• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.322-331
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• 2020

The purpose of this study was to investigate the relationship between the factors of cooking practice education environment, educational satisfaction, and preparatory behavior according to the social customized LINC+ fostering project. The study conducted a questionnaire survey using convenience sampling and analyzed using SPSS21.0. As a result of the analysis, first, it was found that there were significant influences on educational programs, teaching ability, and cooking facilities, which are sub-factors of the cooking practice environment. Second, it was found that it had a significant effect on educational satisfaction and job preparation behavior. Third, it was found that it had a significant effect on the educational program and teacher ability, which are sub-factors of the cooking practice education environment. Lastly, through the results of the research, it is expected to provide basic data on policy, education environment, employment, and satisfaction in carrying out financial support projects in related majors. It is intended to provide evidence and implications.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.43-56
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• 2004

The purpose of this study was to develop the web-based practical problem-solving teaching plans for middle school home economics class. Five practical problems which were obesity, food waste, processed food, genetically-modified food, and imported food were selected based on the food, nutrition and diet of adolescent in middle school home economics syllabus. Web-based practical problem-solving teaching plans were consisted of 5 processes: 1)recognition of the practical problem, 2)gathering and evaluation of various information, 3)figure out the best way to tackle the practical problem, 4)put into behavioral practice, and 5)analyze the results of the behavioral practice. For the effective lesson, several supplemental materials, such as individual and group reports format. obesity test methods, animations. pictures, and modules were developed. Teaching plans including supplemental materials provided might be useful to middle school home economics teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.366-372
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• 2018

The purpose of this study was to investigate the effects of educational evaluation with the application of flipped learning on undergraduate students' self-directed learning ability (cognitive domains, motive domains, conductive domains) and cognitive learning competency (knowledge and thought, creation, problem solving). An educational evaluation class, which applied flipped learning designed on the basis of pre-class, in-class, and post-class, was taught to 57 undergraduate students for twelve of the sixteen weeks of a semester. It was held each week on Thursdays for two (Ed- I don't understand 'for two'). The study results showed that, applying the flipped learning educational education class for undergraduate students improved self-directed learning ability (motivation domains, behavior domains) and cognitive learning competence (higher order thinking, metacognition, creativity tendency, problem-solving process). This study provides meaningful suggestions on exploring instructional design and effective teaching and learning methods applied to flipped learning.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.21-37
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• 2019

This study states a perennial question of "what should we do to heal oneself?" so that teenagers can build the ability to healing themselves at home economics education. The purpose of this study is to development a practical problem focused pedagogical programs and teaching-learning process plans for healing education in the home economics education. For this study, perennial concern and practical problem of healing related to home economics education were identified through the review of the literature related to the Korean and United States' home economics education curricula, and based on the analysis of educational cases in Korea and the United States, a practical-problem-focused program was designed for healing education. Teaching-learning process plans have been developed for practical reasoning instruction based on the designed practical-problem-focused programs and three systems of action. Finally, experts evaluated the developed practical-problem-focused program and teaching-learning process plans for healing education. This study is expected tp serve as the basis for Healing Education in Home Economics Education.

• Proceedings of the Korean Society of Disaster Information Conference
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• 2022.10a
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• pp.155-157
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• 2022

기존의 안전교육 교수방법은 강의 방식으로 전달하고 있어 근로자의 참여를 이끌어내는데 한계점이 있으며, 불안전한 행동에 의한 안전사고를 예방하기 위해서는 스마트 체험식 안전교육으로 패러다임을 전환할 필요성이 있다. [연구배경/목적]:스마트 체험식 안전교육은 건설현장에서 근로자들이 보다 더 빠르게 위험을 인지하고 여기에 맞는 안전작업 이행과 위험발생 시 응급대처 능력 등을 향상시키므로 사전사후 학습전이의 효과성을 검정할 수 있다. 이러한 관점에서 안전사고를 예방하기 위한 본 연구는 안전교육의 체험학습방법과 참여방법, 교육콘텐츠 접근방법을 통하여 근로자의 안전행동 유도와 불안전행동 감소에 미치는 영향검증이 목적이다. [연구방향/범위]:실제 건설현장과 동일하게 작업환경을 구성해 놓은 스마트 체험식 안전교육시설에서 추락체험, 낙하물체험, 장비협착체험, 화재, 감전재해 등의 실제 사고를 체험해 볼 수 있도록 만들어진 체험학습 방법과 가상(VR, AR, 메타버스)공간에서 간접경험 할 수 있는 참여방법을 다룰 것이다. 그리고 안전체험교육 사전사후의 분석을 통하여 안전 학습전이 성과를 분석한다. [연구 분석방법]:연구의 주요 변인으로는 Human-Error, 안전행동요인, 불안전행동요인, 위험감수성, 조직특성, 조직의 안전문화, 조직의 역량, 안전교육특성, 교육콘텐츠 변화가 사전사후 분석을 통하여 현장 작업 시 안전 학습전이의 효과성을 검정하였다.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.449-458
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• 2011

The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

• 대한공업교육학회지
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• v.35 no.2
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• pp.124-139
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• 2010

This study has its purpose of researching on the relevant variables which affect the attitude toward engineering science and brain dominance for the department of engineering students. The results of this study are as follows: First, the department of engineering students' attitude toward engineering science has shown the order of cognitive element (3.73), definitional element (3.05) and behavioral element (2.86), and in the actual context it is considered that it is necessary to establish a teaching-learning strategy which can reinforce the behavioral elements such as experiments and practices as well as can improve engineering-related cognitive ability. Second, the attitudes toward engineering science according to their brain dominance thinking (Type A: analyst, Type B: Administrator, Type C: Cooperator, and Type D: Jointer) have no significant difference, but the students of Type A who have the characteristics of 7 analyzing thinking have shown high academic accomplishment. Based on these results of study, it is necessary to make a change of the current teaching-learning stratery in accordance with the types of thinking of the students from the teaching-learning perspective. In particular, in order to develop the weak dominance properties and thinking type of individual learners, the change in teacher's recognition that the teacher's teaching-learning strategy and practice is important has to take precedence.

• Journal of Digital Convergence
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• v.15 no.2
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• pp.335-345
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• 2017

It is necessary for an instructor to understand the student's team building behavior for an effective guidance of team activities. In this study, we developed an agent-based computational model for simulating the student's self-controlled behavior. We validated the model by comparing the actual behavior. Through the simulation, we found that the time to stabilization of team formation and the ratio of the students having no team are decreasing as the population of the student increases. However, we also found that over a certain amount of population, the time and the ratio do not show much progress in the difference. The simulation also shows that the more heterogeneity between the students the higher chance of delaying the team formation and increasing the ratio. We expect to use the model as a tool for guiding and supporting students' team activities.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.74-83
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• 2021

This study aimed to verify how nursing students' willingness to behave in a specific way based on satisfaction is affected by the quality of nursing education service in terms of educational program, professor, educational environment, and reputation and employment. For this, the research conducted a questionnaire survey of 350 nursing students at one college in Gyeongnam, through which 321 sheets of the form were finally collected, and processed using the SPSS 21.0 and AMOS 21.0 Programs. Summarizing the findings of this study, each factor of the abovementioned quality had a significantly positive influence on nursing students' satisfaction. The biggest influential was reputation and employment, followed by educational program, educational environment, and professors. Also, that satisfaction significantly, positively affected those students' willingness to do specific behaviors. In conclusion, education services for nursing students require quality management which reflects relative differences in influential power among factors as mentioned above.

• Journal of Digital Convergence
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• v.17 no.1
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• pp.457-465
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• 2019

This study was designed to develop a positive behavior support model for children in child care institutions. For this purpose, a demand survey for PBS was conducted with 55 child care institution staff members. 76% of the respondents responded that PBS is needed to prevent problem behavior and can be a good alternative for personality education, and approximately 70% responded that they are willing to implement PBS. The specifications of the model are suggested as follows. First, the preparation step would consist of establishing a support team, educating staff members about PBS, selecting expected behaviors, assessing the current baseline behavior, and setting up a universal PBS environment. The application step would consist of instructing social skills, implementing reinforcement, personal goal-setting and assessing behavior, educating trouble-making students, and monitoring. Finally, at the outcome assessment period, measuring the change in target behavior from the pre-intervention to the post-intervention stage, change in social skills and academic achievement, and social validity is suggested. It is expected that application of this model to children in child care institution will decrease problem behaviors of students, enhance desirable behaviors, and boost the staff members' efficacy.