• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.613-628
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• 2018

The purpose of this study is to analyze the teaching and learning process of physical computing using coding block for elementary gifted students in science. In order to obtain implications for teaching physical computing, we set the learning objectives from the Computer and Information Literacy Evaluation Standards developed by the International Association for the Evaluation of Educational Achievement(IEA) and developed a teaching and learning program for physical computing through collaboration between science education and computer education experts according to learning objectives. The developed program was related to the use of the coding block MODI(TM) and 32 classes of physical computing instruction were conducted for 15 students of the 4th to 6th grade who belong to an education institute for the gifted in science affiliated to the University. In the physical computing class, the teaching and learning process was analyzed by collecting data such as classroom videos, class observation logs, teacher and student questionnaires, and interviews. Based on the results of the study, the implications of the teaching and learning process of physical computing using the coded blocks in the school education field were suggested. And we also explored the strategy of expanding the computational thinking through the activities of coding instruction to realize creative ideas.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.593-599
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• 2014

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.81-101
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• 2020

The purpose of this study is to develop and implement a process-based evaluation program with the theme of school space design in the housing area of the middle school home economics. In order to achieve For thispurpose, a process-based evaluation program based on the theme of school space design was developed following the ADDIE instructional design model, and the program was executed to a total of 93 students. A questionnaire survey and in-depth interview were conducted for the evaluation of the program. The results of this study are as follows. First, based on the results of a 2015-Revised Curriculum analysis, a school space design program evaluation plan was established, and two evaluation tasks were developed. Accordingly, scoring criteria were prepared and 8 evaluation materials for students and 2 evaluation materials for teachers were developed. A total of 9 sessions were developed for teaching and learning activities and evaluation-linked operation procedures to perform evaluation tasks. As a result of an expert validity test for the program, all items were verified to be appropriate in content validity and content composition with an average of 3.6 to 4 points (4 points). Second, after conducting the school space design program, a survey on students were conducted, and as a result, all three areas of school space design class, process-based evaluation, interest scored high in average scores of 4.12 to 4.27 out of 5. According to the survey and interview results, the program provided new learning opportunities for school space design, the students were able to reach the suggested achievement goals, and the self-assessment, peer evaluation and teacher feedback positively affected the students during the learning process so that they could reflect on their learning and actively participate in the subsequent learning activity. This study has a limitation in generalizability in that the program was conducted on a limited number of students, and future studies are expected to expand the scope in terms of research participants, evaluation criteria, and school space design classes. This study laid the foundation for theory and practice by developing and implementing a process-based evaluation program for home economics education, and it has contribution in that it suggested the possibility that teachers and students can take the initiatives in school space design, focusing on the housing content elements of home economics.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• Journal of Engineering Education Research
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• v.9 no.1
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• pp.75-88
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• 2006

This paper reviews the general education curriculum in engineering colleges which are accredited or prepare to be accredited in Korea. And it researches the relation of the learning outcome of general education and course assessment. Most of engineering colleges usually operate core curriculum. They provided engineering students few specific general education courses if anything. Engineering students evaluated the outcome of the general education courses less than major courses. It is necessary to develop new general education courses for engineer like as the management for engineering students or leadership program Also the faculties teaching the general education courses need to develop new learning method and materials, which help students to achieve soft skills.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.159-174
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• 2020

The purpose of this study is to examine 'Design Thinking' based Chemistry Class program as an education strategy for core competence of creative convergence talent. The program stages were modified and supplemented into eight stages, including 'Knowledge Understand', 'Empathy', 'Sharing perspective', 'Ideate', '1st Prototype', '1st Test', '2nd Prototype', and '2nd Test', so that the 'Design Thinking Process in Science Education' can be applied to the chemistry class. Considering the linkage between the 2015 and 2009 revised national curriculum, the achievement criteria were selected, and the lesson plans and student activity sheet were developed according to the themes to be met. Four thematic educational programs were developed and applied to Chemistry I for the second grade of high school students from March to August. The results were verified through qualitative data analysis of the class scene and pre- and post-test based on inventories of 'Empathy' 'STEAM educational competence', 'Problem solving process'. As a result of applying the developed program, 'empathy' showed a significant improvement in empathy with others and empathy with the problem situation. In 'STEAM educational competence', there was a significant enhancement in science and design competence. In the 'problem finding process', the problem definition, problem solution design, and problem-solving review were significantly improved in the 'problem-solving process'. The results of this study provided implications for the applicability of design thinking - based chemistry classes and its educational effect.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.231-245
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• 2017

This study is to review current state of web-based simulations for science learning about magnets and magnetic field, and evaluate the appropriateness of simulations in terms of contents, strategies and design. We designed a set of criteria for evaluating science simulations and applied it to 14 simulations about magnets and magnetic field. For the evaluation, eight elementary teachers participated and they described specific characteristics of each simulation according to the criteria. Based on the evaluation, we divided the simulations into two groups, excellent vs. normal groups. We analyzed strengths from the simulations in excellent group and weaknesses from the simulations in normal group according to the contents, learning strategies, screen format, and technical features. Implications for ways of improvement in developing web-based science simulations effective to science teaching and learning about magnets and magnetic field were discussed.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.267-285
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• 2016

This study presents a comparative analysis of newly developed curriculum of Travel Geography as the career elective subject in high school for the 2015 revised curriculum in Korea and Tourism Geography in China. Travel Geography Curriculum comprises subject objectives, the contents organization, and achievement standards which reflect the core concept of geography. It utilizes travel as the topic and frame to raise the availability, interest and empathy in the geography classroom. The main research contents are comparative analysis on the similarities and differences of the subject character, goal, content, teaching-learning method and assessment of the national geography curriculum in Korea and China. Practical implications are presented for textbook compilation of the Travel Geography and its Practice classroom teaching-learning.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.1-19
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• 2013

The purpose of this study was to develope and implement a project teaching learning process plan in order to improve a creativity and character for 'residential space utilization' section of Technology Home Economics in middle school. The teaching learning process plan consisting of 15-session lessons had been developed and implemented according to the ADDIE model mixed with 6 project learning steps. In the development stage, 8 activity materials(7 individual and 1 group activity sheets) and 7 teaching learning materials(2 sets of pictures & photos, 4 moving pictures and 1 space plan resources book) were developed for the 15-session lessons. The plans applied to 5 classes 163 students in the second grade of G middle school in Gwangju during Oct. 17th to 18th of Nov. 2011. The results from the survey and portfolio showed that the 15-session lessons had overall achieved the general goal of the project teaching learning process plan to improve a creativity and character. Students were stimulated by individual and group activities with creativity and character elements in the class. The students evaluated the whole process of 15 lessons were interesting and helpful to improve creativity and consideration and cooperation of aspect of character. The individual and group results of the portfolio were excellently and creatively done with the average of nearly 85% points. The researcher also found the improving process of students in the whole classes. This plan might apply to other parts of housing as well as various other areas of home economics.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.175-193
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• 2018

The course of home economics education is the one that fosters the ability to solve life problems. The life problem is permanent involving the individual, family, and society in overall. Thus, this study was to compose a class which applied the backward design model suggested by Wiggins and McTighe focusing on the usability of it in the educational filed of the home science to overcome the limitation of the education in the filed based on that critical mind. Therefore, this study developed the teaching·learning plan applying the backward design model to the 'Food and Nutrition' unit of the home economics education. It is expected that the unit and the teaching plan are used as materials for the class on the dietary life unit which is meaningful for learners in the educational field of the home economics education.