• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.422-434
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• 2020

This study aims to analyze the types of college admission that should be strengthened or reflected in universities and to suggest the direction of entrance examination by identifying the actual implementation of the literature-science integrated 2015 revised national curriculum. In order to do so, in-depth interviews on the current state were executed to five curriculum experts. As a result of the interview, it was found that the introduction and adoption of clear admission types look into the inner side of high school life are necessary. Also, it is required to establish specific criteria for student selection expand in-depth interviews related to learning activities in high school, strengthen evaluation competence of admission staffs and recruit more evaluation personnel. In addition, in order to revitalize the 2015 revised curriculum, it is necessary to evaluate how many subjects, especially in career-related subjects, students have taken in order to expand the school record-focused system. For this, it is required to extract evaluation elements and criteria of universities that can grasp continuous and active role performance, and to design a typical design that can objectively judge them. This study can contribute to the settlement of the selection process that can revitalize public education. And it is expected that the selection of the talents desired by the university will be used as a possible basic data.

• Journal of Science Education
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• v.36 no.2
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• pp.354-368
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• 2012

The purpose of this study was to explore the direction of application and quality management plan of science curriculum of elementary and middle school according to the 2009 revised curriculum. In order to do this, nationwide survey was administered. The subject was 126 elementary school teachers and 88 middle school science teachers. It was founded that teachers had negative opinion on the introduction of the grade cluster system. They considered that it was appropriate to link the contents of Science subject with Practical Arts(Technology Home Economics) subject by similar topic. Science classes were implemented without changing the number of class hours in most schools. They recognized the necessity of differentiated instruction in science classes, but they seldom applied the differentiated instruction. And they suggested that the teaching-learning materials, evaluation materials and contents be provided to apply the STEAM. This study designates the following strategic supports for the effective implementation of 2009 revised science curriculum; 1) the science teachers training program to provide useful information for understanding and teaching the 2009 revised science curriculum, 2) the teachers' community in the school, 3) the development and provision of the feasible STEAM plans.

• 대한공업교육학회지
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• v.32 no.1
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• pp.33-54
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• 2007

The purpose of this study was to verify the effects of cooperative learning on academic achievement of the maintenance of intake and exhaust stroke education in the technical high school. The following null hypotheses were stated and utilized for the purpose of the study. (1) Taxonomy of educational objectives(cognitive, affective and psychomotor domain) and (2) the level of entering behavior To verify the hypotheses of the study, 2 parts(17 students in each part) of the second grades from technical high school were selected. The data were collected and interpreted statistically by t-test using SPSS(ver. 10) at the .05 level of significance. The result of this study were as follows; First, learning together cooperative learning had little effect on the academic achievement in the cognitive domain but the affective and psychomotor domain were more effective than the traditional teaching method on the taxonomy of educational objectives. Second, learning together cooperative learning was effective on the academic achievements of lower and higher ability group of students, while wasn't effective on middle ability group in the level of entering behavior.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.671-676
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• 2015

The aim of this thesis was to develop PBL(Problem-Based-Learning) problems to supply the problems to classes and to confirm the effectiveness of PBL for PBL applications to element design in engineering schools. Modern industrial society needs competent people with abilities in cooperative learning, self-controlling learning, united knowledge application, and creative problem-solving. Universities need to offer opportunities for improving the problem-solving ability and cooperative learning to learners to train competent people that society demands. PBL activity is a proper learning method for the execution of the above offer. The study subjects were 32 sophomore students in H University who took 'Engineering design 1', which is Element design. Five PBL problems were applied to the class for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they wrote a class evaluation form after the $5^{th}$ PBL problem's activity ended. The study showed that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents(71.87%), the comprehension of cooperative learning (87.5%), authentic experience, problem-solving skills (90.63%), presentation skills (96.87%), communication ability, self-directed study ability, and confidence (96.87%). The students realized that PBL learning activities are important because students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.

• Cartoon and Animation Studies
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• s.17
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• pp.21-35
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• 2009

Continuous provocation of Japanese government to a Dokdo issue and Agreement on Fisheries between the Republic of Korea and Japan evokes a rage and resistance to whole nation in South Korea. In view of mass culture, Japanese Rightists cartoonists, Kobayashi Yoshinori and Yamano Syarin show distorted history in their works. Therefore the consideration of the birth of the Japanese right-wing cartoon is needed in historical, social and cultural viewpoints. First, the actual condition and historical background of Japanese Rightist will be showed. Second, a new Japanese history textbook which was written by right-wing organizations and Yasukuni-jinja will be discussed objectively. Finally, the representative of Japanese right-wing cartoons, and by Kobayashi Yoshinori and Yamano Syarin about historical distortion will be analyzed carefully. In this dissertation, through the factual analysis of cartoons, in opposition to a prejudice and distortion about Korean history of Japanese Rightist, cartoonists' precise and academic posture is proposed.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.461-470
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• 1999

The purpose of this study was to investigate teachers' perception about 'Science Field Trip(SFT) to Korean historical sites'. Ninety-seven teachers were asked to reply the questionnaire about SFT to Korean historical sites. This questionnaire was divided into three parts: educational value, teaching method, and difficulty of management. Firstly, teachers indicated that SFT to Korean historical sites had much educational value in that it could give students chances to understand Korean culture, to acquire investigative process skills, to experience divergent investigation and cooperative learning, to raise integrated thinking skill concerning science and other subjects, and to learn contents related with science curriculum. It also had advantages of caring for students out of school and giving the information for future occupation. Secondly, teachers suggested the desirable teaching method: teachers' explanation about SFT to Korean historical sites with worksheets before it, students' group work during it, and the presentation and discussion after it. Finally, the most frequent answer in the difficulty of management was the lack of teaching materialsfor SFT to Korean historical sites.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.17-34
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• 2014

This study aimed to examine the research trends and to suggest future research directions in teaching-learning methods for Home Economics education, by analyzing articles published in three major academic journals in the field. From each of the research studies, the teaching-learning method, the related content area, and the learning effect measures were quantitatively codified. The data were analyzed using frequency analysis and cross-tabulations. According to the results, the number of teaching-learning method studies steadily increased since 1998 and peaked in 2010 and 2011. The most frequently studied content areas were combinations of more than two content areas, and the most frequently studied teaching-learning method was the Content-Based methods, followed by Practical Thinking/Problem Solving, and IT-Based methods. The most frequently used measures of learning effect were Knowledge/Understanding, Attitudes toward Home Economics subject, General Attitudes/Competencies, and the Attitudes toward the Instructional Method, in the order of frequencies. The results of this study are expected to contribute to the teaching-learning method research and also provide implications to the documentation of Home Economics curriculum for secondary education.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.37-54
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• 2013

This study aimed at examining the characteristics of the Korean home economics achievement standards at secondary education level, and comparing with those of U.S. home economics national standards. The specific research questions were as follows. First, the characteristics of Korean and U.S. achievement standards were examined respectively. Second, the standards of the two countries were examined in terms of the grades involved, development areas, specification level, sequence of courses, and format of statements, adopting the analysis framework of Lee, Jang, and Park(2012). Third, the achievement standards of the two countries for specific content areas, i.e. 'understanding adolescents' and 'understanding family' were compared in terms of the styles and format of statements. The findings suggest that in developing the Korean achievement standards, integration with the curriculum and detailed and specific statements are important to facilitate adoption at schools. The results of the comparison with the U.S. national standards indicates that it is important to emphasize academic rationale to home economics as a subject by clearly presenting the concepts, contents, and categories. Also, the standards will need to be stated in specific terms to allow practices and evaluations, rather than in terms that reflect value judgments.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1366-1377
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• 2020

The purpose of this study was to confirm the effect of the Havruta-based teaching and learning method on the academic self-efficacy, critical thinking tendency, learning satisfaction, and academic stress of nursing students. This study was conducted with 90 2nd graders of nursing department with one-group pretest-posttest design. The Havruta-based instructional design consists of five stages: the 1 stage is the pre-learning stage, the 2 stage is the introduction and development stage, the 3 stage is the organization of the class content, the 4 stage is the question and teaching stage, and the 5 stage is organized and integrated. Four weeks of Havruta-based teaching and learning method was applied. The data were analyzed by SPSS 25.0. The general characteristics of the subjects were frequency and percentage, and The dependent variable for measuring the effect of experimental treatment was analyzed by paired t-test. As a result of the study, the application of the Havruta-based teaching and learning method showed statistically significant results on academic self-efficacy(t=-3.711, p<.000), learning satisfaction(t=-2.580, p=.012), and academic stress(t=6.500, p<.000). The Havruta-based teaching and learning method has been confirmed to be an effective teaching method that increases the subject's academic self-efficacy, learning satisfaction, and lowers academic stress, so it can be applied to other major subjects in the future.