• Journal of Appropriate Technology
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• v.6 no.2
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• pp.115-125
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• 2020

Housing issues such as mushrooming slums remain as chronic in most developing countries. Due to the state's restrained capacity, the housing-vulnerable's self-help approaches have been increasingly inevitable and vital for addressing the housing issues. However, there are still two challenges: securing good quality with economic efficiency, and climate change mitigation and adaptation. This study aims at doing an architectural experiment by developing and educating the production of eco-friendly interlocking stabilized soil bricks (ISSB) by employing vernacular materials and technologies for housing-vulnerable communities in Indonesia. In collaboration with a local architectural NGO, the study features a co-creation workshop in which 40 evicted households participate in the whole process. Soil analysis, mixed design, compression tests, and economic analysis are carried out. This paper illustrates that ISSB also has a high potential as an alternative to a burned brick or a cement block. The application of ISSB to self-help housing is expected to have socioeconomic and environmental effects, thereby facilitating the housing-vulnerable's self-help approaches and contributing to addressing the housing challenges in Indonesia.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.73-88
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• 2019

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.21-45
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• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.11
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• pp.81-90
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• 2016

This research examines mutual culture education in accordance with Germany's immigrant social integration policy by analyzing the National European School in Berlin. In this regard, the curricula of Joan-Miró elementary school and Finow elementary school are analyzed. Germany maintains a multicultural policy which enables immigrants to maintain their native language and identity and simultaneously integrate them into the German society. In short, maintenance of immigrants' mother tongue and immigrant students' acquisition of the German language is the core of Germany's social integration policy. The National European School in Berlin is a public school established for the sake of an educational environment in which students can not only build up language capacity, but also create a culturally mutual environment for multicultural students. The school's educational objective is mutual culture education which can integrate and maintain the cultural identity and language of multicultural students. Joan-Miró elementary school encourages mutual cultural ability and bilingual ability while preparing students for the future intelligent society, leading their independent life and self-initiated learning. Finow elementary school encourages mutual culture ability, language capacity and directional capability apart from the basic capacities that can reinforce students to become citizens in demand of the future intellectual society. Korean foreign language education needs to be practically diversified as in the case of the Germany's National European school. Also, improvement of educational environment such as students' bilingual ability, students' ability development regarding their individual characteristics, and the capability of mutual culture understanding are issues that should be urgently treated.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.103-112
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• 2017

The purpose of this study was to investigate elementary and middle school teachers' perception and the need for the application of 2015 revised science curriculum. Four hundred and sixty-eight elementary school teachers and four hundred and twenty-two middle school teachers were surveyed. The results of the research are as follows. many elementary and middle school teachers responded that major changes in the 2015 revised curriculum were applicable in school science education. However, they expected that the lack of teaching and learning materials, lack of experiment preparation time, and lack of their understanding about how to improve the scientific core competencies and how to use the content system were major difficulties in applying the major changes in the 2015 revised science curriculum. They also thought that teaching and learning materials were needed in order to apply the 2015 revised science curriculum. Based on these results, this study suggested content for teacher training, the role of teachers, and formation of a teacher community.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.59-69
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• 2022

The purpose of this study is to suggest improvement directions by analyzing the meaning of the 2022 revised curriculum. Research methods include literature research, surveys, and interviews. The conclusion is as follows. First, The background of the promotion has been revised to cultivate the competencies necessary for the future society and to strengthen the learner-tailored education. Second, what characterizes the 2022 revised curriculum is that it is being created in collaboration with people as a future-oriented curriculum for the first time in history. Third, the implementation of the 2022 revised curriculum is being directed towards individuality and diversity, decentralization and autonomy, digitally based education, and public performance and accountability. Fourth, the principal contents are curriculum innovation in response to future changes, cultivating community values and capacity building for learners, strengthening education for elementary, middle, and high school students to develop digital and AI literacy, and strengthening the curriculum for all.

• The Korean Journal of Archival Studies
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• no.45
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• pp.51-82
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• 2015

Maeul-making, which is to restore inherent characteristics of maeul as a living community has been proceeded by local communities themselves since the 1990s when political democracy and local government in Korean society has been progressed in full-scale. Although New Maeul Movement has been done in the 1970s before and after, it is different from maeul-making because it was focused mainly on improving physical environments of rural communities and initiated by government. The development of maeul community archives in Korea has been related closely to such a maeul-making since the 1990s. Maeul-based community archives, maeul community archives had been begun to build as part of maeul-making and grass-root movement by the 2000s. Initiated by self-motivated communities, maeul community archives were carried out through cooperations between civic activists and residents in maeul communities and voluntary professional archivists from outside. Although records about the maeul community has been collected by mainstream cultural institutions such as public archives, museum, local historical association, and local cultural center, it was at this time to collect records of the maeul community by self-motivated local residents. This tendency of 'independent' maeul community archives, however, is currently entering upon a new phase with the city of Seoul's project (2012) to support making a maeul community, that is, the governance phase based on private-government partnership. At this point of time, it is important for maeul community archives to be built on privately-led governance model that guarantees their autonomy and at the same time bring government's knowhow and supports into them, as opposed to the way captured or driven unilaterally by government. This article explores the growth of maeul community archives and collections in Korean society through a range of self-motivated bodies; the interaction with government; and as a result of those interactions, the creation of maeul community archives based on governance. To introduce and explicate the motivations behind maeul archiving endeavors, this article will first sketch something of the historical, social, and political context in which 'maeul' communities have arisen, collapsed, and restored. It will then examine in more detail some specific examples of maeul community archives as grass-root movement of maeul community. The third section will attempt to identify the governance model of maeul community archives under the auspices of the city of Seoul and its limitations. Finally through these activities, it will suggest the ways in which maeul community archives commit themselves to their duty of grass-root movement of community and at the same time, secure sustainability, that is, concrete ways of privately initiated governance model.

• Journal of Science Education
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• v.44 no.1
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• pp.122-132
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• 2020

The purpose of this study is to examine the teacher expertise to be evaluated in the secondary science teacher employment test (TET, hereafter) in order to respond to changes in educational environments including the transition to competency-based curriculum, and ways to improve the first exam in major areas in the current TET. For this purpose, Delphi surveys and in-depth interviews were conducted with 18 professors of science education who have experience in the TET. According to the research results, teacher expertise such as subject teaching, student understanding, intelligence information utilization, community competencies, and so on were suggested. Ways to improve science content exam in the TET include securing fairness and validity by increasing the number of questions, strengthening the connection with the secondary school curriculum, updating assessment areas for certificate subjects periodically, etc. Ways to improve science education exam in the TET include research and development on the types of science education questions, introducing essay test to science education exam, development of a standardized curriculum on science education, etc. Based on the research results, the necessity of revising the curriculum for teacher training colleges, differentiating curriculum between teachers' colleges and natural science colleges, and reforming the teacher training system by introducing graduate school of education were suggested.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.77-99
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• 2016

The purpose of this study was to examine the effect of GI-STEAM program on leadership, creative personality, and learning flow of elementary Gifted Students. GI-STEAM program was the convergence model of Group Investigation that belongs to Co-learning and STEAM framework of learning criterion. The participants were 16 gifted students in a Korean elementary school located in Gyeong-gi province. The experimental design was one group pretest-posttest design. After a pretest on leadership, creative personality, and learning flow was conducted, classes were carried out as GI-STEAM program for the gifted student and a post-test was conducted. The study results of the class that was conducted twelve times for two weeks are as follows. First, Individual area of leadership is meaningfully developed in statistics after GI-STEAM program. The sub-domains of leadership, such as the communication, organization management, society commitment and teamwork showed a statistically significant improvement. Second, the domain of creative personality didn't show meaningful difference after GI-STEAM program. However, the aesthetic in the sub-domains of the creative personality showed a statistically significant improvement. Third, learning flow was meaningfully developed in statistics after GI-STEAM program. The sub-domains of the leadership, such as the balance between challenge and ability, integration with behavior and consciousness, concrete feedback and Autotelic experience showed a statistically significant improvement. In conclusion, GI-STEAM is an effective program for improving ability of communication, aesthetic sensibility, which are core competency of 'creative-convergence' gifted students. For this reason, it is highly considered that various programs applying GI-STEAM should be developed.