• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.326-337
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• 2020

This study examined the public interest in high school Korean language instruction and the universal design for learning (UDL) using the social big data analysis method. The observations from 10,339 search results led to the conclusion that public interest in UDL was significantly lower than that of high school Korean language instruction. The results of the Big Data Association analysis showed that 17.22% of the terms were found to be related to "curriculum." In addition, a survey was conducted on a total of 330 high school students to examine how their teachers apply UDL in the classroom. High school students perceived computers as the most frequently used technology tool in daily classes (38.79%). Teacher-led lectures (52.12%) were the most frequently observed method of instruction. Compared to the second-year and third-year students, the first-year students appreciated the usage of technology tools and various instruction mediums more frequently (ps<.05). Students were relatively more positive in their response to the query on the provision of multiple means of representation. Consequently, the lesson contents became easier to understand for students with the availability of various study methods and materials. The first-year students were generally more positive towards teachers' incorporation of UDL.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.133-156
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• 2005

This study clarifies the concept of the education content relevance in order to evaluate the content relevance of Technology & Home Economics in a secondary school, and design its standards based on the preceding study. In other words, four standards such as the amount of studying content, the degree of difficulty, the validity of contents and the sequence of contents are established. Also, a survey on the current status of nationwide units targeting students, teachers, and professors was conducted to collect actual data about relevance evaluation. The results are as follows. First, as for the evaluation in terms of the amount of studying content, the majority of respondents answered that it decreased by about $30\%$ when compared to the 6th Technology & Home Economics Curriculum However, middle school teachers pointed out that the number of classes is not enough considering the fact that it's an activity-oriented subject. So, they acknowledged that the amount of study time during a Technology Sl Home Economics class is 'quite a lot.' Second, the evaluation in the degree of difficulty is divided into two responses. Teachers responded that it's reasonable overall, but according to students, it's difficult. Especially, the chapters that students don't understand well including 'The Elements of Draftsmanship,"' 'Understanding of Machinery,' 'Electronics & Electricity Technology,' and 'Energy & Transportation Technology.' In the Home Economics area, 'The Design of Home Life' is the only chapter that students don't understand well. Third, as for the validity of contents, the chapters that were not considered as important considering the objective of Technology Sl Home Economics Curriculum include 'The Elements of Draftsmanship,' 'Computer & Processing,' and 'The Management of Resources and Environment.' Fourth, as for the sequence of contents, the survey was conducted including the name of the course asone of the survey items. The majority of teachers wanted it as it is, but the Professors of education colleges who wanted the 3rd name to connect the course with the elementary school course was a little more $(50.5\%)$ than the ones who don't want any changes $(45.5\%)$. The follow-up study should correct and complement the standards that this study suggested through analytic and critical review according to the character & goal of the subject. Based on such standards, the evaluation of content relevance should be continued to realize the quality control of the curriculum systematically.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.581-602
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• 2012

For developing mathematics teachers' professionalism, it is necessary to construct PDS to provide training programs which are appropriate for Korean context and needed by mathematics teachers. This study is a preliminary study for constructing PDS and aims to design PDS model for Korean mathematics teachers. Firstly, components of model were elicited by theoretical review. Secondary, focus group discussion with 8 teachers and individual interview with 1 educational profession and 3 foreign mathematics education researchers were conducted. Finally, by reflecting FGD and interview results, the final version of PDS model was designed. The final model is constructed by 3 components, which are life cycle, program types, and participants. In addition, professional development topics for each life cycle according to PDS model are presented.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.89-103
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• 2019

This study was conducted with the aim of exploring methods of fostering professional human resources of the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education and connection between local relevant institutions. To this end, research methods were constructed that combine literature exploration and expert meetings. First, the system for fostering professionals in the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education programs was presented interlinked with the system for fostering professional human resources in the organizational and academic categories. Next, the link operation plans between relevant local institutions under the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education programs were presented interlinked with core management measures for curriculum education and cooperative support. In order to conclude the preconditions for the realization of the above research results, we presented leadership of special education convergence on the support system for lifelong education for adults with developmental disabilities.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.309-313
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• 2018

Maker Activity based Design-Thinking 5 Step is a better experience for providing the public with a better approach to design by sympathizing with human needs and exploring the public's potential desires. This paper studied the teaching method by applying the value of the Maker Training that emphasizes the importance of sharing and opening results with others after creating them based on the ideas of the learners using different tools, the basic mind of Design-Thinking with the observation and empathy about human beings and the derivation of user-centric results to the SW coding curriculum. For this purpose, we studied teaching methods by Design-thinking based on sections that require coding in the information classes of the secondary school curriculum. We demonstrated the class to a group of education experts by applying the syllabus of instruction. Then we collected evaluations and opinions of the experts and we modified the syllabus to reflect the collected assessment. Under the Design-thinking 5 step foundation, classes were demonstrated with a group of education experts, opinions collected, and suggestions collected were reflected on the assessment outcome. I think that It is an effective training opportunity to practice a widespread idea that enables infinite thinking and a convergence of thinking that brings out the best decision from a widespread idea.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.37-54
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• 2013

This study aimed at examining the characteristics of the Korean home economics achievement standards at secondary education level, and comparing with those of U.S. home economics national standards. The specific research questions were as follows. First, the characteristics of Korean and U.S. achievement standards were examined respectively. Second, the standards of the two countries were examined in terms of the grades involved, development areas, specification level, sequence of courses, and format of statements, adopting the analysis framework of Lee, Jang, and Park(2012). Third, the achievement standards of the two countries for specific content areas, i.e. 'understanding adolescents' and 'understanding family' were compared in terms of the styles and format of statements. The findings suggest that in developing the Korean achievement standards, integration with the curriculum and detailed and specific statements are important to facilitate adoption at schools. The results of the comparison with the U.S. national standards indicates that it is important to emphasize academic rationale to home economics as a subject by clearly presenting the concepts, contents, and categories. Also, the standards will need to be stated in specific terms to allow practices and evaluations, rather than in terms that reflect value judgments.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.9-14
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• 2020

This study examined whether the integrated education science and resource e-book developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 sciences", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school science course in the 2015 revised curriculum. The science grades are composed of 40 units, including basic science inquiry, matter, life, kinetic and energy, earth and universe. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). As a result of the study, the strategy network was the largest among the UDL principles. As for the domain of the science curriculum, the kinetic and energy was the most common. As UDL detailed items, informations presentation suitable for learners was most frequent in cognitive network. Various ways of searching for data, was most frequent in strategies network. Diverse materials optimized difficulty of contents was most frequent in affective network.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.538-547
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• 2019

This study analyzes the conceptual understanding of in-service and pre-service earth science teachers about the H-R diagrams and evolution of stars using conceptual status analysis categories. The results show that (a) many teachers use unscientific language in the Intelligibility range, (b) teachers are categorized in Low scientific inquiry ability related to graph creation and unscientific analogy for scientific concept which is hightly corelated to the possibility of misunderstanding in the teaching process, and (c) pre-service teachers lack the understanding of the secondary science curriculum. It is necessary to develop pre-service curriculum that can be applied to the school site. In the category of Plausibility range, (d) both groups understood the cosmological meaning of stellar evolution. However, pre-service teachers do not specifically explain the mechanism of a star. In the category of Fruitfulness range, in-service teachers come up with educational problems reflecting the academic characteristics of earth science and apply their knowledge to actual problem solving. On the other hand, pre-service teachers show high nonresponse ratio, they do not see the H-R diagram and the evolution of stars as a practical concept. In the analysis process, both groups are found to have many unscientific conceptions about the H-R diagram and evolution of stars. Therefore, it is suggested that caution be used in developing a professional development program of earth science teachers.