• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.139-155
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• 2023

The purpose of this study is to improve the digital literacy of pre-service home economics education teachers by designing and applying 'teaching materials and methods of home economics education' class using the Metaverse platform in virtual classes during the Covid-19 pandemic. For this purpose, six lessons of the 'Teaching Materials and Methods of Home Economics Education' classes were designed and applied as a class using the Metaverse platform, and the effectiveness was analyzed. In this study, three types of classes(TBL, discussion, and PBL) were developed and evaluated. The results of the study showed that most of the learners were satisfied with the classes utilizing the Metaverse platform, and the effectiveness of the classes was shown in terms of learner-instructor interaction and the realism of actual classroom cases. Based on these results, it is expected that various home economics education classes utilizing metaverse platforms will be developed and applied to school sites to increase the realism of lessons.

• Journal of the Korean Home Economics Association
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• v.20 no.3
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• pp.85-102
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• 1982

The current employment status among young home economists and perspectives in occupations for prospective Home Economics graduates were explored in this study which utilized information from 17 to 21 colleges in Korea and colleges in the United States during the five years of 1977∼1981. The Home Economics content areas covered in this study were Clothing and Textiles, Foods and Nutrition, Housing and Interior Design, and Child Development and Family Life. The highest percentage of Korean graduates in Clothing and Textiles was employed either as teachers at the junior high school level or as designers in the clothing and textile industries. Quite a number of the graduates were engaged in further studies at the graduate level. Korean graduates with a master's degree were teaching at the college level and some had furthered their studies at the doctorate level either here or abroad. Koreans with a bachelor's degree in Foods and Nutrition held jobs as teachers in junior high school, dieticians at mass feeding institutions and hospitals, food scientists in food industries, and researchers in institutions. Those with a master's degree were teaching at the college level. Americans with a bachelor's degree worked as dieticians, supervisors in restaurants and institutions, extension workers, researchers at various facilities, teachers and clerks. Americans with a master's or doctorate degree were engaged in teaching at colleges or supervising at research or working as extension specialists. In general, Korean graduates were found to hold positions in less varied areas than their American counter-parts. Among forty-nine graduates those working in their professional field reported less sex discrimination that those working in other fields. The major area of employment in Housing and Interior Design or Home Management graduates in Korea was teaching while in the United States it was extension work, business, governmental work and teaching. It was suggested that in the future, career development in Korea be further explored to include extension service, research, social welfare, financial planning, business, free-lancing, funeral home, home-call, and correctional education. Interviews with executives from 6 business enterprises indicated that most of them were aware of the potential contribution home economists could make for their companies but they expressed a negative attitude towards women in general due to their short stay on the job. Jobs held by Child Development and Family Life majors with a bachelor's degree in Korea were mostly teaching positions in public, junior and senior high school. However, jobs such as nursery school teaching, working in clinical setting, business, and teaching at public, junior and senior high school predominated in the United states. Most Korean graduates with a master's degree were teaching in professional colleges while in the United Stated the job variation among the graduates was rather evenly distributed among teaching at college level, public and high school, nursery school and administration areas. Reports from 7 child development majors on the job indicated that they were paid less that secretarial workers. Only half of them were working in their major area and these expressed satisfaction with their work. Two thirds of the respondents indicated no sex discrimination. It was suggested that in the future Child Development and Family Life majors pursue employment in counseling, guidance, recreation, mass media, administration and outreach work as well as education, research and parent education in services for children, teen-agers, adults and families.

• Korean Journal of Community Nutrition
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• v.11 no.3
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• pp.361-373
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• 2006

The purpose of this study was to identify the difference of school food service dietitians' work value, job satisfaction, and turnover intention based on their expectation to be a nutrition teacher. Also, this study explored the differences in expectation to be a nutrition teacher, work value, job satisfaction, turnover intention depending on demographics and school foodservice operational characteristics. This study surveyed dietitians who worked at school foodservice in Kyunggii and Daegu Gyeoungbuk Province. A total of 509 responses were collected using on-site survey and online survey (59.3%). Dietitians expressed favorable work value ($3.88{\pm}0.34$) and mid level of a job satisfaction ($2.99{\pm}0.64$). The percentage of dietitians who had an intention to leave after the promulgation of a nutrition teacher system (13.2%) was lower than that of dietitians who had an intention to leave prior to it (23.2%). Most dietitians expected a salary rise (84.7%), more chance to teach nutrition education (76.0%), and the improvement of power not only as a teacher but as a dietitian (72.7%). Dietitians who had higher expectation levels to be a nutrition teacher (> 3 on the 5 point Likert scale) showed a higher tendency of significant turnover intention (F = 4.40, p < 0.01) and more confident work value (F = 15.292, p < 0.001) when comparing those who had lower expectations. There were significant differences in work value, job satisfaction, turnover intention, and expectation to be a nutrition teacher depending on career length and employment status of dietitians. This study revealed that school food service dietitians have favorable expectations to be nutrition teachers with high work value.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.531-542
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• 2020

The purpose of this study is to explore the research trend changes of convergence education since 2011 compared to the convergence education research that has been steadily continuing in science education. The trend in convergence education were investigated by comparing the number of publications, research subjects, research content, and topic linkages with previous studies, and using the network analysis method to check recent research trends. In the field of science education, the number of papers related to convergence education has been published more than 8.0% steadily, and it has been increasing since 2012, then decreasing again from 2015 and gradually increasing again from 2017. The subjects of study were high in elementary school students, while those in middle school, high school, and university students were low. While the number of in-service teachers increased, the number of pre-service teachers decreased, and the literature and public increased somewhat. In study content, effectiveness studies decreased, while development studies increased, and theoretical and perception studies appeared similar. In thematic linkage, the intra-science linkage was 23.9%, and the extra-science linkage was 76.1% and engineering/technology and art were high in extra-science linkage. In network analysis, elementary, science, STEAM, and program words have a high frequency of appearance and appear together with other words to lead the network. The educational implications of the research trend of convergence education will be more emphasized in the field of science education in the future, and in order to take root in the education field, research on secondary students should be more actively studied. In addition, it is necessary to move away from research on STEAM-centered program development and effects, and to increase research to establish the philosophical basis and theoretical of convergence education.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.611-623
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• 2018

This study investigated verbal behaviors and interactions in the processes of making written test items using paired think aloud problem solving for pre-service secondary chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that 'item making' for ten subcategories for solver's verbal behaviors were most frequently exhibited regardless of 'integration' among the components of pedagogical content knowledge (PCK). The solver's 'provide', 'modify', 'require agreement', 'ask', 'agree', and 'justify' were also frequently exhibited although fewer than 'item making'. Especially, the solver's 'ask' was more frequently used in 'non-integration', whereas 'justify' was more frequently used in 'integration'. In listener's verbal behaviors consisted of eight subcategories, 'point out', 'ask', and 'agree' were frequently exhibited regardless of 'integration'. Listener's 'ask' and 'agree' were exhibited more in 'non-integration', whereas 'point out' was exhibited more in 'integration'. Many verbal interactions were analyzed to be in 'symmetrical type' more than 'solver-dominant type' or 'listener-dominant type'. 'Symmetrical type' was also more frequently exhibited in 'integration', whereas 'solver-dominant type' was more frequently exhibited in 'non-integration'. There were little differences between 'integration' and 'non-integration' in 'listener-dominant type'. In 23 subcategories of 'symmetrical type', 'ask-provide' and 'point out-justify' were most frequently found. Especially, 'ask-provide' was more frequently found in 'non-integration', whereas 'point out-justify' was more frequently found in 'integration'. 'Point out-modify' was the most frequent in 4 subcategories of 'listener-dominant type', while 'item making-agree' in three subcategories of 'solver-dominant type' regardless of 'integration'. However, only a little of other subcategories of the three types were found.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.73-84
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• 2012

The purpose of this study was to explore the role of home economics education in a low fertility society in the contexts of curriculum contents, community involvement, public policy participation, and advocacy. The results showed following. First, home economics is a key subject matter in dealing with a low fertility problem among 2007 revised curriculum for secondary education level. Home economics curriculum contents was systematically organized through 8th grade to 10th grade in 4 units, where as curricula contents of social studies, science, and moral education deal with a low fertility problem in partial. Second, it is proposed to be active in community involvement incorporating with secondary education, college education, and lifelong education by service learning, outreach program, and extension program. Third, public policy and advocacy participation of home economics teachers are crucial for transformative leadership and practice in enhancing the condition of individual, family, and community wellbeing such as a low fertility problem. To perform this role of home economics education, home economics teachers should participate in developing curricula and teaching materials for the extra curricula activity, creative experiencing activity, and service learning activity. Home economics teacher educators also should actively involved in outreach program and extension program as well as in public policy advocacy activity for solving a low fertility problem.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.871-880
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• 2011

The purpose of this research is to explore preservice earth science teachers' understanding of volcanic systems using a modified version of InVEST Volcanic Concept Survey (InVEST VCS, Parham et al., 2010). Results showed that participants' understanding of volcanic concepts was rather limited. Questions requiring only basic content knowledge (e.g., terminology associated with volcano) received high scoring responses, while questions requiring higher order thinking and deeper conceptual connections as the mechanics of volcanic eruption received low scoring responses. Specifically, the prediction of hazards and impacts on the environment appeared to be poorly understood. VCS results can be applied to improve the subject content knowledge as well as the pedagogical knowledge that instructors may use when they assess students' understanding of volcanism within a solid conceptual framework.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.267-275
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• 2017

The purpose of this study is to analyze the teachers' perceptions about the various evaluation methods used in SW education and to find ways to improve the usefulness of the field. To do this, we surveyed the teachers who were educated about SW education evaluation. As a result of the study, it was recognized that the use of output, portfolio, and observation evaluation in SW education class is suitable for evaluating Computational Thinking(CT) and useful for field application. On the other hand, paper and self-evaluation are useful for field application, but they are relatively inadequate to evaluate CT. Portfolio, design, and interview evaluations are good for measuring CT, but they are difficult to apply to the field. Also, evaluation criteria, evaluation factors, and strategies were found to be difficult to apply. Therefore, we suggest the necessary measures to apply SW education evaluation method more effectively.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.299-320
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• 2015

This study aimed to explore the problem in curriculum development in school-based gifted program in the arts and suggest the way to solve that. For this study, we surveyed 28 teachers and guest instructors, furthermore interviewed 6 teachers (4 in music and 2 visual arts). The study results indicated that not only curriculum development of school-based program for the gifted in the arts was not systemic, but also most teacher depended excessively on guest instructors due to the lack of expertise and information for curriculum development. Also, They did not understand specific meaning of the giftedness and gifted curriculum in arts nor recognize the unique role of school-based gifted program. In addition, most teachers simply attempted to solve lack of knowledge and experience on a personal level. Their research condition were inadequate to plan curriculum. To solve these problems in curriculum development in school-based gifted program in arts, we suggested some solutions: differentiated teacher in-service program, the achievement criteria for fundamentals of curriculum, system for connecting materials, information and human resources, as well as consultative body for improving the present condition of school-based gifted program.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.71-80
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• 2018

The purpose of this study is to analyze objectively the current state of preparation of SW education in Korea based on the survey of educational technology of elementary and secondary school which is investigated periodically every year. For this purpose, we extracted indicators related to SW education from educational technology level indicators such as human, material, and utilization and analyzed the change in the level of domestic educational technology level from 2014 to 2016. The main results of this study are as follows. Firstly, the ratio of teachers who have informatics teacher certificates among middle school informatics teacher is continuously decreasing from 2014(71%) to 2016(54%), and the number of information and the number of informatics teachers moving from informatics subject to other subjects is steadily increasing. On the other hand, there is a paradoxical situation in which the total number of teachers in informatics subject is continuously increasing for three years. Secondly, the total amount of ICT related budgets for elementary and secondary schools has been steadily decreasing since 2014. Thirdly, The ratio of informatics(computer) related creative activities in elementary schools dropped to 87.7% in 2015 and 84.6% in 2016. Also, the ratio of informatics subject operating school in middle school is gradually decreasing from 34.8% in 2014, 30.8% in 2015, and 28.2% in 2016. Based on the results of this analysis, this study suggested a method for stable settlement of SW education in elementary and secondary public education field.