• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.2
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• pp.109-123
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• 2017

Due to the positive effect of forest space for child development, the creation and operation of forest activity space of various organizations is increasing in quantity; however, the research on practical space design and management program is insufficient. Therefore, the purpose of this study is to evaluate the space and management programs of the forest experience centers through the post-occupancy evaluation of teachers and preschoolers participating in forest activities. To do this, we analyzed the selected twelve sites through field survey, class observation, and interviews with forest education specialists, and then surveyed 115 forest education experts and childcare teachers for importance, performance, overall satisfaction, and space preference. In addition, we accessed overall satisfaction and space preference of twenty-nine preschoolers through interviews, photo-simulation, and questionnaires. As a result, the importance and performance of management program area was rated higher than the spatial characteristics area. In terms of group comparison, the group with active structured program rated two areas higher than the groups with free play. Preschoolers with structured programs preferred facility space, but preschoolers with free play preferred nature. Two preschooler groups rated forest activity as satisfactory. Based on the analysis results: 1) The composition of the forest activity space should ensure accessibility, safety, diversity of diversity, water space, connect to the forest road, and secure various terrains, trees, and natural materials; 2) The management program should ensure that forest activity programs have the proportional balance of structural programs and free play; also. management programs should plan for sufficient free playtime and a high share of play in the forest; and 3) Ensure the role and expertise of forestry specialists and run a program to increase the autonomy of preschoolers.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.179-200
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• 2008

This study is aimed at contributing to the future development of Home Economics Education Department by suggesting basic data of TQM(Total Qualify Management) for evaluating TQM of Home Economics Education Departmeut in education colleges. A survey was conducted involving all junior(3rd year) students of Home Economics Education Department in education colleges either by making a visit to 3 different schools or by sending it in the mail to 10 different schools. Responding answer-sheets, 302 copies(88.3%) out of 342 copies in total were returned. Finally, we used 285 copies(83.3%) as data for analysis. The results of this study are as follows: In terms of Professional Qualification of Home Economics Teachers, the students had passion for their Home Economics Education and also had a great pride and mission to be future Home Economics teachers. However, their ability proved to be poor and low in presenting a vision for Home Economics, in conducting extra-curricular activities, and the computer skills. In the case of college students, their satisfaction showed an average point 3.15 on a scale of 5. Those students who entered school voluntarily or those who hoped for re-entrance showed more satisfaction than those who entered school with good academic records or those who do not hope for re-entrance into school. In terms of professors' leadership, Students are perceived to choose 'Transactional Leadership' instead of 'Transformational Leadership'. Students', who have higher satisfaction and hopes for re-entrance, perception level about their professors' leadership style showed higher satisfaction than average. The students empowerment level showed average point 3.52, which is considered relatively high. Students at the college where professors majored in Home Economics Education are employed showed higher empowerment level than students at the college with professors who did not major in Home Economics Education. The result of evaluating general demand for renovating of Home Economics Education Dept. showed that: they perceived the "Teacher Education Course" of Home Economics Education Dept. as in need of cultivating practical skills in secondary school. They also said, "Teaching Method" is in great need of renovation. In the case of teaching method, they preferred laboratory work, and practical training. In earning credits, they emphasized the importance of faithfully completing the "Study of Content". For the Subject Matter Education, they required a training course to be set up in the secondary school. Finally they claimed that the teachers and students need to take the initiative in developing a Curriculum of Home Economics Education Dept. Based on the findings mentioned above, I would like to suggest further research on how to adopt and evaluate TQM in Home Economics Education, and faculty-centered evaluation methods. I also would like to suggest to vitalize quality research through the form of narrative research.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.17-29
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• 2006

The purpose of this research was to examine the problems, confidence and satisfaction of teachers on the subject ${\ulcorner}technology and home economics{\lrcorner}$ in the 7th national curriculm. For this research, questionnaires were sent by post to teachers who teach technology and home economics in middle schools and high schools. The collected questionnaires were technically analyzed by SPSS/WIN 10.0 program, which measured frequency, percentage, average, standard deviation. According to the types of data, they were also analyzed by t-test and cross tabulation analyses. The results of this research were summarized as follows. 1) There were two teaching types of technology and home economics: the partial charge and the whole charge teaching according to teachers' majors, and both types occurred in similar percentage. The partial charge teaching means that teachers majoring in technology teach only the technology part and teachers majoring in home economics teach only the home economics part when they teach the same subject, technology and home economics. These days the partial charge teaching more often occurs in national or public schools than in private schools, and in coeducational schools than in girls' or boys' schools. 2) The major problems of teaching technology and home economics were caused in order by teachers' lack of skills and knowledge which we not their own major, the lack of students' interests and teaching materials, and burden of tests. 3) Teachers' confidence in teaching the contents of the subject, technology and home economics, made a significant difference according to their majors. Teachers whose major was technology felt more confident when they taught the chapters of the textbooks related to their major, technology, while teachers whose major was home economics felt more confident when they taught the chapters of the textbooks related to their major, home economics. According to implementation types, the partial charge teaching gave higher confidence to the teachers than the whole charge one in teaching almost all the chapters of the textbook. 4) According to implementation types, teachers' satisfaction was showed to be higher in the partial charge teaching than in the whole charge one.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.47-64
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• 2007

The purpose of this study was to develop, apply and evaluate the teaching learning plan for disabled experimental activity to evaluate the accessibility of middle school experimental facilities. Three main resources such as 2 hours teaching learning plan for disabled activity, recording sheets and evaluation sheets had been developed. The process plan had been applied 214 senior students in 7 middle schools purposely selected by areas, constructed years, number of stories of school during November to December, 2005. General accessible levels of middle school facilities was somewhat inadequate especially exterior slops, toilets, bowls were the most unaccessible ones. Most of all students had accidents and/or injuries in school environments from minor to major ones. Male Students were more likely than female Students to get injuries. Students experience of accidents and injuries and awareness of inconvenience, danger, needed facilities supported. the result of the accessibility levels evaluated by disabled activities. Students were generally satisfied with and positive to the teaching learning process plan developed and applied in this study. Students had improved critical Perspectives as well as awareness of inaccessible chances in the school facilities through the experimental process. The evaluation as differed by school characteristics and students' interests in disability.

• Journal of the Korean Society of Radiology
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• v.12 no.3
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• pp.409-415
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• 2018

The development of smart devices has brought about significant changes in daily life and one of the most significant changes is the virtual reality zone. Virtual reality is a technology that creates the illusion that a 3D high-resolution image has already been created using a display device just like it does in itself. Unrealized subjects are forced to rely on audiovisual materials, resulting in a decline in the concentration of practices and the quality of classes. It used virtual reality to develop effective teaching materials for radiology students. In order to produce a video clip bridge using virtual reality, a radiology clinic was selected to conduct two exposures from July to September 2017. The video was produced taking into account the radiology and work flow chart and filming was carried out in two separate locations : in the computerized tomography unit and in the LINAC room. Prior to filming the scenario and the filming route were checked in advance to facilitate editing of the video. Modeling and mapping was performed in a PC environment using the Window XP operating system. Using two leading virtual reality camera Gopro Hero, CC pixels were produced using a 4K UHD, Adobe, followed by an 8 megapixel resolution of $3,840{\times}2,160/4,096{\times}2,160$. Total regeneration time was performed in about 5 minutes during the production of using virtual reality to prevent vomiting and dizziness. Currently developed virtual reality radiation and educational contents are being used to secure the market and extend the promotion process to be used by various institutions. The researchers will investigate the satisfaction level of radiation and educational contents using virtual reality and carry out supplementary tasks depending on the results.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.

• Journal of the Korean Society of Food Culture
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• v.14 no.3
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• pp.259-269
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• 1999

The purpose of this study was to investigate the eating behavior, food preference and nutrition knowledge according to the body style of male college students. The subjects were 219 male students enrolled in University, Taegu. The data was collected by using a survey questionnaire and an anthropometric measurement. The results were summarized as follows: The mean height, weight and BMI of subjects were $173.8{\pm}8.7cm,\;65.8{\pm}7.9Kg,\;and\;21.9{\pm}2.4$, respectively. The subjects were divided into three groups according to the BMI: underweight group(<20); normal group(20-25); and overweight group(>25). One third of the subjects preferred to gain weight(33.8%); 47 subjects preferred to lose weight(21.5%); and the rest of the subjects satisfied their physique(44.7%). Most of subjects considered 'supper' as the most important meal during a day. Among the food items, the most frequently and evenly ingested item by subjects was 'Kimchi' : 'Ham and sausage' was the least preferred food among subjects. There was no significant difference in preference among three groups and almost half of the subjects had irregular meal time because of busy schedule. The preference for meat showed high score among underweight group; on the other hand, the preference for fruits and vegetables showed high score among overweight group. Usually subjects gained nutrition knowledge through media including newspaper, magazine and TV. There was no significant difference of the nutrition knowledge score among three groups. Based on these results, nutrition education program for the college student should be arranged in the classes.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1367-1384
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• 2013

The purpose of this study was to develop a Science Academic Emotion Scale for Elementary Students. To make a scale, authors extract a core of 14 emotions related to science learning situations from Kim & Kim (2013) and literature review. Items on the scale consisted of 14 emotions and science learning situations. The first preliminary scale had 174 items on it. The number of 174 items was reduced and elaborated on by three science educators. Authors verified the scale using exploratory factor analysis, confirmatory factor analysis, inter-item consistency and concurrent validity. The second preliminary scale consisted of 141 items. The preliminary scale was reduced to seven factors and 56 items by applying exploratory factor analysis twice. The seven factors include: enjoyment contentment interest, boredom, shame, discontent, anger, anxiety, and laziness. The 56 items were elaborated on by five science educators. The scale with 56 items was fixed with seven factors and 35 items to get the final scale by applying confirmatory factor analysis twice. Except for Chi-square and GFI (Goodness of Fit Index), other various goodness of fit characteristics of the seven factors and 35 items model showed good estimated figures. The Cronbach of the scale was 0.85. The Cronbach of seven factors are 0.95 in enjoyment contentment interest, 0.81 in boredom, 0.87 in shame, 0.82 in discontent, 0.87 in anger, 0.77 in anxiety, 0.81 in laziness. The correlation coefficient was 0.59 in enjoyment contentment interest, 0.54 in anxiety, 0.42 in shame, and 0.28 in boredom, which were estimated using the Science Academic Emotion Scale and National Assessment System of Science-Related Affective Domain (Kim et al., 1998). Based on the results, authors judged that the Science Academic Emotion Scale for Elementary Students achieved an acceptable validity and reliability.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.173-186
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• 2008

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher's course based on a teacher's certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.391-398
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• 2005

Recent studies say that informal learning is influential to students as much as formal teaming. Nowadays we can see various informal teaming inside and outside of the country. In 2004, it was the first attempt in Korea that engineer had gone to the elementary school fur activity that included scientific experiment and engineering work with students. National Academy of Engineering of Korea (NAEK) progressed activity with companies and elementary schools for students' making sense of engineer and what they are doing. To do that, NAEK had developed the network that company could support its local school's science education circumstance by engineers' visiting program. In 2004, seventeen companies including both large and small ones took part in the program called' Korea Junior Engineering Achievement (KJEA)'. In this program, engineers played the role of teacher (we call them company teacher), elementary school teachers played the role of organizing classes as a mediator. Elementary school teachers and company teachers' recognition is very important to make students' activity meaningful. The aim of this study was to give implication for informal science education activity for which engineers visit their local school. We got the result by survey and interview of company teachers and elementary school teachers. This study's result shows that almost company teachers and school teachers were in favor of purpose of this informal science education activity and satisfied with their participation. But some company teachers were not satisfied with worksheets, materials provided and relationship between school and company). Elementary school teachers and company teachers, both of them believed students' program as the key factor of success of informal science education activity. To make informal science education grow, school administrator and teacher need to have a will to utilize the activities more actively.