• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.107-126
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• 2021

A status analysis and focus group interviews with librarians, school librarians and experts were conducted to find a new direction for revitalization of 19 public libraries affiliated to the Chungcheongnam-do Office of Education in the context of the advent of a new educational environment following the 4th industrial revolution. Through the research method, the knowledge experience edu library through the library community school was set as the vision of a public library belonging to the Chungnam Office of Education. The direction of public library service as an edu-library was divided into specialization as an educational library, life cycle customized service, knowledge experience-oriented service, and 4th industrial revolution intelligent information society service. Based on the traditional functions of the library, the space that the future public library should have was presented as an experiential learning space. In this study, a specialized direction for strengthening the educational function of libraries belonging to the Chungnam Office of Education was presented, which will contribute to finding ways to cooperate with schools and school libraries, and will provide a basis for preparing directions for libraries belonging to other regional offices of education.

• Korean Journal of Social Welfare
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• v.69 no.4
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• pp.177-202
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• 2017

We usually expect that children in residential care are not able to have excellent academic achievement, even though their school achievement in adolescence is crucial as a part of whole lifespan development. The purpose of this study is to carefully understand characteristics and experiences of only a few academically talented children in residential care and to find out the practical suggestion to support the academic performance of children in residential care. For this purpose, we had interviewed eight children in depth and analyzed the data using a qualitative case study method. As a result, we found a total of 21 subcategories and 5 categories. The categories included that 'always being faithful despite being not fast', 'believing myself when I face limitations', 'conflict in high support and high expectation', 'sometimes refusing to support on me, but I am leaning on my mind', 'relieving anxiety by studying'. In conclusion, we found that the central theme of 'running to change prejudice into hope' were found through the cases with excellent academic achievement. Based on the results, we suggested the guidelines to consider when developing and providing the academic support services for children in residential care.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.129-149
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• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.127-141
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• 2006

The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.427-434
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• 2022

This study aims to develop design elements for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities, which is a key area in the practical support system for independent life support for individuals with developmental disabilities. As for the research method, a procedure for conducting FGI by forming two teams for professors majoring in special education and rehabilitation science was formed. The research was presented in three upper categories (universal cultural convergence elements, field-centered cultural convergence elements, and policy-centered cultural convergence elements) that should be designed for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. In addition, subcategories were specifically composed for each upper category. First, as a universal cultural element, "open creative convergence" was presented in principle, which can be explained as a principle of exploring and practicing the validity of convergence between related fields for rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. Second, field-centered cultural factors included development of joint practice model between fields of rehabilitation science and special education, subject matter education knowledge and skills, teaching and learning methods, learning career roadmaps, employment and job career development roadmaps, and the formation of an independent life development history certification system. Third, as policy-centered cultural elements, the formation of a curriculum integration composition system between local related institutions, the establishment of a qualification development path for coordinator-professional teacher-type personnel, and the organizational systematization between school-center types were presented. The study concluded that independent life support for individuals with developmental disabilities should not only be guaranteed for the entire life of adulthood, but also a lifelong education for individuals with disabilities based rehabilitation support system for individuals with developmental disabilities should be established through cultural convergence.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.135-154
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• 2012

The purpose of this study was to investigate the trends of HE exam questions through analyzing the examination items for secondary Home Economics(HE) teaching certification from 2002 to 2011. The results of the study were as follows: First, regarding the analysis on pedagogy of HE course, it accounted for 30.9% of the total questions, and recently, it increased to 35%. Regarding the ratio of questions by each evaluation element, 'practice of teaching and learning methods for HE course'(33.2%) had the highest ratio, and 'essence of the education of HE'(3.2%) had the lowest ratio. Second, regarding the analysis on eating habits, it amounted to 17.5% of the total questions, and recently reached 15%. With regard to the ratio of each evaluation element, 'cooking theory and practice'(26.1%) had the highest ratio, and 'culture of eating habits'(3.7%) had the lowest ratio. Third, regarding the analysis on clothing habits, it accounted 15% of the total questions, and recently reached 12.5%. With regard to the ratio of each evaluation element, 'clothing management'(25.1%) and 'production of clothing and living necessaries'(25.1%) had the highest ratio, and 'selection of clothing and self-expression'(3.0%) had the lowest ratio. Fourth, regarding the analysis on housing life, it accounted for 11% of the total questions, and recently reaches 12.5%. With regard to each evaluation element, 'the understanding of housing life culture'(22.5%) had the highest ratio, and 'the understanding of housing interior design'(10.7%) had the lowest ratio. Fifth, regarding the analysis on daily life as a consumer, it accounted for 12.4%, and recently reaches 12.5%. With regard to the ratio of each evaluation element 'management of domestic resources'(34%) had the highest ratio, and 'planning of entire life and domestic welfare'(0%) had the zero ratio. Sixth, regarding the analysis on family life, it accounted for 13.3% of the total questions, and recently reaches 12.5%. With regard to the ratio of each evaluation element, 'the understanding of family and the changes in family'(23.8%) had the highest ratio, and 'marriage and the development of family'(2%) had the lowest ratio.