• Human Ecology Research
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• v.56 no.1
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• pp.33-54
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• 2018

This study devised an instruction that applies the content factors of Family Life Planning to backward design by exploring the fundamental concepts of backward design and the structure of developing a systematic instruction. Furthermore, it was conducted to improve the developed instruction by examining its validity with the help of experts and to find the method of applying it to the curriculum. The lesson design of this study was as follows. 1) Making a unit outline, 2) Identifying the expected results (Shaping the objectives), 3) Deciding acceptable evidence (Planning evaluation), 4) Making a detailed blueprint for class tasks, 5) Planning learning experience, 6) Making a learning experience plan per time, 7) Checking the lesson design. Second, experts participated in this study for the internal validity test about the process of the systematic lesson development of Family Life Design based on a backward design. The results were shown to be valid because the average was 3.7 out of a perfect score 4 and the CVI of all was over 0.9. The result of the IRA was also score 1, meaning that most of the experts agreed on the results of the test. The details of the lesson design were clear at every stage and the tasks and the results of each stage were specific. This study included most of the necessary stages for a backward design.

• The KIPS Transactions:PartD
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• v.9D no.6
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• pp.1055-1062
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• 2002

Recently, the lesson plan document that is imported in the educational area is not provided to the educational information systematically, and the teachers are not easy to compose the lessen plan documentation. So, it needs additional time and effort to develope the lesson plan documents. Because of increasing the distributing network. web-based lesson plan system is required to all of the education area. Therefore, we need to compose the lesson plan that is possible to obtain the various teacher's requirement by providing creation, retrival, and reusability of document using the standard XML on web. In this paper, we developed the system for creating the common DTD (Document Type Definition), providing the standard XML document through the common DTD over the lesson plan analysis. In this system, it provides the editor to compose the lesson plan and supports the searching function to improvement of reusability on the existing lesson plan. We design the searching functions such as the structure base, facet and keyword. The composed lesson plans are interoperated with Database. Consequently, we can share the information on web by composing the lesson plan using the XML and save the time and cost by directly writing the lesson plan on web. We can also provide the improved learning environment.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.287-311
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• 2022

This study was related to the cases in which pre-service elementary teachers designed math lessons tailored to math underachievers with learning trajectories and universal design for learning. Learning trajectories can be a basis to identify students' current state of understanding and development, and make a lesson plan responsively tailored to underachievers' state. And universal design for learning is a framework that removes potential barriers that may exist in math lessons from the time the lessons are planned, and guides the rich learning environment accessible to all learners. In order to provide an experience of designing math lessons considering the characteristics of math underachievers, this study required pre-service elementary teachers to create learning trajectories and make lesson plans with the principles of universal design for learning. The characteristics of the learning trajectories shown in the lesson plans and the results of applying the principles of universal design for learning were analyzed. By discussing the results, implications were derived regarding the necessity of lesson planning for math underachievers and the development of lesson planning competency of pre-service elementary mathematics teachers in teacher education.

• Journal of the Korea Fashion and Costume Design Association
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• v.19 no.2
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• pp.49-61
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• 2017

The purpose of this study was to develop an educational program designed to allow students to experience 'up-cycling' first-hand during class and understand its significance by helping them improving their practical problem-solving abilities. Teachers of home economics, Korean, and social studies to third grade middle schooler were asked to analyze the curriculums of their subjects. The analysis results were then used to identify common elements among the units, reconstruct the curriculums, and develop an integrated lesson program to offer integrated activities. Based on these, a lesson program was developed to make an eco-bag and running shoes under the theme of 'up-cycling' in the unit of 'environmentally-friendly clothing and mending of clothes' in the home economics subject. The results were as follows: First, a topical fusion lesson program was developed to integrate three subjects together. The development process involved the integration of the topic of up-cycling, a program model for integrated lessons, and a teaching and learning process plan for topical integrated education. Secondly, a lesson program for home economics was developed that was applicable to actual home economics lessons based on the topical integrated lesson program. The lesson domains were divided into large, medium, and small to create a ten-lesson teaching and learning process plan needed for the lessons, teaching materials that could be put to actual uses in lessons, and activity and evaluation logs for learners.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.66-79
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• 2018

The purpose of this study is to explore how pre-service elementary teachers perceive and use smart learning environments. For this purpose, 23 pre-service elementary teachers who took theory and practice in a science education course were asked to develop lesson materials using smart tools and make a self-report questionnaire. These data were categorized in an instructional, exploratory, and interactive approach, depending on how they guided students to access knowledge and information. As a result of the study, pre-service teachers perceived the smart tools as the exploratory and interactive learning tools to be used for students to actively search for and interact with data and knowledge. But in developing lesson materials, they usually used the smart tools for resource sharing and communication in the instructional manner. In conclusion, the gap between their perception of smart tools and lesson materials, and the educational implications will be discussed.

• 대한공업교육학회지
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• v.41 no.1
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• pp.128-146
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• 2016

The purpose of this study was to provide a basic research data for increasing the quality of 'creative engineering design' lesson and the teaching learning capability of high school teachers by analyzing the teaching learning management status and improvement plan of 'technology home economics subject' lesson for high school teachers. In order to investigate the teaching learning management status, the survey questionnaires from 63 teachers were collected from high school teachers who teach technology home economics subject currently and analyzed by statistical program SPSS 20. The main results of this study were as follows: First, for the contents of 'creative engineering design' lesson, the highest mean of response was 'creative thinking method'(M=4.22). In the learning activities, the teachers perceived the importance of the 'idea concept' highly. Second, in the management of 'creative engineering design' lesson, the teachers perceived the importance of the secure of tool, material budget, and practice space for the lesson highly. In the teaching capabilities, the teacher perceived the importance of the preparing teaching learning strategy most($$M{\frac{._-}{.}}4.14$$). Third, the teachers preferred to product for making uncomfortable things better in life and the other production outside from the content of textbook. Fourth, in the ratio of practice:theory lesson, they perceived the ratio of 3:7(36.5%), 4:6(25.4%), and 2:8(23.8%) are appropriate. In the assessment, the combination of production, portfolio, and presentation was preferred most. Fifth, there were statistically significant difference in teachers' interest and satisfaction and contents about 'creative engineering design' lesson between groups divided by the existence of practice space, certification held(technology teacher, non technology teacher), etc. Therefore, in order to improve the interest and satisfaction about the 'creative engineering design' lesson, the secure of space for technology practice and material budget were required. In addition, training and seminars program for improving the teaching capability for 'creative engineering design' lesson were required.

• Journal of the Korean Society for information Management
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• v.34 no.2
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• pp.97-114
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• 2017

This study aims to develop the lesson plan of public library user education for children for the activation of user education. For the development of lesson plan, elementary school 3rd and 4th graders were selected as user education subjects through the literature survey, and orientation were derived as contents of user education. This study developed a lesson plan that applies Jonassen's constructivist learning environments to specifically design the librarian's role as teacher in user education with voluntary and subjective education participation of the children. Lesson plan was evaluated in terms of usefulness and appropriateness.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.9-14
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• 2022

The purpose of this study performed to confirm the effect of flipped learning on learning attitude, self-esteem, and lesson satisfaction for nursing students of the university. The research participants and data collection were conducted on 38 nursing students in A city from September 1 to December 30, 2021, and the research design is a one-group pretest-posttest design. Learning attitude, self-esteem, and lesson satisfaction were investigated, and flipped learning lectures were applied to the experimental group as experimental treatment. SPSS 27.0 version was used for statistical analysis. As a result, the learning attitude of nursing students showed a positive correlation with self-esteem and lesson satisfaction, and the flipped learning education method showed learning attitude (t=-4.01, p<.01) and self-esteem (t=-3.53, p<).001, lesson satisfaction (t=-4.20, p<).001) All were statistically significant.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.11-17
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• 2023

This study investigates the effects of flipped learning on self-directed learning ability(SDLA), learning attitude, and lesson satisfaction for nursing students of the university. The research participants and data collection were conducted on 41 nursing students in A city from March 1 to June 16, 2022, and the research design is a one-group pretest-posttest design. SDLA, learning attitude, and lesson satisfaction were investigated, and flipped learning lectures were applied to the experimental group as experimental treatment. SPSS 27.0 version was used for statistical analysis and the Paired T-test was applied the effect test before and after the experiment. As a result, the learning attitude of nursing students showed a positive correlation with SDLA and lesson satisfaction, and the flipped learning education method showed SDLA (t=-8.73, p<.001) and learning attitude (t=-6.99, p<.001) and lesson satisfaction (t=-2.17, p<.05) All were statistically significant.

• Journal of the Korea Furniture Society
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• v.19 no.6
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• pp.498-506
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• 2008

This study explored interpretation of the symbolical and metaphorical aesthetics in experiencing art/craft/handmade/studio furniture theoretically for 'wood culture experience class' or 'wood love experience class' by the Korea Forest Service because the class tends to focus on making simple wood works involved just in the practical part. Qualitative conceptual analysis as the principal methodology was used to achieve the theoretical context in the experience programs. After the lesson one on defining the postmodern aesthetics in New Design furniture as metaphor in the previous paper, I developed lesson two for an aesthetics of art and everyday life with wood furniture which expresses the metaphorical and symbolical aesthetics appeared as New Design furniture in postmodernism. As statement of objective in the second lesson, I explored that students in elementary schools personally transform and interpret the postmodern aesthetics of New Design furniture metaphorically with the meanings of symbol. As a result, the students will be able to write about the aesthetics of New Design furniture as metaphor in interpretation transformed by his/her perspective of a piece of selected New Design furniture.