• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.53-62
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• 1989

Cooking practice is keenly related to not only the betterment of family health but to the improvement of dietary life. Cooking is a kind of practical skill and one is skill in it by repeated practice. The aim of cooking practice in school is to fix cooking method practically and scientifically, to acquire cooking skill. To achieve this aim there are many unrecognized or unsolved problems in the first-line schools. The problems and efficient ways of cooking practice in the middle and high school are as follows； 1. The aim of cooking practice： It should be first of all remembered that the practice is so practical that the knowledge and skill of cooking should be related to the future domestic life. Second, the practice should be able to serve the communal and national life by scientifying and improving life. 2. The content of the practice： First, it should be so arranged step by step that the content of each year should not be repeated. Second, the ratio of Korean cooking practice should be increased and the material of the practice should be chosen in consideration of the peculiarity of the community, seasons and economical problems so that it may be applied to the very day life. Third, to improve dietary life, the practice should be a way of the simplification of dietary life, of the nutritional efficiency. Forth, for the betterment of physical condition of the family the practice should involve balanced dietary plans and dietary therapy. 3. Teaching method： First, the practice should be scientific and comprehensive in consideration of not only cooking skills but also knowledge of nutrition. Second, micro-class system should be adopted, and practice labor should be allotted each student to develop cooperative attitude and the sense of responsibility. Third, in addition to the practice conducted in a body, comparative cooking, applicable cooking and experimental ability and the content of the text. Fourth, teachers should let the students examine and find problems by bringing them to a focus on the basis of theory. 4. Administration method： First, the practice schedule should be planned that a class has practices at least more than twice a semester. Second, two hours of class should be continued without cessation after beforehand survey and theory study. Third, facilities and utensils for practice should be enlarged. That is, cooking practice rooms, tools, utensils should be prepared. Fourth, enough cost of practice should be secured. The above mentioned points show the present situation and problems with which cooking practice teaching is confronted. In order to normalize cooking practice teaching, the first-line schools should give the above mentioned problems their careful consideration and improve the present situation so that efficient, creative, practical cooking practice will be possible.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.471-476
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• 2020

We propose an practical embodiment-based programming training course for middle school students using Arduino and conduct survey before and after the curriculum. Arduino is an open source physical computing platform that integrates the IDE used in processing language. It is a low-cost, relatively simple I/O interface compared to other platforms, and because of its practical formability, it is educational material suitable for programming. Subsequent surveys will provide feedback on changes in cognition of programming needs and improvement in thinking skills. In this study, the program based on embody-based programming using Arduino was conducted for 8 weeks for each first grade, and 112 middle school students for two years from '16 to '17. Based on the theoretical and practical training, the training was based on the application of the ultrasonic sensor to the RC car and the preparation of the adduction quadrotor drone. The purpose of this study is to prove that the recognition, necessity, and programming education of middle school students are effective for the improvement of thinking ability through the program based on embody-based programming using Arduino.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.96-102
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• 2019

This study proposes basic information to make effective environments for social welfare education, revealing the reasons why students choose the social welfare major at Konyang Cyber University. We conducted qualitative research with 41 students in the social welfare department at Konyang Cyber University. The result of this research is as follows. First, most students chose their major to get a certificate that can benefit them in the near future. Second, they chose their major as a way to achieve renown, and to enhance the quality of their lives. Third, they desired to contribute to society through their social work. Finally, individual experiences and family background were also motives. Based on the research, to improve learning outcomes in social welfare education, the necessary learning strategies are as follows. First, goal-oriented learning is necessary for students who want to get the certificate. A practical curriculum needs to contain both practical skills and professional knowledge applicable to the social work field. Second, education for students who choose the major to gain fame, and to develop their lives, requires generation-integrated education to help them review their lives and find their own meaning in life. Third, education for students who choose the major for a practical social contribution has to contain volunteer training that can lead them to be professional volunteers in society. Fourth, education for students who choose the major based on their personal experiences and their family background needs to deal with case management, which discovers the recipients who need help in society and the students who can achieve visible outcomes after all.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.139-160
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• 2011

The purpose of this study is twofold: (i) to develop a teaching and learning plan and practical performance assessment tools for the improvement of teenager-parent communication and relationships as well as explore their effects on the communication in the everyday family life; and (ii) to find the underlying problems of teenager- parent communication through conversation analysis and to provide a improved dialogue model. We provided the experimental group with a performance task of communication training between teenagers and their parents in the real family situation while the control group practiced communication skills in a learning situation. However for both classes, before and after performance tasks were equally provided. The experimental group exhibited a longer conversation time with their parents, better communication skills, and higher degrees of relational satisfaction than the control group. Conversation analysis revealed that the experimental group reduced the use of blocking techniques in the teenager-parent conversations more than the control group, and all so raised the frequency of functional communications more than the control group. In both areas of communication in the experimental group was significantly improved, Most notably, a problem-solving case through no-lose conflict resolution methods was effective, succeeding by 70% in the e experimental group and 43.3% in the control group. Parents use blocking techniques like admonition, lecturing, blaming. sarcastic remarking, ordering and so forth, while teenagers use dispute, avoidance, blaming, and teasing in this order. The communication problems during the conversation process, teenagers' evasive and rebellious way of speaking instigates adverse communication responses from parents, so their conversation tends to unfold as ambiguous evasion opposed to: inquiring or evasion by short answers vs. ordering-preaching, or disputing vs. criticizing-making sarcastic, disputing vs. disputing-teaching, and criticizing vs. criticizing.

• Horticultural Science & Technology
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• v.30 no.5
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• pp.586-595
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• 2012

This study was conducted to determine the effects of horticultural therapy (HT) program using hydroponics on work adjustment skills of students with mental retardation. Based on the critical role transitional model and special education curriculum for agriculture, especially hydroponics, HT program (total 22 sessions) using hydroponics procedure for Lettuce (Lactuca sativa L. 'Asia Heuk Romaine') was developed. Fourteen (10 males, 4 females) graded $1^{st}$ to $2^{nd}$ with intellectual disabilities were recruited from a special education class in a high school located in Inchon, Korea and then a special farm for hydroponics in Inchon, Korea was offered for the HT program. The students with intellectual disabilities participated in the HT program for 4-month (from September to December of 2011, twice a week, approximately 60 minutes per session). Before and after the HT program, the McCarron assessment neuromuscular development, emotional behavioral checklist, interpersonal negotiation strategies, and KEPAD picture vocational interest test were performed by the teachers and horticultural therapists. As the results, the students significantly improved motor performance (p = 0.002), emotional behavioral strategies (p = 0.00), and interpersonal negotiation strategies (p = 0.05). However, no significant difference between before and after the HT program for vocational interest was observed. In conclusion, the HT program using hydroponics, consists of simple and easy tasks so that it would be applicable for the students with intellectual disabilities positively affected to work adjustment skills by improving the motor performance, emotional behavioral strategies, and interpersonal negotiation strategies. Additionally, HT programs using hydroponics with various kinds of vegetables are required to develop and to apply in practical settings for improving work adjustment skills.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.195-200
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• 2019

The purpose of this study is to present a model for enhancing the academic excellence of adult college students. For this purpose, 408 adult college students attending 2-year and 4-year colleges in Busan, Daegu, and Gyeongbuk were surveyed and analyzed. The components of the model are curriculum, educational methods, evaluation of education, educational administration, educational environment, and institutional support and the results are as follows. First, the curriculum preferred by adult college students was to acquire diverse academic knowledge for a degree, to acquire knowledge and skills to develop skills for the workplace, and to acquire new information and knowledge regarding issues in society as a whole. Second, the professors' qualification among the educational methods preferred by adult college students was professional competence of the professors based on their theoretical and practical skills. The preferred teaching methods were lecture, discussion, action learning, and the project learning method in that order and video and PowerPoint were preferred as effective teaching mediums. Third, the preferred course for adult college students is operated on weekends, and three years was preferred to get a bachelor's degree. The possible hours of learning per day is 3~6 hours, indicating the necessity of e-learning, B-learning, and prior learning experience recognition systems. Fourth, the education evaluation method preferred by adult college students was a compromise method which is a mixture of absolute evaluation and relative evaluation, and it also showed the need for Pass or Non Pass evaluation method. Fifth, the internal factors of college selection preferred by adult college students were the acquisition of new knowledge and skills, and the external factors were desire to receive many opportunities related to employment and job improvement. The classroom, which provides an effective environment, was a fixed seat classroom and an indoor classroom environment was emphasized for desired educational environment. Sixth, institutional support preferred by adult college students was computer-related programs and learning club support services.

• Journal of dental hygiene science
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• v.16 no.6
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• pp.488-494
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• 2016

The purpose of the present study was to examine dental hygienists' perception of the current national practical examination. This research was performed using 199 self-reported surveys answered by professors of dental hygiene studies and clinical dental hygienist. Frequency analysis, chi-square tests, and analysis of variance were performed by using IBM SPSS Statistics ver. 20.0. The results revealed that many of the respondents consider the current national practical examination to be neutral. They did not think that the current national practical examination questions are useful for assessing occupation-centric integrated clinical practice ability and counseling techniques for patient intervention. The professors of dental hygiene studies believed that among the research tasks required as mentioned in the national practical examination questions, dental polishing and tooth brushing education are of paramount importance, whereas clinical dental hygienists believed that ultrasonic scaling is the most important (p<0.05). Most of the professors of dental hygiene studies reported that they conducted skills education for dental polishing and tooth brushing education, while most of the clinical dental hygienists reported that tasks actually performed in the clinic included impression taking, model fabrication, ultrasonic scaling, and explaining treatment precautions (p<0.05). Therefore, these tasks can be effectively carried out with the improvement of the national dental hygienist practical examination.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.165-176
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• 2016

The purpose of this study is to examine the effects of the IT resources on the work efficiency and corporate performance in Mobile Smart-Work Environment with IT convergence Technology by applying the Resource-Based View. The study has an academic meaning by empirically analyzing the effects of factors identified based on the existing study on the IT resources in Mobile Smart-Work, and practical implications to identify how the significance of the Mobile Smart-Work used as a platform of variety industries in manufacturing, logistics, service, distribution, finance, public institutions, and so on positively affects improvement of corporate efficiency and performance. The results showed that IT Infrastructure and IT skills in the Mobile Smart-work environment were found to bring positive effects on individual work efficiency, and IT skills had positive influence on team work efficiency. Also, we confirmed the individual and team work efficiency positively affect financial and market performance of business firms. Finally, we expect that business firm equipped with IT resources in the Mobile Smart-Work environment with IT convergence Technology. It can improve this work efficiency and the performance, which leads to strengthening the core competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4523-4535
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• 2012

As a way to popularize Karatedo, a curriculum for developing excellent trainers is needed. For that, DACUM was used to specifically look into the field of duty and work that a Karatedo trainer should have, and the purpose of this study is to present fundamental data necessary for developing and organizing the curriculum of cultivating Karatedo and create a useful material that can contribute to improve Karatedo trainers' performances who are working on site. A survey using Likert scale's 7 stages was conducted on DACUM meeting data, 28 managers and 108 trainers. Based on the collected data, this study had a test in order to solve the presented subject using DACUM method and SPSS WIN Ver. 14.0. This core work through the requirements analysis process. And karate leaders the necessary knowledge, skills, and tools, and attitude analysis was carried out to perform the tasks of each. Knowledge, skills, tools and attitude for each task, toward the results of the analysis were 47 core tasks. 167 knowledge items, function 143 items, the tool 60 items, 16 attitude items reclassified a total of 18 subjects were derived. The configuration of the karate leader training program curriculum model 'Karate practical expert area', 'theory karate expert area', 'Karate gym business area experts' was composed. Basic process of how it works Step 1, Step 2 integration process, replenishment process intensified Step 3 was composed.