• Journal of Christian Education in Korea
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• v.62
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• pp.313-334
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• 2020

As an element of education, the educational space cannot be separated from the purpose of education. The place of education is not only the passage to deliver actual curriculum, but also the purpose itself that can be accomplished through educational content. That is because the purpose of education cannot be achieved only with instructors, students, curriculum, and methods, but requires a change in the perception of the educational space that represents the goal and the place where it all can be implemented. Nevertheless, the problem that lies with educational space is easy to be overlooked and it has been rather considered as an issue related to the finances or scale of the church. The church educational space gives birth to faith and growth, where spiritual development and experience may occur. However, the reality follows the drawbacks of conventional school classroom arrangements and structures. In addition, even if the church educational space can be arranged according to the needs of its students, it cannot deviate much from the standard uniform format. In particular, the basic environment of church educational space is similar to that of standard school system in terms of arrangement of furniture such as chairs, desks, and its physical structure. As the school system was originally designed and tailored for the purpose of delivering knowledge and standardization, the space for church education must stay away from it. Humans are born and die in a space, where encounter with God also happens. Also, communication with God causes spacial conversion to humans, changing the place of their visitation. So the church educational space must be more meticulously designed and comprehensive than that of school which pursues physical, educational, psychological, social, and artistic purposes because the church educational space pursues the liturgical elements, as well. Therefore, the Christian learning environmental arrangements must seek liturgical elements, which is the major Christian value, by placing Christian artwork or symbols for church visitors. So in this research, I want to stress the role of Christian educational space for spiritual growth and pursue intrinsic and extrinsic changes in learning environment, leading to a greater awareness of the Christian educational space.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.85-110
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• 2005

The purpose of this study is to examine the characteristics of visual representation used in problem solving process and examine the representation types the students used to successfully solve the problem and focus on systematizing the visual representation method using the condition students suggest in the problems. To achieve the goal of this study, following questions have been raised. (1) what characteristic does the representation the elementary school students used in the process of solving a math problem possess? (2) what types of representation did students use in order to successfully solve elementary math problem? 240 4th graders attending J Elementary School located in Seoul participated in this study. Qualitative methodology was used for data analysis, and the analysis suggested representation method the students use in problem solving process and then suggested the representation that can successfully solve five different problems. The results of the study as follow. First, the students are not familiar with representing with various methods in the problem solving process. Students tend to solve the problem using equations rather than drawing a diagram when they can not find a word that gives a hint to draw a diagram. The method students used to restate the problem was mostly rewriting the problem, and they could not utilize a table that is essential in solving the problem. Thus, various errors were found. Students did not simplify the complicated problem to find the pattern to solve the problem. Second, the image and strategy created as the problem was read and the affected greatly in solving the problem. The first image created as the problem was read made students to draw different diagram and make them choose different strategies. The study showed the importance of first image by most of the students who do not pass the trial and error step and use the strategy they chose first. Third, the students who successfully solved the problems do not solely depend on the equation but put them in the form which information are decoded. They do not write difficult equation that they can not solve, but put them into a simplified equation that know to solve the problem. On fraction problems, they draw a diagram to solve the problem without calculation, Fourth, the students who. successfully solved the problem drew clear diagram that can be understood with intuition. By representing visually, unnecessary information were omitted and used simple image were drawn using symbol or lines, and to clarify the relationship between the information, numeric explanation was added. In addition, they restricted use of complicated motion line and dividing line, proper noun in the word problems were not changed into abbreviation or symbols to clearly restate the problem. Adding additional information was useful source in solving the problem.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• The KIPS Transactions:PartD
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• v.10D no.6
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• pp.885-896
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• 2003

The typws of service using location Information are being various and extending their domain as wireless internet tochnology is developing and its application par is widespread, so it is prospected that LBS(Location-Based Services) will be killer application in wireless internet services. This location information is basic and high value-added information, and this information services make prior GIS(Geographic Information System) to be useful to anybody. The acquisition of this location information from moving object is very important part in LBS. Also the interfacing of acquisition of moving object between MODB and telecommunication network is being very important function in LBS. After this, when LBS are familiar to everybody, we can predict that LBS system load is so heavy for the acquisition of so many subscribers and vehicles. That is to say, LBS platform performance is fallen off because of overhead increment of acquiring moving object between MODB and wireless telecommunication network. So, to make stable of LBS platform, in this MODB system, acquisition of moving object location par as reducing the number of acquisition of unneccessary moving object location. We study problems in acquiring a huge number of moving objects location and design some acquisition model using past moving patternof each object to reduce telecommunication overhead. And after implementation these models, we estimate performance of each model.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.37-53
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• 2004

The purpose of this study is to observe the developmental Process of interaction and attitude of children through instruction for “making fabric doll”. Based on the theory of “Waldorf Education”, instruction of 8 hours for 3 weeks exercised against 40 children(18 boys, 22 girls) of 6th grade, especially focused two group(10 children), in K elementary school in Chunchoen. The results of the study by qualitative research method through observing, recording, interpretation are as follows 1. The changes in interaction among children were observed in increase of quantity and quality of conversation among children, of reliability and dependence among children, of intimacy and cooperation among children, and of intimacy between teacher and children. 2. The changes in the attitude toward instruction were observed in increase of confidence and satisfaction, of active and attentive attitude to instruction via more interest about own fabric doll, of positive attitude through attachment to the doll. Therefore, the instruction of “making fabric doll” based on “Waldorf Education” seems to be efficient to child development and Practical Arts Education.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.1-18
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• 2019

The purpose of this study was to analyze the research trend in home economics education using network text analysis method. The 586 research articles published in the Journal of Home Economics Education Association between July, 2003 and December 2018 were examined using Neckinger 4, a social network analysis software. The frequency and centrality measures(degree centrality, closeness centrality, and betweenness centrality) were calculated for the words appeared throughout the whole period, and the centrality analysis and LAD(Latent Dirichlet Allocation) were conducted for the four sub-periods. The results are as follows: first, the most frequently appeared words are parents, culture, unit, health, career, consumption, practicality, etc. The words such as parents and management scored high in degree centrality; parents and male students in closeness centrality; and male students and units in betweenness centrality. Second, when divided into four periods, the words such as education, family, purpose, class, middle school, and school appeared most frequently across the periods; but some words such as 'purpose' (in period 3 and 4), or 'process' (in period 4) were salient only in certain periods. Third, the words with high centrality were consistent regardless of the types of centrality within each period. Fourth, the topic analysis using LAD showed that curriculum, textbook, family healthiness, teaching-learning, evaluation, dietary life, appearance management, and consumption were the topics consistently appeared across all periods. The topics have become diversified and deepened. New topics such as teacher training and safety appeared in later periods, possibly due to the curriculum and national policy changes, and housing as a less represented topic is suggested as an area that needs further research attention. This study has implication in that it allows researchers to identify the major research interests and the trends in research by researchers in home economic education.

• Journal of Science Education
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• v.43 no.1
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• pp.157-172
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• 2019

The purpose of this study is to analyze the influence of number of targets on common knowledge generation and brain activity during the common life science discovery task performance. In this study, 35 preliminary life science teachers participated. This study was intentionally made a block designed for EEG recording. EEGs were collected while subjects were performing common discovery tasks. The sLORETA method and the relative power spectrum analysis method were used to analyze the brain activity difference and the role of activated cortical and subcortical regions according to the degree of difficulty of common discovery task. As a result of the study, in the case of the Theta wave, the activity of the Theta wave was significantly decreased in the frontal lobe and increased in the occipital lobe when the difficult difficulty task was compared with the easy difficulty task. In the case of Alpha wave, the activity of Alpha decreased significantly in the frontal lobe when performing difficult task with difficulty. Beta wave activity decreased significantly in the frontal lobe, parietal lobe, and occipital lobe when performing difficult task. Finally, in the case of Gamma wave, activity of Gamma wave decreased in the frontal lobe and activity increased in the parietal lobe and temporal lobe when performing the difficult difficulty task compared to the task of easy difficulty. The level of difficulty of the commonality discovery task is determined by the cingulate gyrus, the cuneus, the lingual gyrus, the posterior cingulate, the precuneus, and the sub-gyral where it was shown to have an impact. Therefore, the difficulty of the commonality discovery task is the process of integrating the visual information extracted from the image and the location information, comparing the attributes of the objects, selecting the necessary information, visual work memory process of the selected information. It can be said to affect the process of perception.

• Journal of Christian Education in Korea
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• v.71
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• pp.121-154
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• 2022

This study is to summarize the relationship between youth in terms of developmental psychology, university education, faith, and spirituality in order to form and improve relationships, which are major developmental tasks of youth, and to suggest Christian youth education by the elements of education. Relationships are formed when you are connected to another person and community, feel interested in each other, feel a sense of bond and belonging, and maintain a stable and satisfactory relationship. This is not skill or technology, but is related to life attitude and value, and continuous learning and training are required. Various developmental tasks in youth have something in common with relationships. Relationships positively affect the lives of young people, such as satisfaction with college life in the early stages of youth, adaptation to college life, personality, and career decision. Relationships are also very important in faith because human existence and faith are defined and formed through relationships. The relationship between the community and others plays an important role in spiritual development for the meaning of life and inner growth. In the aspects of learners and educational environment, it was suggested to understand learners with desire for relationships, the generation they live in, and the educational environment in which the relationship between young people occurs. In terms of teachers, teachers have to try to change their roles such as facilitators, guides, managers, and mentors. For the educational purpose and content, it was suggested that relationships should be the ultimate purpose and the educational content for this was presented in three different types of relationships and each main contents to be dealt with. In terms of educational method, it was proposed to select a learner-centered group learning method that induces communication and active participation of learners to cause interaction by considering other elements of education according to the content of the relationship in the cognitive, emotional, and behavioral dimensions. In the aspects of educational results and evaluation, it was proposed to confirm that what was considered during the educational planning stage was effectively carried out in actual education, to evaluate various evaluation methods, various aspects, and to summarize the evaluation results for the specific application.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.2
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• pp.201-219
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• 2023

ESG (Environment, Social, Governance) is becoming the core of the interest of today's entrepreneurs concerning about the earth crisis. Numerous studies are going on these days about the importance of ESG, but most of them seem confined to the introductory level. This study concentrates on "ESG education" that will teach the learners how to put various ESG ideas into practice, knowing that the earth crisis would not be overcome without actual practice of those ideas. First, elementary and junior·senior high school, professors in university and educational consultants in the field designed educational programs and related content materials under "ESG entrepreneurship education" integrated with ESG and Entrepreneurship education, which have been implemented previously. Participatory learning methods are converged with the program. The researcher analyzed the learning effects in depth after implementing the programs in the education field. Thus, this study first examined the effects of key variables of ESG educational program i.e., ESG entrepreneurship education, student participatory learning, and team-based learning on creative problem-solving and social value recognition with an essential variant of ESG educational programs and identified the relations to creative problem-solving and social value recognition. Besides, this study investigated the moderating effects of school atmosphere, and teachers' enthusiasm, regarding traits of educational programs and social value recognition. Findings indicate that sub variants of the traits of educational programs i.e., ESG entrepreneurship education, student participatory learning, and team-based learning significantly affect creative problem-solving skills and social value recognition and that creative problem-solving impacts social value recognition. In addition, teachers' enthusiasm has moderating effects between traits of educational programs and social value recognition. This study provides content-program learning methods that can be practically applied in education, emphasizing practice in ESG in elementary and junior·senior high school education. Implications suggest that ESG entrepreneurship education and active participatory learning affect social value recognition and that teachers' enthusiasm plays a significant role in education.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.