• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.

• 대한공업교육학회지
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• v.41 no.1
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• pp.108-127
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• 2016

We confront incessant choices in life. A person or a group stands at a crossroad continuously and make decisions under limited conditions in each time in order to achieve a goal. These series of processions are referred to as decision making and dominates our actions. Based on this view, the decision making is crucial and it secures its own position in school education as well as in real life. The purpose of this study is to develop decision making skills instructional model that can be applied to improve decision making skills in technological subjects. The components of decision making skills in technological education was problem recognition, problem identification, alternative production, alternative assessment, optimum selection, optimum evaluate. An instructional models for improvement of decision making skills in technology education and examination was designed according to the components of decision making skills in technological education. Depending on the components of decision making skills developed a teaching material to experience each step. And in the teaching material was to verify the improved decision-making skill. Accordingly, a decision making instruction model in technology is expected to contribute to enhance students' decision making skills.

• Review of Culture and Economy
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• v.20 no.2
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• pp.19-45
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• 2017

This paper aims to apply our research and theorization on arts entrepreneurship to entrepreneurs active in the arts and cultural sector. Our goal is to develop proposals for practical actions that can support both arts entrepreneurs and supportive arts advocates. Using Action Research methodology, we hosted and facilitated two workshops with selected groups of arts entrepreneurs. Prior to the workshops we designed a questionnaire, based on the competency theory, to assess the qualities and characteristics of the participants. During the workshops we conducted surveys, interviews, and made observations in order to further understand the knowledge, experiences, motivations, capabilities, and attitudes necessary to successful arts entrepreneurship. We also conducted in-depth follow-up interviews with participants as a cross-check. We found that most of the participating arts entrepreneurs had a low understanding of the technology required for effective arts entrepreneurship, which has resulted in insufficient managerial support for artistic innovation. In addition, we found that participants lacked the skills and clear vision to construct a viable economic engine for their organization. Nevertheless, in light of the considerable strengths and high levels of enthusiasm and commitment participants evinced, we believe that their deficits can be corrected with education and training. Thus, we conclude by discussing the path forward and outlining a proposal to develop an innovative educational program on the daily operations of arts management that emphasizes applied technology and creating financial sustainability.