• Title/Summary/Keyword: Teaching-Learning Materials

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Middle Schooler's Perception of the Unit "Housing Education" of the 9th Grade Technology and Home Economics (주생활 영역 학습에 대한 중학생의 인식)

  • Choi, Hyun-Suk;Jang, Sang-Ock
    • Journal of Korean Home Economics Education Association
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    • v.20 no.3
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    • pp.1-16
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    • 2008
  • The purpose of this study is to investigate the perception of middle schooler's lesson of 9th grade "Housing Education" Questionnaire survey was conducted with 394 middle school students in Gyeongnam in 2006 and the dada analyzed by the descriptive statistics, t-test, One-way ANOVA, Duncan's multiple range test, Pearson correlation and multiple regression analysis by using SPSS 14. program. The result of this study were as follows. The unit 'Use of dwelling space' was perceived useful in real life, interesting in explanation & visual materials of the text, taught easily to understand the students and ranked highest in class satisfaction compared with the rest two units. The unit 'Indoor environment & equipment' was least interesting, most difficult and ranked lowest in class satisfaction. The unit 'House management & repair' was relatively interesting and easy, but not useful in real life, not much interesting in explanation & visual materials in text, taught difficult by teachers. The class satisfaction ranked second of the units. Female students perceived that the unit 'Use of dwelling space' was easy, but male students perceived that all the units were interesting in the explanation & visual materials in textbook, various teaching-learning methods, interesting experiment & practice, and was satisfied with the unit 'House management & repair'. As their academic achievement of "Technology & Home Economics" was lower, they perceived that the education contents and various experiment & practice were more difficult. The class satisfaction of middle schoolers about the unit "Housing Education" were affected by how easily the teacher taught the subject, making it more understandable, the level of difficulty of the contents and the level of interest of explanation & visual materials of text.

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An Analysis of Elementary Students' Attention Characteristics through Attention Test and the Eye Tracking on Real Science Classes (실제 과학수업에서 시선추적과 주의력 검사를 통한 초등학생들의 주의 특성 분석)

  • Shin, Won-Sub;Shin, Dong-Hoon
    • Journal of The Korean Association For Science Education
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    • v.36 no.4
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    • pp.705-715
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    • 2016
  • The purpose of this research is to analyze elementary students' attention characteristics through attention test and eye tracking on real science classes. The SMI's ETG(eye tracker glasses) mobile eye tracker was used to analyze the attention process of elementary students'. The sampling rate of the ETG is 30Hz. The participants of attention test were elementary 155 6th-grade elementary students and the participants for the eye-tracker were six 6th-grade male students. The eye movements were analyzed using the 'BeGaze Mobile Video Analysis Package' program. The results of this research are as follows. First, the attention test results of elementary students showed high correlation between selective attention and sustained attention (.85) and low correlation between selective attention and self-regulation (.32). Second, the attention types of elementary students were divided into four; attention, inattention, easygoing and hasty. Third, elementary students' attention were divided into top-down, bottom-up, default mode network through analysis of elementary students′ eye-movements during real science classes. Also their attention shift occurred frequently due to various reasons in real class situation. There were three reasons that made elementary students fail to handle knowledge-dependent top-down attention; 1) the cognitive failure of target caused by failing to focus attention, 2) the absence of prior knowledge on target object, 3) the analogical failure of prior knowledge. Finally, elementary students' attention process were schematized based on the analysis of students' eye movements and attention test. This research is expected to be utilized as basic data for developing effective teaching strategies, teaching-learning models and instructional materials.

A Research Regarding the Application and Development of Web Contents Data in Home Economics (가정과 수업의 웹 콘텐츠 자료 활용 및 개발에 관한 연구)

  • Kim Mi-Suk;Wee Eun-Hah
    • Journal of Korean Home Economics Education Association
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    • v.18 no.1 s.39
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    • pp.49-64
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    • 2006
  • The objective of this research is to see the current status of application and development of web contents data, and to suggest the way to improve the application and development of web contents data in home economics classes in middle schools. The respondents of the research were 312 middle school home economics teachers from all over the nation, and the tool was a questionnaire which consist of 22 questions about general status of the person who was answering and their recognitions and demands on the application and development of the web contents data. The major findings were as follows : 1) 88.5% of the sample responded that they accurately grasped a meaning of a class employing web contents data, and as for effects on preparation of professional study. 2) Most of the teachers were making good use of materials from the web in their classes. They responded that it maximized the efficiency of students' learning. Some didn't use the web contents in their classes. The reasons why the web contents data usage had been low were that the classrooms were not equipped properly (43.2%) and it took long time to create web contests (37.8%). 3) Kinds of web contents data that showed the most amount of usage were the presentations (48.4%), multi-media teaching materials(23.7%), and moving pictures(19.9%). 4) Teaches wanted to improve these particular materials among the web contents: family life and home, administration and environment of resources, and clothing preparation and administration. As for the lessons, teachers wanted developments of contents of lessons, generating motives, and evaluation to be by individual teachers or curriculum researchers' societies, and 30.8% were by Korea Education & Research Information Service (KERIS).

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A Comparative Study on Recognition of Home Economics Curriculum between Alternative and General School Students - Middle Schools in Gyeonggi Province - (대안학교와 일반학교 학생들의 가정교과 인식에 관한 비교 연구 - 경기지역 중학교를 중심으로 -)

  • Ha, Yunmyoung;Lee, Jongyi;Lee, Joonho
    • Journal of Korean Home Economics Education Association
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    • v.24 no.4
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    • pp.39-58
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    • 2012
  • This study was practiced to compare educational status and recognition of Home Economics curriculum between alternative and general middle school students. The survey was conducted to 130 alternative school students and 241 general school students in Gyeonggi province. In students' satisfaction on their school, there is appeared the highest at 'average'(38.6%) in general schools and 'satisfied'(40.8%) in alternative schools, showing that those in alternative schools have greater satisfaction on their schools(p<0.001). In the degree of recognition on Home Economics curriculum, the perception as an 'important subject' was average of 3.08/5 points in general school and 3.32/5 points in alternative school, indicating that the recognition in alternative schools was higher than general ones(p<0.05). Also, degree of satisfaction on practice and lecture class was higher in alternative than general schools. However, it was found that the use of audiovisual learning material in alternative schools was much smaller than that of general ones, and the former had poor facilities and practice labs. Regarding degrees of interest in Home Economics curriculum, 'average'(36.9%) in general school and 'rather interested in the subject'(38.5%) in alternative schools were most common. About the opinion that they needed to learn Home Economics subject, the answer 'it is needed' was 67.6% in general schools and 79.2% in alternative ones, presenting that the students in alternative schools more felt the need to learn the subject(p<0.05). Regarding the comparison of interest level for each area in Home Economics curriculum according to gender, there was only difference on the area of 'preparation and management for clothing'. On the area, the degree of interest was higher in girls than boys at all the schools(p<0.05). Therefore, in alternative schools, it is suggested that various uses of audiovisual learning materials at teaching and expansion of practice facilities should be provided and created desirable Home Economics class. Also in general schools, it is urgent that countermeasures to increase the practice classes are established in order to improve interest and satisfaction of Home Economics education.

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A Study on the Development of Career Education Program for Science Subjects Using Local Resources (지역자원을 활용한 과학교과 연계 진로교육 프로그램 개발 연구)

  • Byoung-Chan Moon
    • Journal of the Korean Society of Earth Science Education
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    • v.16 no.2
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    • pp.210-223
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    • 2023
  • This study developed elementary and middle school career education programs linked to science subjects and local natural resources, and explored learning effects and implications for developing and operating career programs. In order to achieve the research purpose, a 10-hour career education program using local natural and social resources was developed and applied to 25 elementary and middle school students in rural areas. As a result of the study, most of the elementary and middle school students who participated in this study were not well aware of the natural and social resource value of the area where they lived. Therefore, when developing and operating a regional-based career education program for elementary and middle school students in rural areas, it is necessary to operate a separate teaching/learning activity time so that students can fully know the natural and social information and resource values of the region. In addition, in order to enhance students' participation and interest in career education programs, it is necessary to organize the operation of the program in groups, not individuals, and to guide students in detail by dividing the program's performance process into several sub-steps. Finally, the core material of regional-linked career education-related programs focused more on their own content, that is, agricultural products grown by parents, and future job settings were higher in start-ups that directly operate companies such as travel agencies and manufacturing companies. Given the recent emphasis on career education in the curriculum, it is suggested that local students should pay more attention to finding materials with local resource value in the field of geoscience, which is closely related to natural resources, and developing and operating them as career education programs linked to local resources.

A study on Teacher Perception and Classroom Practice of Practical Problem-Focused Home Economics Instruction (실천적 문제 중심 가정과 수업에 대한 교사의 인식과 실행에 관한 연구)

  • Go, Mi-Young;Yu, Nan-Sook
    • Journal of Korean Home Economics Education Association
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    • v.23 no.1
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    • pp.159-176
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    • 2011
  • The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.

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The Effect of Creative Problem-Solving Instruction Model on the Creativity and Environment-Awareness in Elementary Practical Arts Environmental Education (초등실과 환경단원의 창의적 문제해결수업이 아동의 창의성 및 환경의식에 미치는 효과)

  • 최청림;정미경
    • Journal of Korean Home Economics Education Association
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    • v.15 no.4
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    • pp.115-132
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    • 2003
  • The purpose of this study is aimed at giving proof that helps the elementary practical arts education system accomplish as the effects are turned out experimentally. Two classes of the sixth grade of J elementary school in Dae-gu have been selected in order to be experimented. One was chosen as an experimental group, the other was done as a comparative group. The creative-problem-solving learning-model was applied to the experimental group, and the traditional way of teaching was applied to the comparative group. For four classes of the sixth grades, ‘chapter 8: Making with recycled materials’ was proceeded as the content. Then. tests about the way of environmental awareness and creativity were carried out twice. After that, the results of pre and after-test in the comparative and experiment groups were compared using the t-test method. Following the analysis of the data collected in this study. the following major observations were obtained: First, children who were educated the creative problem-solving in a practical arts education achieved higher scores than before. Therefore, it turns out that the CPS method is an effective way to improve the environmental awareness in children. It showed that it included lots of daily habits connected with daily life and it made the intention to carry out the environment-preservation stronger and children´s attitude towards the environment improved. Moreover, making with recycled materials was used to solve an environmental problem, affecting in a positive way in our life. It also made the positive recognition about the environment. Second. the application of the creative problem-solving class of the practical arts education can make positive results to children. It helped children to have more interest in the environment around them. Children´s fluency, flexibility and originality in their ideas were improved as much as possible while they were solving problems. Consequently, the application of the creative problem-solving class model of elementary practical arts environmental education lets children expand environment consciousness and creativity.

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A Comparative Analysis of Cognitive Levels of 11th Grade Students and Cognitive Levels Required by High School Chemistry I Textbooks (고등학교 2학년 학생들의 인지수준과 화학 I 교과서 내용이 요구하는 인지수준 비교 분석)

  • Kim, Eun-Suk;Park, Kwang-Seo;Oh, Chang-Ho;Kim, Dong-Jin;Park, Kuk-Tae
    • Journal of the Korean Chemical Society
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    • v.48 no.6
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    • pp.645-653
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    • 2004
  • The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

An Investigation on the Assessment Tool and Status of Assessment in the 'Scientific Inquiry Experiment' of the 2015 Revised Curriculum (2015 개정 교육과정 '과학탐구실험' 평가 도구 및 평가 현황 탐색)

  • Baek, Jongho;Byun, Taejin;Lee, Dongwon;Shim, Hyeon-Pyo
    • Journal of The Korean Association For Science Education
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    • v.40 no.5
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    • pp.515-529
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    • 2020
  • 'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.

An Ethnographic Study about Taegyo Practice in Korea (태교 실천에 대한 일상생활 기술적 연구)

  • 김현옥
    • Journal of Korean Academy of Nursing
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    • v.27 no.2
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    • pp.411-422
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    • 1997
  • The purpose of this study is twofold : (i) to investigate how much effort the married couples are making for the good health of both the pregnant woman and her unborn child from the time of their marriage to and during the period of conception : and (ii) to comprehensive investigate socio-cultural back-grounds which affect prenatal effort. Result of this study provide a basis for the prenatal care program which will be appropriate to our culture. This study has been done by the ethnographic research method. The subjects of this study are 53 people in all consisting of 33 pregnant women and 20 husbands. In order to investigate socio-cultural factors which influence Taegyo, producers of Taegyo music were interviewed. In addition the researcher surveyed the markets of Taegyo music, participated in special courses of prenatal education, analyzed the content of the books and periodicals dealing with Taegyo, and collected the concept of Taegyo distributed by the mass media. The full-fledged study continued for eight months from February to August.1996. The data were analyzed as soon as they were collected. Spradly's(1979, 1980) developmental, sequential method of domain analysis. taxonomic analysis, componential analysis, and theme analysis in this order was adopted as the procedure of analyzing the data. To obtain the exactness of study, Sandelowski's (1986) four criteria, that is, Credibility, Fittingness, Auditability, and Confirmability were applied to all stages of data collection, data analysis, the interpretation of the result, and the description of the result. The following are the result : 1. The couples' Taegyo at the stage of preconception was related to their physical, psychological, spiritual conditions under which a healthy baby will be born. Specific methods they prefer are : "the choice of one's spouse." "physical check-up," "physical good health, " "praying, " and so on. 2. When the marriod couple have sex in order to conceive, their Taegyo was related to the imposition of their physical, psychological, and environmental conditions. Specific methods they prefer are : "having sex at specific time, " "having sex in nice place." "to purify their minds while having sex," and so on. 3. The married couples' Taegyo while they are in pregnancy was related to the imposition of their physical. psychological, emotionmental. environmental, social and spiritual conditions. Specific methods they prefer are : "listening to music. " "reading," "looking at beautiful things only," "to avoid looking at or listening to bad things." "to eat food in good shape, " "to avoid drugs," "eating Korean herbal medicine." "sexual abstinence," "to avoid dangerous places," "to keep emotional tranquility," "moderate exercises and rest." "leading a pure life." "praying." "being aware of their words and behavior." "for the couple to keep a good relationship." "interaction with their unborn child," "to support Taegyo for pregnant women," and so on. 4. The married couple put Taegyo into practice on the basis of the following principles : the principle of respecting an unborn child, the principle of forming a good disposition. the principle of top-down parental love, the principle of synergy between a pregnant woman and her unborn child, the principle of expecting a good child, the principle of forming a good habit, and the principle of acquiring a parental role. 5. The practice of Taegyo is influenced by such factors as the married couple, the supporting system, and the mass media. As the husband -and-wife factor, their information of Taegyo, the degree of importance is assigned to their characters, their time to spare, their healthiness, the age of pregnant woman, their conception plan, their religion, their belief of the Taegyo effects, and the birth of a baby in this order. The factor of the supporting system consists of her husband's support, her family support, and her neighbor's support. The mass media factors include the broadcasting media, books specialized in Taegyo, periodicals for pregnant women, booklets for advertizing powdered milk, Taegyo music of record manufacturing companies, and the teaching materials for gifted children. Among these the mass media is especially taking advantage of Taegyo as its main source of economic profits are leading the public behavior pattern to a prodigal one. Taegyo is a self-control behavior which requires practice for the following : the physical and psychological good health of the pregnant woman and her unborn child, the development of the unborn child's good character, the development of the unborn child's intelligence and talents, the expectation of the unborn child's good features. shape a good habit, the expectation of the unborn child's bright future, and the learning of a parental role, the expectation of male birth. Above all it is a type of our good cultural tradition which pursues a value higher than the one that the prenatal care does. The principles of pregnancy care inherent in the habit of Taegyo will provide us a guideline for the development of the prenatal care.

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