• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.706-716
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• 2002

The purpose of this study was to compare and analyze the science process skills and teaching methods between the 6th and the 7th elementary school science textbooks. For this study, science textbooks and teacher's guidebooks from the 3rd to the 6th grade were analyzed. In this research the science process skills are divided by basic process skills(BPS) and integrated process skills(IPS). The BPS is composed of observing, classifying, measuring, predicting and inferring skill, which are 5 subcategories. The IPS is composed of problem cognition, formulating hypothesis, controlling variables, transforming data, interpreting data, drawing result, and generalization, which are 7 subcategories. The results found in the analysis of science process skills in the 6th and 7th science textbooks are as follows: 1. The percentage of the BPS was increased, but the IPS was decreased in the 7th than the 6th. 2. The percentage of the IPS was higher than the BPS in the 6th science textbooks, but the BPS was higher than IPS in lower grade and the IPS was higher than the BPS in higher grade in the 7th textbooks. 3. Observing and problem cognition skill were most dominant in the 6th and 7th science textbooks. 4. The percentages of observing(24.8%), classifying(5.4%), measuring(5.6%), inferring(6.0%) in the BPS and interpreting data(4.4%) in the IPS were increased, but predicting(3.8%), formulating hypothesis(0.5%), controlling variables( 1.8%), transforming data( 1.2%), drawing result(0.8%) and generalization(0.9%) skills were decreased in the 7th. And teaching methods suggested in the curriculum are as follows: the percentages of learning by observation(19.2%) and role play(0.1 %) were decreased, but learning by experiment(6.2%), learning by discussion(2.0%), learning by investigation(4.6%) and creative learning(6,4%) were increased in the 7th than the 6th. In conclusion, it was found that the basic process skills were emphasized in the 7th science textbooks than the 6th and the science process skills in the science textbooks of the 7th curriculum were distributed by the grade level of the elementary children.

• Journal of the Korean Society for Precision Engineering
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• v.16 no.8
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• pp.59-70
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• 1999

This paper deals with automated computer-aided process planning by which designers can determine operation sequences even if they have little experience in the design of press working products. The computer-aided process planning in hot forging, deep drawing and blanking requires many kinds of technical and empirical skills based on investigation and collection of the knowledge of their processes. An approach to the CAPP system is based on the knowledge-based rules and the process knowledge base consisting of process planning rules is built. The methodology adopted to develop the system is elaborated in this paper. This system has been written in AutoLISP on the AutoCAD with a personal computer and provides powerful capabilities for process planning of hot forging, cold forging, deep drawing and blanking products.

• Design & Manufacturing
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• v.13 no.4
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• pp.45-50
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• 2019

The fourth industrial revolution calls for an integrated talent by improving working-level skills within the big framework of creativity and convergence. Therefore, university education focuses on solving the problem of practical ability education by improving employment ability. Based on this improvement in practical skills, this study is based on the field-based design curriculum of Capstone. Currently, the Capstone Design Course is being implemented at most universities, extending its scope to the fields of engineering, humanities, social studies and arts. However, there is a limit to the core concept of Capstone design education and capacity education developed in line with the foreign educational environment and applied directly to our nation's university education. In terms of overseas cases, the core focus is to develop practical, design, and prototype capabilities by forming a team among all grades and multidisciplinary institutions to support the capital and manpower of the industry. However, the nation's industrial linkage and curriculum have difficulties in carrying out multi-disciplinary education. In this study, students were asked to team up and solve the challenges that the industry needs based on the expertise acquired in the lower grade curriculum by applying majors and 3D printing through the first and second semester courses of the fourth grade to address these limitations. In addition, business skills for the process of creativity and leadership experience in our country through a suitable design capstone class to review the efficiency of education by applying a model. In order to achieve the purpose of Capstone design subject, the goal setting, class model composition, class model application, verification and evaluation, and final class model development procedures were carried out. Through this process, it will be used as a basic material for educating design class capstone design.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.710-723
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• 2014

The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.847-866
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• 2010

Enhancing creativity is possible to offer systematic education programs and several conditions as variable thinking, experiment lesson, opened-situation. We developed CNP model as program for enhancing creativity. The CNP model emphasizes that parts of problem finding, embodying and solving ability and includes scientific problem finding tool, Integrated Process Skills and Science Writing Heuristic. The CNP Model is comprised of six step. We developed teachers' guide and student's worksheets for application. Result of applied CNP model to students of scientifically gifted education center in K University, students were able to enhanced originality and fluency and had solved problems by creative way. And creative problem finding, embodying and solving ability were increased. Therefore, the CNP model was effective in enhancing the creativity of scientifically gifted.

• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.55-61
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• 2021

In this study, a learning environment based on STEAM theory was proposed to support and improve learners' activities and achievements for convergent design education. The learning environment design influence STEAM education with intentional design and schedule coordination, schools can create informal environments that are crucial to STEAM education. The physical surroundings of the learning space should be applied to teaching methods and learning activity, especially for STEAM-based education, physical space conditions should support the learner's design thinking and process. Furthermore, STEAM-based education environment should support a vast array of experiences that allow students to learn the context around ideas and skills. For spaces for learning environment based on STEAM, common design principles should be considered such as technology integration, safety and security, transparency, multipurpose space, and outdoor learning. Therefore, the learning environment based on STEAM needs flexible and mobile, connected, integrated, organized, flipped, and team-focused surroundings to support the learners understand, participate, cooperate, and accomplish the design process.

• International Journal of Advanced Culture Technology
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• v.11 no.2
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• pp.56-63
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• 2023

I proposed the architectural guideline for educational environment based on design thinking approach to integrate and enhance learners' activities and achievements. The physical environment of design education learning space should be applied by teaching methods and learning activities, especially for STEAM-based convergent education, the architectural space conditions should support the design process based on design thinking. The learning environment conditions influence design education with physical design factors and learners' communication, and the flexible environment based on design thinking, which is crucial for design education. The 3 steps of design thinking experiences also allow students to learn the context of ideas, skills and outcomes. Therefore, I argued that the learning surrounding based on design thinking needs flexible and mobile, connected, integrated, organized, and team-focused environments to support learners' understanding, participation, and collaboration, and to achieve the design process based on research findings. For spaces for convergent learning environments based on design thinking, common design principles should be reviewed, such as coexistence with technology, safety and security, transparency and spatial extension, multi-purpose space and outdoor learning.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.527-546
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• 2010

As research results, male schoolchildren were found to solve problems more easily in the area of basic process skills while female schoolchildren were found to solve problems in the area of integrated process skills. Schoolboys showed the high tendency to solve problems in a planning pattern by memory, or solving pattern in which they are fully aware of the contents of both questions and choices in answer sheets, or the pattern which they are fully aware of distracters in answer sheets; in contrast, schoolgirls showed a high tendency to get a good result by analyzing both questions & choices in answer sheets or analyzing a chart, graph and illustration, which explains that female schoolchildren tend to solve problems in more diverse ways than male schoolchildren. In case of a poor achiever, male schoolchildren tend to make a failure while trying to find answers in an inadequately understood state or trying to solve on mistaken memories while doing questions immediately while female schoolchildren showed a lot of solving patterns based on mistaken memories or wrong analyses of a chart, illustration, or graph. Such results are believed to offer the implications on the understanding of male/female schoolchildren in their problem-solving pattern of their exploratory ability in elementary science and on its subsequent program development.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.