• Educational Technology International
• /
• v.20 no.2
• /
• pp.195-221
• /
• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.1
• /
• pp.107-125
• /
• 2020

The purpose of this study was to analyze the dietary life units of Korean and American high school home economics textbook according to Habermas's three systems of action and to find out how the three systems of action are reflected in the learning objectives and activity tasks of the textbook. To achieve this purpose, this study analyzed the learning objectives and activity tasks of the dietary life units in the textbooks of 'technology & home economics' and 'home economics science' in Korea, and 'succeeding in life and career' in America using a content analysis technique based on Habermas's three systems of action. In analyzing the content, each learning objective or activity was matched with one of the three systems of action by examining the context. In some cases, two or more systems of actions were integrated in one activity. This is a case where a series of learning tasks that involve different action system were grouped into one. The numbers of learning objectives and activities of the units of 'technology & home economics', 'home economics science' textbooks of Korean high schools and 'succeeding in life and career' dietary life of American high schools were 3, 26, and 248, respectively. In Korean textbooks, the percentage of communicative action was highest among the three systems, that is, 66.7% for 'technology & home economics' textbooks and 50% for 'home economics science' textbooks. In comparison technical action was the highest in American textbooks at 66.5%. Activities related to technical action included cooking, conducting research on health and food, or conducting experiments. The activities related to communicative action included role play related to health and table manners, or writing reports after conducting surveys or interviewing professionals. The activities related to emancipative action were to social participation activities such as service project in relation to health and food, or to find problems that occur in dietary life and think about be best solution through practical reasoning.

• International Journal of Computer Science & Network Security
• /
• v.22 no.7
• /
• pp.268-282
• /
• 2022

One of the most important technologies today is augmented reality technology, it allows users to experience the real world using virtual objects that are combined with the real world. This technology is interesting and has become applied in many sectors such as the shopping and medicine, also it has been included in the sector of education. In the field of education, AR technology has become widely used due to its effectiveness. It has many benefits, such as arousing students' interest in learning imaginative concepts that are difficult to understand. On the other hand, studies have proven that collaborative between students increases learning opportunities by exchanging information, and this is known as Collaborative Learning. The use of multimodal creates a distinctive and interesting experience, especially for students, as it increases the interaction of users with the technologies. The research aims at developing collaborative framework for developing achievement of 6th graders through designing a framework that integrated a collaborative framework with a multimodal input "hand-gesture and touch", considering the development of an effective, fun and easy to use framework with a multimodal interaction in AR technology that was applied to reformulate the genetics and traits lesson from the science textbook for the 6th grade, the first semester, the second lesson, in an interactive manner by creating a video based on the science teachers' consultations and a puzzle game in which the game images were inserted. As well, the framework adopted the cooperative between students to solve the questions. The finding showed a significant difference between post-test and pre-test of the experimental group on the mean scores of the science course at the level of remembering, understanding, and applying. Which indicates the success of the framework, in addition to the fact that 43 students preferred to use the framework over traditional education.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.3
• /
• pp.37-51
• /
• 2011

The contents of 'Nutrition and Diet for Adolescents' in the 12 technology and home economics middle school 1st grade textbooks are analyzed based on the elaboration theory. The elaboration theory is the lecture strategy with 7 essential elements, proposed by Reigeluth. The elaboration strategies shown in 'Nutrition of Adolescents' and 'Diet for Adolescents' are all the same in 12 books, the conceptual elaboration, and the process elaboration, respectively. On the other hand, the elaboration strategies shown in 'Diet and Dietary Habit for Adolescents Nutrition Issues' and 'Proper Eating Habit and Nutrition Issues' are different depend upon the textbooks, all 3 conceptual, theoretical, and process elaborations strategies are shown. The element of pro study is presented by study objective, opening the thinking, and looking back. The summarizer is presented in all 11 but 1 textbooks by various activities and data. On the other hand, the element of analogy has the lowest implementation rate, only 3 among the 12 textbooks implement the analogy. The cognitive-strategy activator and learner control are shown in all 12 textbooks, mostly by data. Implementation of more activities and more analogies might be helpful to the students' participation and understanding the contents of 'Nutrition and Diet for Adolescents'.

• Journal of the Korea Society of Computer and Information
• /
• v.16 no.10
• /
• pp.155-164
• /
• 2011

As Information & Communication Technology is developed in fast speed, the educational field undertakes many changes in utilizing Information Technology(IT). As the smart phone's educational utilization brings many positive effects, so many people are interested in such educational application programs. The e-textbooks or learning contents based on the web have shown some limits in being utilized as main learning materials in school field. So this study identified such limits, and suggested a new direction for professional education by integrating mobile and QR code technologies with existing textbooks to realize a new book-type E-Textbook model. And this study purposed for students to participate in their classes more easily through making open-education environment for students studying specialized subjects and by applying new teaching-learning methods inducing more interest in them. Of course, this study's ultimate purpose is to raise students' learning ability about specialized subjects, and further, to improve their self-directed learning abilities with increased interests in classes. As the result operating this model, it was found that this model had enough learning effect.

• Journal of The Korean Association For Science Education
• /
• v.24 no.6
• /
• pp.1094-1105
• /
• 2004

The effects of learning using Information Communication Technology(ICT) on the students' scientific inquiry ability and science-related affective characteristics were analyzed in Earth History and Crust Movement units of science textbook for eighth graders. For this study, two classes of middle school second students in Chung-nam were selected and taught for six week under different teaching methods. One class is the test class taught with ICT applied teaching materials and the other class is the control class instructed by a conventional method. One week before the experiment, both classes were given tests on scientific inquiry ability and science-related affective characteristics, and they were tested again after the experiment. The results of scientific inquiry test showed statistically meaningful differences in the experimental class and the control class. The experimental class showed statistically meaningful difference in scientific inquiry test. Science-related affective characteristics test showed no statistically meaningful difference in the experimental class. Among three scientific science-related affective characteristics, especially the one fields of interests showed statistically meaningful differences which suggest that learning using ICT has a positive effect on the expanding of students' science-related affective characteristics.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.3
• /
• pp.215-230
• /
• 2008

Activity materials in textbook could facilitate students' oriented self-help learning. The purpose of this paper is to find out characteristics of activity materials in the housing area of middle school Technology and Home Economics and teacher's perception of them. The data were collected from 253 middle school teachers who had ever taught the housing unit in any of 6 textbooks. The results showed that the number of activity materials were differed by the characteristics of the materials such as type of materials, feature of non sentence materials, and type of activity, depend on authors as well as textbooks. In general, teachers interests in the materials were higher than those of students even the trends of the interests were the same. Adequacy of activity contents and related knowledge of teachers were higher than adequacy of level. Teachers thought time and extra search beyond class were barrier to full the interests of students. Further research is suggested to find out whether higher interests in the materials are related to the higher activating rate of them.

• Journal of Korean Home Economics Education Association
• /
• v.34 no.2
• /
• pp.59-75
• /
• 2022

The purpose of this study is to develop a sustainable dietary education program using garden vegetables for middle school students. Textbook analysis and demand survey were conducted before developing the program. Ten textbooks of technology and home economics for middle and high school students were analyzed and the results showed that none of the textbooks covered food gardening. Two hundred and six middle school students participated in the demand survey and the results revealed that students lack an understanding of food gardening despite high interest. Therefore, six sessions of a sustainable dietary education program using garden vegetables were developed based on a six-step DESIGN procedure. Then, the content validity of the program was evaluated by three experts and the program was revised based on the results. This dietary education program will lead students to live a sustainable diet, eventually benefiting the health and wellness of individuals, communities and ecosystems.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.2
• /
• pp.357-366
• /
• 2023

In the purpose of this study, the college textbooks of self-narrative writing and examples of classroom practice are analyzed to find a way to educate it. The self- narrative writing subject with a learning of recognization, expression, and communication with oneself, emphasizes the necessity when they become college students through entrance exam-oriented education. The research methods are as follows. Firstly, three university textbooks which include a section on self-narrative writing were compared and analyzed. The analysis highlights the needs for a textbook covering self-narrative writing more extensively and comprehensively as what is offered by the existing textbooks is limited in facilitating students to fully develop the ability of self-reflection, which should be dealt as a long-term goal. Secondly, the current discussion on self-narrative writing and examples of real classroom practice were analyzed. It shows that a step-by-step approach is required to encourage the practice of deep self-reflection to be incorporated into writing. In addition, during the writing process, various correction and feedback activities should be carried out on a macro level and gradually while the communication and feedback should take place not only between a teacher and students, but also among students. As a result, it is expected that this study will help establish a teaching model of self-narrative writing by seeking complementary points and educational directions for self-narrative writing.

• Journal of the Korean Applied Science and Technology
• /
• v.39 no.2
• /
• pp.246-260
• /
• 2022

This study was conducted to analyze the creativity education contents of dance activities in physical education textbooks for the 3rd and 4th grades of elementary school. For this purpose, 16 types of textbooks and auxiliary data for physical education in the 3rd and 4th grades of elementary school were collected and analyzed using the creative education content analysis frame of the physical education textbook based on the 4P model. In order to secure the integrity of the research, expert consultation was operated. The results of this study are as follows. First, from the viewpoint of creative person, 'inquiry' was the most common in creative mind, and the rest of the elements appeared relatively evenly. As for the subject of activity, 'individual' and 'colleague (team)' showed similar frequencies. Second, from the viewpoint of the creative process, all activity areas appeared as 'learning', and most of the elements of the activity purpose appeared evenly, and the creative process was explored. Third, from the viewpoint of creative output, physical activity performance was the most common activity method, and two or three activity methods were used together. In the creativity factor, all factors appeared evenly, and sensitivity and sophistication were the most common with 4 factors. Fourth, from the viewpoint of the creative environment, most of the activity spaces were no restrictions, and the activity media consisted of many educational contents using the body. Through this study, it was requested that creativity education in dance activities should be expanded quantitatively and intensified in quality, and the necessity of spreading creativity education contents of dance activities to other areas was explored.