• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.163-188
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• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.

• Journal of Korea Game Society
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• v.13 no.3
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• pp.141-152
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• 2013

This research aims at suggesting a case of designing theme-based integrated learning for usage smart media. New approach and direction for developing a gaming instructional design was suggested which can encourage learners to participate in. Quest-based learning, the learning environment design where learners conduct various learner-centered activities, plays an important role of reinforcing the motivation, promoting experiential and cooperative learning based on social interaction. The design using QR codes has been proved to be able to offer the learner-centered learning environment which includes social interaction strategy required for learners expanding their cognitive structure, motivation enhancing strategy encouraging their consistent participation in learning, complex problematic situation and scaffolding strategy emphasized by constructivism. And it is expected to contribute to promoting the design of theme-based integrated learning which is being demanded in the educational environment recently by combining systematic design process and strategies.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.115-127
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• 2012

This is a survey research which investigated perceptions of 85 elementary and secondary school science teachers on inter-disciplinary teaching in general. It is expected that the results of this survey will help to find out the necessity, the appropriate time, the proper approach and the obstacles of inter-disciplinary education. Results indicated that 49.5% of the teachers were aware of inter-disciplinary teaching and 61.2% of the teachers agreed with the necessity of implementing inter-disciplinary strategy. However, considering difficulties in objective assessment and burdens of college entrance exam preparation, they responded that inter-disciplinary teaching could be more appropriate and feasible to be implemented for lower graders at elementary schools than secondary school students. Of the answers to the integrated approaches, 57.6% of teachers chose the theme-based approach, and 16.5% chose the problem-based approach. When they chose the theme-based approach, they stated the reason of educational readiness. On the other hand, when they chose the problem-based approach, they stated the reason of educational obligation which assumes that a problem solving needs inter-disciplinary approach. The teachers also selected 'lack of knowledge on other subjects' and 'lack of time to prepare teaching materials' as major predicaments in implementing inter-disciplinary approach. This suggests that there needs a clear and specific teaching strategy along with a guidance to teaching materials for inter-disciplinary teaching.

• Proceedings of the KIEE Conference
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• 2001.11b
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• pp.77-82
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• 2001

As electric power systems have been moving from vertically integrated utilities to a deregulated environment, the charging of reactive power management is a new challenging theme for market operators. This paper proposes a new methodology to compute the costs of providing reactive power management service in a competitive electrical power market. The proposed formulation, which is basically different from those shown in the literature, consists of two parts. One is to recover investment capital costs of reactive power supporting equipment based on a reactive power flow tracing algorithm. The other is to recover operational costs based on variable spot prices using the optimal power flow algorithm. The charging shapes resulted from the proposed approach exhibit a quite good meaning viewed from a practical sense. It turns out that reactive power charges are mostly due to recovery of capital costs and slightly due to recovery of operational costs. The method can be useful in providing additional insight into power system operation and can be used to determine tariffs of a reactive power management service.

• The Mathematical Education
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• v.59 no.4
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• pp.313-329
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• 2020

The purpose of this study was to develop an integrated teaching model that integrates mathematics and ethics with social justice theme centric approach. To solve the research problems, the investigator conducted literature studies on the 2015 revised mathematics curriculum, 2015 revised mathematics 3rd to 6th grade textbooks, and the 2015 revised ethics curriculum.. Based on the results of analysis, the mathematics and ethics integrated model for social justice was devised by using the three axes of mathematics subject, ethics subject, and social justice. The integrated class of mathematics and ethics for social justice consists of the steps of problem recognition (ME 1), analysis (ME 2), discussion (ME 3), inquiry and practice (ME 4), and it can be implemented in a total of 27 ways. In order to confirm the effectiveness of the integrated model, two classes of sixth grade were selected as experimental and comparative classes. As a result of the study, the integrated class of mathematics and ethics can be used as a tool to improve the value perception of mathematics, However, it should be conducted with full consideration of students' mathematical tendencies in advance. Also, it can improve students' social consciousness. However, practice and experience-oriented classes are effective to overcome 'reserved agency' problem. Finally, it can improve students' perception of integrated classes and their creative thinking and critical thinking skills.

• Korean Journal of Remote Sensing
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• v.27 no.3
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• pp.379-388
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• 2011

At present, GEOBIA (Geographic Object-based Image Analysis), heir of OBIA (Object-based Image Analysis), is regarded as an important methodology by object-oriented paradigm for remote sensing, dealing with geo-objects related to image segmentation and classification in the different view point of pixel-based processing. This also helps to directly link to GIS applications. Thus, GEOBIA software is on the booming. The main theme of this study is to look into the applicability of geo-spatial processing open source to GEOBIA. However, there is no few fully featured open source for GEOBIA which needs complicated schemes and algorithms, till It was carried out to implement a preliminary system for GEOBIA running an integrated and user-oriented environment. This work was performed by using various open sources such as OTB or PostgreSQL/PostGIS. Some points are different from the widely-used proprietary GEOBIA software. In this system, geo-objects are not file-based ones, but tightly linked with GIS layers in spatial database management system. The mean shift algorithm with parameters associated with spatial similarities or homogeneities is used for image segmentation. For classification process in this work, tree-based model of hierarchical network composing parent and child nodes is implemented by attribute join in the semi-automatic mode, unlike traditional image-based classification. Of course, this integrated GEOBIA system is on the progressing stage, and further works are necessary. It is expected that this approach helps to develop and to extend new applications such as urban mapping or change detection linked to GIS data sets using GEOBIA.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.46-64
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• 2010

The purpose of this study is to analyze how the contents of education for sustainable development are reflected in the middle school environment curriculum revised in 2007, and to propose how to integrate content for improving sustainable development education. For this, I analyzed the 2007 Revised Environment Curriculum for Middle Schools by using social network analysis which is the useful methodology to understand the relations of contents. Social Network analysis is a useful tool to excavate the forms of structure or relationship and to explain the characteristics of the system that arise through relationships or to explain the units composing the system. When sustainable development education was examined from 3 points of view, it included environmental sustainability, economical sustainability, and social sustainability. I used the 2007 Revised Environment Curriculum for Middle Schools and manual of curriculum for analysis. The results are 1) The biodiversity conservation and energy efficiency have taken most important positions. 2) In case of economical sustainability pillar, sustainable production had been emphasized. 3) In the case of the social sustainability pillar, health improvement are considered significant. 4) The efforts of trying to approach sustainable development education as an integrated curriculum is week. Integrated themes based on the results were developed. Five main themes were the energy and climate change, water resource and environmental pollution, sustainable village and sustainable food production, sustainable city and sustainable production, sustainable tourism and biodiversity. I hope these could function as theme of integrated-content. Based on the results of study, I propose joint researches on scope of sustainable development for environmental education.

• The Journal of Korean Medicine
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• v.36 no.4
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• pp.80-103
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• 2015

Background: This study investigated current research trends in bee venom acupuncture in Korea. Materials and methods: The literature in Korea was reviewed using the search engines Science and Technology Society Village, Korean Studies Information Service System, National Discovery for Science Leaders, and Oriental Medicine Advanced Searching Integrated System. The keywords searched were "bee venom," "apitoxin," "apitherapy," and "bee sting." We selected 412 studies, which included Korean literary studies, experimental studies, and clinical studies. Results: We classified them by publication year, research type, disease and topic, and quality assessment. Among bee venom-related studies, clinical studies (235 studies) outnumbered experimental studies (149 studies) and literary studies (28 studies). Nineteen experimental studies concentrated on the theme of "anticancer." In the type analysis of clinical studies, lumbar disorders comprised 45 of 235 studies, followed by the effect on body. Forty-two randomized controlled trials (RCTs) have been published from 2003 to date (2015). Twenty-two studies used appropriate randomization methods. Fourteen studies had a Jadad score of 4-5 points; 15 studies, 1-3 points; and 13 studies, 0 points. Conclusions: Bee venom treatment is based on Korean traditional medicine theory. Numerous research studies suggest its effectiveness. Effort and academic approach on bee venom are expected to receive a positive evaluation.