• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.833-841
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• 2023

The study is to suggest the example of convergence capstone design operation in department of early childhood education at a college and intellectual property rights application and registration. Based on key experiences such as practical training, students derived ideas for solving problems across the field related to young child, and overlaps with existing intellectual property rights ideas were verified. Linkage with industry and engineering experts was established for mentoring, after going through a refinement process, it contains the process by which five teams among the winning works of the school competition achieved the result of patent application and registration. Through this, we revitalize convergence capstone design education that goes beyond a creative and practical competency-centered curriculum and is linked to the performance of securing intellectual property rights.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.19-42
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• 2020

The purposes of this study were to analyze the home economics(hereafter HE) curriculum in Victoria State, Australia, and to derive the implications for the HE curriculum in Korea. To accomplish the purposes, the contents of the curriculum were analyzed through the relevant web pages, and the actual conditions of the HE curriculum implementation were identified through e-mail and interviews with HE teachers and administrator. The results of this study were as follows. First, the HE curriculum for F-10 was one of the cross-curriculum resources based on the content descriptions and achievement standards of 'Design and Technologies' and 'Health and Physical Education' curriculum. Because the HE curriculum is competency-based curriculum and did not stipulate what was to be taught then, HE teachers had lots of autonomy in organizing and operating the curriculum, which led to the need for professionalism. Second, VCE subjects, both 'Food Studies' and 'Health and Human Development', which are HE elective curriculum for 11th and 12th graders, require students to take written tests produced by the VCAA. Because there are no specific details to be taught in the curriculum, the HE teacher had the need to devise and operate various classes to foster problem-solving skills, critical thinking skills, etc. Third, HE teachers had the discretion to create all the subject names, contents to deal with, and evaluations to prepare for the school curriculum, and thus were exerting their professionalism. This was due to the fact that the system was well equipped and VCE subjects were audited, even though teachers' performances were related to their individual competencies.

• Journal of Practical Engineering Education
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• v.13 no.3
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• pp.515-532
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• 2021

The purpose of this study was to analysis of PBL for Korean Apprenticeship Program in Mechanical Engineering. The details of the study were as follows: First, the perception related to the PBL of Korean apprenticeship program was investigated. Second, the utilization and the operational difficulties of PBL for Korean Apprenticeship Program were investigated. Third, the supporting system for PBL was suggested. Research methods were literature research, questionnaire survey and FGI. The survey was conducted online from July 15 to August 14, 2021. A total of 515 respondents responded. A total of 108 in 515 respondents were in Mechanical Engineering. FGI conducted a total of 25 people who actual use PBL in the field of Korean Apprenticeship Program. Conclusions and suggestions based upon the result of this study are as follows. First, It is necessary to improve the utilization of PBL for Korean Apprenticeship Program in Industry. Second, PBL is necessary to apply optionally according to the job and field situation. Third, it is necessary to support system of evaluation for PBL in Korean Apprenticeship Program. Finally, related operation model and guideline need to be prepared for best practice.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.1-14
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• 2008

The image of science is one of the recurrent topics in science education research. In particular, we believe that students' images of Doing-Science-Well could be used for identifying not only students' perceived goals of science learning, but also practical guidelines of effective science teaching. In this study, the students' images of Doing-Science-Well were investigated with the following two research questions: (i) what are student's images of Doing-Science-Well?; (ii) in what contexts do students perceive that someone is doing science well? Thirty seven students in a high school in Seoul, Korea were asked to write their personal experiences by which they realized that someone was doing science well. The main results of the study are the following: Firstly, the images of Doing-Science-Well could be categorized into 'Einstein type', 'Socrates type', 'MacGyver type' and six more types. Secondly, with regard to contexts, students tended to realize that somebody is doing science well in terms of two kinds of contexts: 4 physical contexts and 6 psychological contexts. The findings led us to develop a frame of judging Doing-Science-Well, which combines the types and two kinds of contexts. The frame illustrates the multiplicity of the images of Doing-Science-Well.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.

• Journal of The Korean Association of Information Education
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• v.5 no.3
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• pp.380-388
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• 2001

In this Information Age, the needs for the performance evaluation is raising to increase the higher-thought ability for creativity and problem-solving, to improve the quality of the teaching-learning process. However, it is very difficult to carry out the authentic performance evaluation in our educational environment. Therefore, we design and implement the Performance Evaluation Processing System as one of the learning-teaching processes. We study the theoretical base of evaluation types and of learning-teaching methods, and inquire appropriate performance evaluation methods. Among the methods, we focus on the Report, a type of performance evaluation using the most widely in the Society. We constitute a basic form and design the evaluation system of the Report. The evaluation system consist of the teacher's module and the learner's module. Teachers make the form of report, provide it for learners and evaluate the report on teacher's module, Learners make out the report, submit it to the teacher and use it for presentation in class, on learner's module, The teacher and learner can apply this system as follows. The teacher can use the report that have been already made, or that make for themselves as a step for evaluation and they can evaluate learners by the submitted report. The learner not only can see their own result of evaluation but also can use ICT at their presentation.

• School Mathematics
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• v.17 no.4
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• pp.633-652
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• 2015

The purpose of the present study is twofold: one is to understand secondary mathematics teachers' capacity to sort out given tasks based on Stein & Smith(1998)'s Cognitive Demands of Mathematical Task Framework; the second is to examine how the teachers assess the levels of cognitive demand indicated in students' reponses and how they modify the tasks to elicit the students' higher levels of cognitive activity. The analysis of 45 teachers' responses to the survey indicates that the teachers, in general, could select appropriate tasks for the given goal of the lessons but some made the decision merely by their appearances. Even though the teachers chose a particular level with different reasons amongst each other, most teachers could correctly evaluate the levels of cognitive demand of the students' responses. Finally, teachers could pose cognitively demanding tasks using various methods, but a number of them felt challenged in creating word problems that were realistic and aligned with curriculum.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.111-130
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• 2015

The purpose of the study was to investigate the differences between two groups of students according to information recognition styles such as visual learners and linguistic learners. Two instructional methods, algeblocks and factorization formula, were utilized to introduce the factorization. Four students were participated for the study, and two of them were visual learners and the other two were linguistic learners based on learning style test. Interviews and the diagnostic tests were implemented before the instructions which were lasted for 6 sessions. After the instructions all the participants were interviewed and the researchers also interviewed them 5 days later. The results of the study were the followings: 1. All the participants regardless of their learning style revealed that algeblocks were helpful in understanding the factorization. 2. Visual learners were more likely using algeblocks, while the linguistic learners were more enthusiastic and proficient in using formula to solve the problems. 3. Five days later, two types of learning style students revealed different tendencies. Visual learners mainly used algeblocks, and linguistic learners were not enthusiastic about using algeblocks and one of them did not use them at all. 4. Five days later, two visual learners could not remember the formula, but linguistic learners could remember the formula in somewhat different level.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.163-180
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• 2019

This study introduces a development of calculus contents which makes to understand the main concepts of calculus in a short period of time and to enhance problem solving and computational thinking for complex problems encountered in the real world for college freshmen with diverse backgrounds. As a concrete measure, we developed 'Teaching and Learning' contents and Python-based code for Calculus I and II which was used in actual classroom. In other words, the entire process of teaching and learning, action plan, and evaluation method for calculus class with Python based coding are reported and shared. In anytime and anywhere, our students were able to freely practice and effectively exercise calculus problems. By using the given code, students could gain meaningful understanding of calculus contents and were able to expand their computational thinking skills. In addition, we share a way that it motivated student activities, and evaluated students fairly based on data which they generated, but still instructor's work load is less than before. Therefore, it can be a teaching and learning model for college mathematics which shows a possibility to cover calculus concepts and computational thinking at once in a innovative way for the 21st century.

• Journal of Science Education
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• v.38 no.3
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• pp.718-736
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• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.