars regarding the direction of the amendment of the national level educational curriculum for establishment of true IT superpower.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.371-378
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• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, people criticized that ICT education which is consisted mainly of the computer skills is not appropriate for information literacy education. In 2005, "ICT Education Guide Rev." is published. Thereafter, information literacy education has systematic frame. The experts emphasize the importance of performance assessment. Computer education can become the problem solving education if the performance assessment carried out. However, it is not successful without the good rubrics for performance assessment In this paper, we developed the rubrics for performance assessment for "presentation document writing".

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.38-49
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• 2017

The purpose of this study was to find out how pre-service teachers who have gone through training have thought about teaching practice. Specifically, I analyzed the relationship between college curriculum and teaching practice, and what they had felt in teaching practice. The study included 20 third grade students in teacher's college. The results of this study were as follows: First, it was found that the content knowledge and the pedagogical knowledge of the subjects taught at the university were helpful for the teaching practice. Second, they were thought that teaching practice would be helpful just to watch the class. And pre-service teachers felt that class demonstration was a necessary part of becoming a teacher. Third, pre-service teachers said that it is necessary to have a lecture in the university that can have opportunity for class demonstration for teaching practice. And also they wanted to open a lecture to learn various teaching techniques and the newest teaching methods. Fourth, pre-service teachers said that it is important to form relationships with students in order to complete the lessons through the teaching practice. And they said that they felt that the education scene was more powerful and harder than they thought. In addition, they said that through this exercise, it became a moment to feel the importance of thorough preparation and experience. In this way, teaching practice is an essential process for pre-service teachers to become teachers and it can be seen that they have many influences. Based on these results, it is necessary to review and revise the curriculum of the training colleges in relation to the teaching practice.