• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.15-32
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• 2017

This study investigated the effectiveness of home economics class on self-esteem and stress of middle school students. Data were collected from self-reported inventory of the middle school students in Y city of Gyeonggi province and 165 data copies were used for analyses. Data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's ${\alpha}$, t-test, corelation and dependent t-test using SPSS/PC 18.0 program. The results were as follows. First, the average of positive self-esteem was 2.74 and that of negative self-esteem was 1.90 on a 4 Likert scale. The range of stress level was 1.88~2.48 on a 5 Likert scale. Life satisfaction was 3.90 and helpfulness of home economics class was 3.89 on a 5 point Likert scale, which means moderately high. Second, examining differences in variables according to gender, there were statistically significant differences in stress regarding family for both pre- and post-tests. Third, helpfulness of home economics class had positive correlation with positive self-esteem and life satisfaction and had negative correlation with negative self-esteem and stress, which means that home economics class enhance life satisfaction and positive self-esteem and lessen negative self-esteem and stress of middle students. Fourth, as a result of comparison of pre and post-tests, positive self-esteem, life satisfaction, and helpfulness of home economics class increased statistically after home economics classes, while stress regarding school life decreased statistically. Even though students' growth and changes resulting from learning other subjects were not controlled, it was meaningful that effectiveness of home economics class were examined and helpful information for enhancing perception of home economics education were provided.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.119-158
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• 2016

In this thesis we set forth the reasons for teaching classical river novels in secondary education, and investigated the guiding principles for content design of high school literature textbooks. Although classical river novels have great significance in cultural and narrative histories, they were previously consistently disregarded in secondary education. First, we looked at the need for including classical river novels in the secondary school curriculum to create a well-balanced education of classical novels, to link this with modern river novels, to teach the narrative styles and esthetics of river novels, and to let students understand the various cultures of the late Joseon Dynasty. Second, we examined two ways of educating students about classical river novels. For exclusively teaching classical river novels, we recommended the means of teaching and provided detailed guidelines by which they can be taught, as well as provided complete information about the family tree, the story unit, and the scene deployment. To establish the link between classic river novels and their modern counterparts, we recommended the process of teaching accession and transition of tradition by introducing the commonalities and the differences across three generations stories, besides discussing the viewpoints of female writers. When classical river novels are introduced in literary textbooks, students will realize the existence of such novels though they may not understand all aspects of the novels. We suggest that teaching and introduction of classical river novels in secondary education as soon as possible.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.471-481
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• 2021

The importance of science education for cultivating the competencies required by an intelligent information society is gradually being strengthened. The government's roles and responsibilities for science education are stipulated by laws and policies in Korea. In order to systematically support science education, continuous monitoring of related policies is essential. This study aims to develop indicators that can be used to systematically and continuously monitor the national policies on science education in Korea. To achieve this goal, we first derive the framework for the indicators that has two dimensions (learner and science education context) and three categories (input, process, and outcome) from literature reviews. In order to derive the components and subcomponents of the indicators, the contents of science education-related indicators developed in Korea or abroad were reviewed. In order to verify the suitability and validity of the framework and components of the initial indicators, a two-round Delphi method was conducted with 25 expert participants with five different professions in science education. Finally, three components of the 'input' category (student characteristics, teacher characteristics, and educational infrastructure), three components of the 'process' category (science curriculum implementation, science educational contents and programs implementation, and teacher professional development program implementation), and five components of the 'outcome' category (science competency, participation and action, affective achievement, cognitive achievement, and satisfaction) were derived. An instrument to collect data from students, teachers, and institutions was developed based on the components and subcomponents, and content validity and internal consistency of the instrument were analyzed. Korea's Science Education Indicators developed in this study can comprehensively measure the current status of science education and is expected to contribute to a more efficient and effective science education policy planning and implementation.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.177-196
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• 2019

Objective: This study aims to analyze research trends related to software education for young children, focusing on studies published in Korea from 2016 to 2019 March. Methods: A total of 26 research publications on software education for young children, searched from Korea Citation Index and Research Information Sharing Service were identified for the analysis. The trend in these publications was classified and examined respectively by publication dates, types of publications, and the fields of study. To investigate a means of research, the analysis included key topics, types of research methods, and characteristics of the study variables. Results: The results of the analysis show that the number of publications on the topic of software education for young children has increased over the three years, of which most were published as a scholarly journal article. Among the 26 research studies analyzed, 16 (61.5%) are related to the field of early childhood education or child studies. Key topics and target subjects of the most research include the curriculum development of software education for young children or the effectiveness of software education on 4- and 5-year-old children. Most of the analyzed studies are experimental research designs or in the form of literature reviews. The most frequently studied research variable is young children's cognitive characteristics. For the studies that employ educational programs, the use of a physical computing environment is prevalent, and the most frequently used robot as a programming tool is "Albert". The duration of the program implementation varies, ranging from 5 weeks to 48 weeks. In the analyzed research studies, computational thinking is conceptualized as a problem-solving skill that can be improved by software education, and assessed by individual instruments measuring sub-factors of computational thinking. Conclusion/Implications: The present study reveals that, although the number of research publications in software education for young children has increased, the overall sufficiency of the accumulated research data and a variety of research methods are still lacking. An increased interest in software education for young children and more research activities in this area are needed to develop and implement developmentally appropriate software education programs in early childhood settings.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.3
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• pp.97-110
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• 2019

This study analyzed various factors of influence affecting the will to start a business and established and empirically analyzed a research model to see which factors significantly affect the will to start a business. To this end, we investigated the general characteristics and experiences of individuals, conducted a study on the will to start a business, and analyzed the entrepreneurship passion for startups, the ability to find business opportunities, and the ability to connect with partner companies. The intent to start a business survey was investigated in a recertive style with a 7 point scale, and the reliability and feasibility review were analyzed through the PLS analysis method, which enables the implementation of a measurement model and a structural model. To collect valid data, the survey was conducted using an entrepreneurial curriculum class hours to collect and analyze 421 data. In summary, the results are as follows: First, college students have many opportunities to develop their capabilities through competitions held by universities and support institutions, and by utilizing them, they have no fear of starting a business. Second, the ability of students to discover product clients themselves has been improved by fostering entrepreneurship in the special lectures on startup in universities. Third, it can be seen that it has received various information on startups from support agencies to enhance its commitment to startups. The implications are as follows. First, they should foster entrepreneurship among college students by offering practical oriented courses that can broaden their understanding of startups. Second, it needs to be improved from entrepreneurial enthusiasm to a program that can grow into a company that can collaborate with partner companies and confirm its commitment to corporate establishment and product development and determine market opportunities. Third, it is necessary to establish an ecosystem of start-ups that can carry out systematic planning and performance management as it is weak to carry out projects with will to startups.

• Journal of Nutrition and Health
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• v.55 no.1
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• pp.21-35
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• 2022

The recommended meal composition allows the general people to organize meals using the number of intakes of foods from each of six food groups (grains, meat·fish·eggs·beans, vegetables, fruits, milk·dairy products and oils·sugars) to meet Dietary Reference Intakes for Koreans (KDRIs) without calculating complex nutritional values. Through an integrated analysis of data from the 6th to 7th Korean National Health and Nutrition Examination Surveys (2013-2018), representative foods for each food group were selected, and the amounts of representative foods per person were derived based on energy. Based on the EER by age and gender from the KDRIs, a total of 12 kinds of diets were suggested by differentiating meal compositions by age (aged 1-2, 3-5, 6-11, 12-18, 19-64, 65-74 and ≥ 75 years) and gender. The 2020 Food Balance Wheel included the 6th food group of oils and sugars to raise public awareness and avoid confusion in the practical utilization of the model by industries or individuals in reducing the consistent increasing intakes of oils and sugars. To promote the everyday use of the Food Balance Wheel and recommended meal compositions among the general public, the poster of the Food Balance Wheel was created in five languages (Korean, English, Japanese, Vietnamese and Chinese) along with card news. A survey was conducted to provide a basis for categorizing nutritional problems by life cycles and developing customized web-based messages to the public. Based on survey results two types of card news were produced for the general public and youth. Additionally, the educational program was developed through a series of processes, such as prioritization of educational topics, setting educational goals for each stage, creation of a detailed educational system chart and teaching-learning plans for the development of educational materials and media.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.192-212
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• 2022

The purpose of this study is to analyze scientific attitude and its components in the general remarks and in the particulars of one government-designated and seven authorized elementary school science teacher's guides for the 3rd~4th grades which were developed according to the 2015 national science curriculum, and to derive implications for future development of teacher's guide. The results of the study are as follows: First, in their general remarks, five of eight teacher's guides (62.5%) give a very brief explanation on the components of scientific attitude, and the remaining three teacher's guides give a relatively detailed explanation on the components but they lack practical information on teaching and assessing of the components; Second, in the case of unit objective in the four units of the area of 'Earth and Universe', five of eight teacher's guides (62.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity', 'critical mindedness', or 'respect for evidence', and one of the remaining three teacher's guides contains only the component of 'curiosity', another guide doesn't have any component, and the other guide doesn't have unit objective itself; Third, in the case of unit assessment, only one of eight teacher's guide (12.5%) has independent unit assessment, includes several components of scientific attitude in the unit assessment, and is broadly consistent between the components of scientific attitude in unit objective and in unit assessment; Fourth, in case of lesson objective, three teacher's guide (37.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity' and 'critical mindedness', and the remaining five teacher's guide (62.5%) include only 'curiosity'; Fifth, in the case of lesson assessment, among eight teacher's guides, five (62.5%) evaluate 3~4 components of scientific attitudes, two (25.0%) evaluate only 'curiosity' and 'cooperation', and one (12.5%) does not evaluate anything.