• 대한공업교육학회지
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• v.38 no.1
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• pp.163-194
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• 2013

This study aims at giving examples that can be applied in the real education field, and it develops theme-based integrative education program for Industrial Specialized high school students. It analyzed the models of many scholars about the development of education course, and devised developmental models and procedures of the theme-based integrative education program of engineering specialized high school from those. As a result, it used and reorganized ADDIE model which is the systematic education course development model and the theme-based integrative education development model of Frazee and Rudnitski(1995) as the basic structure, and came to devise theme-based integrative education program of engineering specialized high school while referring to creative engineering design education program development model by Lee Chang-hoon. This study that is theme-based integrative education program for engineering-specialized high school students and is the result of this study has the following characters. First, This theme-based integrative education program that is developed for engineering-specialized high school students can be applied and the initial example that approach the Theme-Based. Second, This Education Program included the Activity project that is "Making Maglev" for the third grade at the engineering-specialized high school and One of the Program's aim is to bring up their attitude that engaged to in the class having the Interest. Third, Theme-based integrative education program for engineering-specialized high school is composed the workbook for the students and the teaching guidance plan for the teachers. Workbook for the students is composed four Units;"Brief about the Maglev","Basic principles about the Maglev","Intensive principles about the Maglev", Activity project about the Maglev". And each unit is made by Learning Purpose, Introducing, Learning Contents(Deepen Learning, Reading Magazines), Assesment etc. Teaching guidance plan for the teachers include that Summary, Purpose, Time Planing & Streaming Map for the class, contents associated Maglev, prerequisite learning, constructure of the education program, flow chart, learning activity, assesment(self-appraiser and peer review).

• Journal of Nutrition and Health
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• v.51 no.2
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• pp.186-198
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• 2018

Purpose: This study was performed to evaluate the utilization of a current national Food Composition Database (FCDB) and to investigate demand for nutrients that should be added or supplemented in order to expand the national FCDB. Methods: Surveys were constructed based on the utilization of FCDB, use of a food and nutrition analysis program, utilization and importance of nutritional ingredients, and nutritional ingredients desired to be supplemented in the national FCDB. Self-administered surveys were obtained from 349 food and nutrition specialists, including dietitians, nutrition teachers, food industry workers, professors, and researcher. Results: Exactly 73.6% of respondents used the FCDB, and 90.5% experienced using various food and nutrition analysis programs. Professors and researchers frequently utilized protein, carbohydrate, and lipid nutrients in the FCDB. Among vitamins, vitamin C, vitamin A, and vitamin D were frequently used. Among minerals, sodium and calcium were highly used. Among the subjects, 17.4% of subjects have used phytochemical DB. Carotenoids, anthocyanins, and isoflavones among phytochemicals were frequently used, in that order. Respondents desired an additional data on sugars, vitamin D, folic acid, selenium, iodine, dietary fiber, vitamin $B_{12}$, and carotenoids in the FCDB. Conclusion: The survey results indicate that the current FCDB is actively used for various purposes, although it is necessary to construct a national nutrition database with additional nutrients.

• Asian Journal of Turfgrass Science
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• v.20 no.1
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• pp.33-40
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• 2006

Many soil amendments have been used nowadays to improve physical and chmical condition of turf soil, which might ultimately optimize turfgrass growth in golf courses. This study was carried out to Investigate the effects of new organic soil amendment containing pig excreta 50% and sawdust 50% on growth of zoysiagrass (Zoysia japonica L.) and kentucky bluegrass (Poa pratensis L.) in greenhouse. Three applicable treatments with soil mixtures of 10, 20, and 30% (v/v) animal organic soil amendment (AOSA) with sand, were tested for chemical property, physical property, visual quality and root length of zoysiagrass and Kentucky bluegrass. As results, application of $10{\sim}30%$ AOSA mixtures were proper to grow turfgrass in soil nutrition. Especially, the treatment with 20% AOSA mixtures showed 0.7% in organic matter, which meets to green standard of USGA. Also, 30% AOSA mixtures was 1.1% in organic matter, which might be desirable for zoysiagrass-planted golf courses in Korea. It was turned out that addition of AOSA decreased the hydraulic conductivity in soil physical property Because the sand possess high hydraulic conductivity, it is recommended to combine $10{\sim}30%$ AOSA with sand in order to sustain soil balance. The treatment with $10{\sim}30%$ AOSA noticeably increased visual quality of both zoysiagras and Kentucky bluegrass during 90 days. However, treatments with either 20% or 30% AOSA were effective to develop root length of zoysiagrass but treatments with 20% AOSA were more effective than that of 30% AOSA mixtures to promote root length of Kentucky bluegrass at 60 days. In conclusion, considering all vital factors such as visible quality, root growth, organic matter content, and economical efficiency, was taken, it is recommended that a $20{\sim}30%$ mixture of AOSA with sand is good for the growth of zoysiagrass and 20% mixture for Kentucky bluegrass.

• Journal of Science Education
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• v.38 no.2
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• pp.302-316
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• 2014

The purpose of this study is to devise a Small-Scale Chemistry (SSC) lab program for primary school learners and to examine its effects on science learning achievement. In addition, it will be examined whether the type of learning groups affects the achievement or not. The participants in the current study were 173 6th graders from 6 classes of Y elementary school in Changwon city, Gyeongnam. Three classes(86) were assigned to the experimental group and the other three, the comparative group after checking the pre-homogeneity between the two groups through t-test on the scores of the science mid-term exam. We conducted five experimental sessions on the Acid and Base in the science textbook for the sixth graders. The students of one experimental class worked in pairs and another class worked individually, but the students of the comparative classes were divided into groups of six(one group with pair, another group with individual work in the SSC program, and the other group conducting the traditional experiment with groups of six students). The data were analyzed by t-test and ANOVA. The results showed that experimental learning using individual work in the SSC program compared to traditional experimental learning was effective in improving science learning achievement. also it was indicated that the teachers could reduce their burden of preparing for classes and of school hours when they utilized the SSC laboratory learning program. Teachers could also actively support students' experimental activities in employing the program. Based on the results, we suggest that the development of the SSC laboratory learning program is meaningful in the sense that this program can help elementary schoolers to improve science learning achievements more than the existing traditional experimental methods.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.69-89
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• 2014

The purpose of this paper was to understand the outlines of 1) common and free curricula implemented by the first pilot schools and 2) Home Economics related programs from both curricula. This study analyzed the 42 reports from the first pilot schools which implemented the free learning semester in 2013. The results showed that more than half of schools set two or more emphasis models of the free learning semester. In 15 out of 28 schools, the lesson hours of Home Economics were reduced by one to three hours. Various common curricula were implemented in many aspects of teaching-learning methods, curriculum, evaluation, and subject related career lessons. Free curriculum was implemented in four areas such as career exploration, student optional program, club activity, and art sports activity. In common curriculum, Home Economics was carried out in 17 out of 39 schools. The Home Economics class included subject related career lessons and improvement of teaching- learning methods. Various interesting activities and programs as a free curriculum were implemented in career exploration, students' optional program, and club activities in 38 schools. The most frequently implemented was the activity program related to food and nutrition. Further research was proposed to develop students' optional programs related to Home Economics subject, responding to their needs.

• Sijohaknonchong
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• v.20
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• pp.141-171
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• 2004

Even though only 3 sijo are in high school textbook. through these 3 sijo each type can be understood in that each represents pyung sijo, sasul sijo, and present sijo. To learn with learner-centered activities, which aim for full knowledge acquisition regarding literary works, as the preparing stage, students can learn what theyll learn by teachers. Sijo are, so to speak, formed with three chapters, and stand for the world that is colorless, scentless, and flavorless. So, the theme can be found with ease. Compared with other genres, sijo can be formed creating background with ease. Moreover, sijo are not too long, so learners can paraphrase it. Sijo that express private experiences with the everyday language can be related to other genres or everyday language. So, sijo are last to present. In the teaching phase, on the gradation of concretion and gradation, writing or presentation activities are presented. After classroom, learners keep a reaction journal. In the phase of concretion and gradation, learners can apprehend that typical differences of the emotions of poetic speakers is from typical differences, even though emotions of poetic speakers of (1)$\cdot$(2)$\cdot$(3) that is each stand for pyung sijo, sasul sijo, and present sijo are roughly summarized loneliness, desolateness, and gloominess. Moreover, these typical differences are from social, political. and cultural settings, namely, the differences of contexts. In this teaching model. learners should prepare for content regarding context and text before the class. Teachers should act as an assistant to help learners pre-understand their subjective experiences and imaginations.

• Communications of Mathematical Education
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• v.16
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• pp.217-218
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• 2003

제7차 교육과정의 기본방향인 '21세기의 세계화 정보화 시대를 주도할 자율적이고 창의적인 한국인 육성'에서 볼 수 있듯이, 새로운 교육과정에서는 학생들의 창의력을 신장시키기 위한 방안으로 교과별 교육과정이나 재량활동 운영 등을 제시한 바 있다. 수학교육에서도 이러한 시대적 흐름에 발맞추어 수학적 창의력의 신장이 강조되고 있는 상황이다. 그동안 이론적인 측면과 실제적인 측면에서 수학적 창의성에 대한 성과가 축적되었다. 이론적인 측면에서 볼 때, Haylock(1987)등에 의해 창의력과 수학적 창의력의 구분되었으며, 특히 '수학적' 창의력에 대한 다양한 정의가 제안되었다. 실제적인 측면에서도 수학적 창의력을 측정하려는 평가 도구들이 그 동안 여러 가지로 개발하였다. 그러나, 이러한 수학적 창의력에 관한 전반적인 연구는 종국적으로 교실 수학수업에 반영되어야 함에도 불구하고, 그리 만족스럽지 못한 상황이다. 특히, 교실에서 수학수업을 실제로 담당하는 교사들이 수학적 창의력을 위한 수업을 하고자 하더라도 당장 가까이에서 구할 수 있는 교수 학습 자료가 여전히 부족한 상황이다. 물론 그 동안 교실 수학수업에서 사용할 수 있는 창의력 개발 프로그램이 전무한 것은 아니다. 그런데 그들 대부분은 게임이나 퍼즐을 이용한 것으로 그 수준이 단순 흥미유발에 그치고 있거나 소수의 영재아를 위한 소재를 중심으로, 특히 수학적 사고 과정을 따르기보다는, 시행착오를 거쳐 원하는 결과를 얻을 가능성이 많으며, 수학과의 연계성이 불분명한 채로 단순놀이에 그치는 경우가 적지 않아, 수업과 연관되어 창의력의 신장이라는 측면에서 볼 때, 적용하기 어려운 사례가 많다. 이러한 상황을 개선하는 데 기여하고자, 현재 교과교육공동연구 지원사업의 하나로 한국 학술 진흥재단의 지원을 받아, '개방형 문제(open-ended problems)'를 중심 소재로 한 '수학적 창의성'을 신장하기 위한 교수학습 프로그램을 개발하여, 중학교 1학년을 대상으로 연구를 진행하고 있다. 개방형 문제라 함은 명백한 정의가 어렵지만 Pehkeon(1995)는 개방형문제의 정의를 명백히 하기위한 시도로서 그 반대로 닫힌 문제에 대한 정의로부터 시작하여, 어떤 문제가 닫혀있다고 하는 것은 그 문제의 출발 상황과 목표 상황이 닫혀 있는 것, 즉 명백히 설명되어있을 때라면 개방형 문제는 이와 반대의 개념임을 시사하였다. Silver(1995)는 개방형 문제를 문제 자체가 다른 해석이 가능하거나 서로 다를 인정할만한 답을 가질 수 있는 문제 또는 풀이과정이 다양한 문제, 자연스럽게 다른 문제들을 제안하거나 일반화를 제시할 수 있는 문제라고 정의하였다. 따라서 개방형 문제란 출발상황이나 목표 상황의 일부가 닫혀있지 않을 때를 말하고 문제의 조건을 만족하는 해답이 여러 가지로 존재하는 문제를 뜻한다. 수학적 창의력을 개발하는 데, 다른 문제 유형보다도, 개방형 문제가 유리하다는 점은 이미 여러 학자들에 의해 주장되어왔다. 미국 국립영재교육센터(NRCG/T)는 기존의 사지선다형이나 단답형 문제와 질문들은 학생들의 사고 능력에 관한 정보를 거의 알려주지 못하기 때문에 한 가지 이상의 답을 요구하는 ‘open-ended' 또는 ’open-response' 문제와 질문을 가지고 수학 분야에서의 창의적 사고 능력과 표현능력을 측정해야 한다고 하였고, 개방형 문제가 일반적으로 정답이 하나인 문제보다 고차원적인 사고를 요구하게 하는 문제 형태라고 하였다. 본 연구에서는 이러한 근거를 바탕으로 개방형 문제의 유형을 다양한 답이 존재하는 문제, 다양한 해결 전략이 가능한 문제, 답이 없는 문제, 문제 만들기, 일반화가 가능한 문제 등으로 보고, 수학적 창의성 중 특히 확산적 사고에 초점을 맞추어 개방형 문제가 확산적 사고의 요소인 유창성, 독창성, 유연성 등에 각각 어떤 영향을 미치는지 20주의 프로그램을 개발, 진행하여 그 효과를 검증하고자 한다. 개방형 문제를 활용한 수학적 창의력 신장 프로그램을 개발하고 현장 학교에 실험 적용하여 그 효과를 분석하고자 하는 본 연구는 창의력 신장에 비중을 두는 수학과 교수-학습 과정에 실제적인 교수 학습 자료를 제공하는 것뿐만 아니라 교사들에게는 수학교실에서 사용 가능한 실제적인 활용방안을, 학생들에게는 주어진 문제를 여러 가지 각도에서 생각하면서 다양한 사고를 경험하는 기회를 가질 수 있어, 수학을 보는 학생들의 태도에도 긍정적인 변화를 가져올 수 있을 것이라 기대한다.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.35-57
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• 2022

This study developed an 'Eco-friendly Clothing Life Cycle' class applying gamification. And the effect of and learners' satisfaction on the class were examined after implementation. The developed class was applied to 40 sophomore students from "A" high school in Gyeonggi-do from February 3, 2022, to February 10, 2022, in a total of 4 sessions. The class was conducted in the stages of production-distribution-consumption-disposal, and was conducted in a way that a mission is solved after learning in Gather Town. It is designed so that learners continuously repeat learning until they accomplish the mission. The learners completed pre-class and post-class questionnaires. And a focus group interview was conducted with a randomly selected group of three learners. According to the pre-/post-class test comparison, the gamification class on the theme of "Eco-friendly Clothing Life Cycle" was found not to have a significant effect on learners' immersion or self-directed learning attitudes. However, in the case of the learners with high levels of non-immersion tendency, the level of immersion in the class increased, and the satisfaction level was positively associated with the level of immersion and self-directed attitude. Learners expressed 'concern' and 'expectation' about the gamification class, and said that although the developed class was using a 'new teaching method', 'appropriate use' was necessary. And learners were evaluated this class as a 'student-centered class' and acknowledged that it allowed 'self-directed learning'. The teacher who implemented the class said that this class was more effective in attracting students' expectations and interests compared to the conventional classes, and that the class in the meta-verse environment was perceived as a new type of class in the non-face-to-face era. The teacher also mentioned that when applied to the actual educational field, a detailed design is needed that allows the learners to proceed smoothly, and the role of the teacher in the class was more important. And the teacher also mentioned that the class should be properly designed so that the expectations given by the 'game' do not obscure the essence of the class.

• Korean Journal of School Psychology
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• v.15 no.3
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• pp.399-431
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• 2018

The purpose of this study was to summarize the empirical literature on implementation of positive behavior support (PBS) within a multi-tiered system of supports in American and Korean schools and to compare its key features and outcomes in an attempt to suggest future directions for development of a Korean school-wide PBS model and implementation manuals as well as directions for future research. Twenty-four American articles and 11 Korean articles (total 35 articles) that reported the outcomes of implementation of PBS at a tier 1 and/or tier 2, or tier 3 level and that met established inclusion criteria were analyzed using systematic procedures. Comparisons were made in the areas of key features and outcomes of PBS in addition to general methodology (e.g., participants, design, implementation duration, dependent measures) at each tier of PBS. The results indicated that positive outcomes for student behavior and other areas were reported across tiers in all American and Korean studies. At the tier 1 level, teaching expectations and rules were the primary focus of PBS in American and Korean schools. However, Korean schools focused on modifying the school and classroom environments and teaching social skills whereas American schools focused on teacher training on standardized interventions or curricular by experts and teacher support during implementation of PBS. At the tier 2 level, more American studies reported implementation of tier 2 interventions within school-wide PBS, and Check/In Check/Out (CICO) was found to be the most commonly used tier 2 intervention. The results also indicated that in comparison to Korean schools, American schools were more likely to use systematic screening tools or procedures to identify students who need tier 2 interventions and more likely to promote parental involvement with implementing interventions. At the tier 3 level, more Korean studies reported the outcomes of individualized interventions, but more American studies reported that designing individualized intervention plans based on comprehensive functional behavior assessment results and establishment of systematic screening systems were focused when implementing individualized interventions. Furthermore, few Korean studies reported the assessment of procedural integrity, social validity, and contextual fit in implementing PBS across tiers, indicating the need for development of valid instruments that could be used in assessing these areas. Based on these results, limitations of the study and suggestions for future research are discussed.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.301-321
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• 2024

This study aims to elucidate the historical origins of the long-term demand for the integration of "science subject classes" and "science-related events" within the context of science education for teachers. During the 1970s, science education in elementary schools faced a dual challenge marked by the tension between implementing the third curriculum, which emphasized fundamental science, and the "Pan-National Scientification Movement," which focused on technology education. The Ministry of Education was compelled to integrate the sudden demands of the Yushin regime into the ongoing third curriculum. As these demands emerged from dual policy directives, activities related to elementary science education were subsequently categorized into formal science subject classes and extracurricular science-related events. Although the movement did not directly alter the curriculum, it instigated modifications in personnel structure, activity spaces, and evaluation systems within schools. The introduction of the Pan-National Scientification Movement in elementary schools resulted in changes including the establishment of a new "science lead teacher system," the creation of a dedicated "science corner," and the implementation of a "science badge system." Although the movement was abruptly introduced, it ostensibly contributed to the advancement of the inquiry-oriented approach promoted by the third curriculum. Paradoxically, this advancement was facilitated by the integration of the consequences of the movement into schools' autonomous, extracurricular activities spearheaded by frontline education offices and schools. Although the movement represented a government-driven policy at a particular juncture in time, the manner in which science education practitioners responded to urgent governmental mandates, while preserving the integrity of the long-established third curriculum framework, involved dividing education activities into subject-specific classes and extracurricular science activities. Examining how science education practitioners in the 1970s proactively addressed these challenges offers valuable insights for the science education community in adapting to the current rapidly evolving educational landscape.