• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.163-192
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• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.41-57
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• 2009

This study investigated the teaching practice of students attending a three-year early childhood education course in K City, Gyeonggi Province, as well as the educational environments of 72 kindergartens and child care centers where they received field training and which were located in Gangseo-gu, Seoul, Incheon Metropolitan City, Bucheon, and Ilsan. After four weeks of teaching practice, those prospective teachers were surveyed for their objective opinions and current state regarding the practice guidance for students, teachers' working hours and wages, and female dominance in number among early childhood educators and heads of early childhood education institutions. Those data were collected to understand the operations of early childhood education institutions and the current teaching practice. According to the analysis results, the students of the early childhood education major said the four-week teaching practice was very helpful for them to understand the field and thus had positive receptions of it. Most of the prospective teachers felt the heaviest burden and experienced the biggest shortcomings in practical skills such as music, art, and hand play during class. They also felt a partial need for male counterparts. Those findings will help prospective teachers understand the field further before going out on the field and the teaching bodies have specific ideas about what kind of guidance is provided by kindergartens or child care centers. In addition, they will hopefully serve as basic data to form organic connections between the educational institutions and the field to produce more talented early childhood education teachers.

• Journal of Science Education
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• v.45 no.3
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• pp.336-348
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• 2021

The goal of this study is to investigate the current status of implementation of convergence education in elementary, middle, and high schools. A survey was conducted on 871 in-service teachers nationwide, and frequency analysis was conducted by school level. Key findings are as follows: first, 449 (51.5%) are found to practice convergence education. Second, the reason for implementing convergence education is the voluntary effort of teachers and the educational necessity for the future society. Third, it was found that convergence education is being implemented centered on science, arts, and social studies as a link between subjects in regular curriculum hours. Fourth, 270 (64%) of teachers who implemented convergence education in response to COVID-19 performed online convergence education, and experienced difficulties in creating class materials and communicating with students. Fifth, the excessive work of teachers, insufficient support for teacher training and research group activities, and lack of various convergence education programs are suggested as reasons for not implementing convergence education. This study hopes to provide implications for policy and implementation for revitalizing convergence education.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.731-750
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• 2013

Conceptions toward the artistically gifted were investigated through analyzing newspaper articles from 5 major newspapers for 14 years beginning from 1999 to 2013. There were a total of 1,281 articles having to do with artistically gifted, and showed a steady increase in number of articles as the years went by. Largest number of articles were about musically gifted, and an increase in number of articles were observed following new implementations in law and policy. Implications for education and policy development for the artistically gifted are discussed.

• Journal of Science of Art and Design
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• v.8
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• pp.5-43
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• 2005

This study aimed to suggest a resolution through a research on actual condition of appreciation class among art classes in elementary school. For this object, this study is about the need and problem of appreciation through concert of art appreciation and educational meaning. And this study is research, based on 200 current teachers to teach the art education of appreciation in Seoul. In the case of student research, this study show the current appreciation education focusing on 200 students in Seoul. The teachers has been seeing the importance of the appreciation education, but that education has been performing in the poor environment without aids and appreciation materials. And they thought that the most effective way to teach the appreciation of art is the on-site education such as the invitation of art-gallery or museum. The Change of realization about art, together with improvement of realistic situation, is important. But more important problem is the role and the realization of teacher who teach art directly. If the teacher's viewpoint to teach directly education of appreciation is examined, there are following problems First, it lacks realization about the importance of appreciation education. Teachers who teach a student have been taken functional art education mainly and this trend has been spread in the whole of society, therefore, the importance about the teaching of appreciation is negligent and is handled indifferently. Also, Teachers do not offer opportunity to obtain professional information of art appreciation map to overemphasize the study of practical teaching research. Second, elementary schools teacher is, for the most part, occasion that homeroom teacher teaches all object classes, and complete charge teacher is selected only some. Therefore, teacher in charge who play most a lot of subjects is difficult to recognize the importance of art teaching appreciation subject or class. There must have been a research about the educational preventive measures as suitable support, reorganization of at time and experts in superior office educational institution. Trough this study, I could know that front-line teacher should be specialized and more complete charge teacher should be needed urgently. Finally, the teachers must break the custom of the art appreciation and develop various art appreciation method. And the teachers have to lead the students to be interested art appreciation. That's what cultivate the students' aesthetic feeling and genius.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.299-320
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• 2015

This study aimed to explore the problem in curriculum development in school-based gifted program in the arts and suggest the way to solve that. For this study, we surveyed 28 teachers and guest instructors, furthermore interviewed 6 teachers (4 in music and 2 visual arts). The study results indicated that not only curriculum development of school-based program for the gifted in the arts was not systemic, but also most teacher depended excessively on guest instructors due to the lack of expertise and information for curriculum development. Also, They did not understand specific meaning of the giftedness and gifted curriculum in arts nor recognize the unique role of school-based gifted program. In addition, most teachers simply attempted to solve lack of knowledge and experience on a personal level. Their research condition were inadequate to plan curriculum. To solve these problems in curriculum development in school-based gifted program in arts, we suggested some solutions: differentiated teacher in-service program, the achievement criteria for fundamentals of curriculum, system for connecting materials, information and human resources, as well as consultative body for improving the present condition of school-based gifted program.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.65-89
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• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.

• Archives of design research
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• v.15 no.2
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• pp.197-204
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• 2002

The purpose of this study was to develop the hiring and retraining program for interior design teaching staffs of vocational high school. The survey has been made by interviewing 12 teachers from 2 vocational high school. The major finding of this stuffy are as follows; First, it is found that newly hired interior design teaching staffs are required to have interior design majors in university and minimum 1 year field experience. In case of having no field experience, it is required for them either to have an interior design associated certificates or to pass certain field test. Second, the retraining program should include drafting, perspective and rendering, architectural and interior materials, architectural structure, space and interior design, furniture design and fabrication, CAD, interior construction, housing and interior design in general. Third, the retraining program will be total 255 hours program. The number of hours for each specific subject are varied perpending on subject, For example, 15 hours an allocated for drafting and 60 hours for CAD.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.566-574
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• 2016

The purpose of this study was to determine the viewing trends in eco-childhood education. Analyte is analyzed, such as from 10 March 2008 and 2015 annual target of 97 pieces of thesis until March trends, research content, research methods. As a result, first, the ecological childhood education subjects infant destination, Teachers, took place in indoor and outdoor environments subject, parent targeted net was a study of the most frequent targets 5 years of single age, 4 years old, 3 years old, It was a three-order. Second, the research method consisted of the most experimental studies. Third, research topics include ecology toddler exploring related variables of education, ecological infant was the most common educational programs academic and theoretical basis for the direction sought, ecological Early Childhood Curriculum understanding and national levels of the education process, linking childcare courses, ecology teacher education the program was in order. Fourth, training in experiential learning is the most common forest garden gardening had appeared, walking activities, ecology, art, spirituality, work, raise animals and plants, environmental education in order.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.333-352
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• 2022

This study is aimed at developing the STEAM instruction materials for mathematics subject-based advanced technology and ICT teaching tools. In order to develop the STEAM materials, a PDI model in which the implementation and evaluation steps were simplified to Improvement was used. The developed STEAM materials were revised and supplemented by a group of experts. The subject of the STEAM class material developed in this study is 『Graph! The bridge that connects the past, present and future』 , 『You are the same but different!』 , 『Creating a virtual reality three-dimensional space together』 , 『And making interesting figures』 and 『Cover the roof of the turtle ship!』 . As a suggestion based on the results of this development study, various STEAM education materials should be developed and shared so that STEAM education can be performed in the elementary education field. And for the spread and settlement of STEAM education, the cultivation and expansion of STEAM education capabilities of on-site elementary school teachers or pre-service teachers will be an absolute prerequisite. And this suggests the need for a continuous and long-term approach to follow-up research on STEAM education.