• Journal of Science Education
• /
• v.37 no.1
• /
• pp.23-39
• /
• 2013

Science teachers' perception on their preparation program can help in conceptualizing how science teachers could be prepared. Based on this premise, this study aims to investigate preservice and inservice science teachers' perception on their teacher preparation programs with a focus on the coherence and balance of program. For this purpose, 20 preservice and 39 inservice science teachers were participated. Selection form and open-ended form questionnaires were developed to survey science teachers' perception on their program. The results of study are as follows: Firstly, participating preservice and inservice science teachers perceived the coherence of their program as moderate. The most and least coherent category of program was 'planning & preparation' and 'professional responsibilities' respectively. Inservice teachers perceived the program less coherent than preservice teachers in all four categories. Secondly, participating preservice and inservice science teachers perceived that practical elements were deficient compare to theoretical elements in light of balance of the program. Lastly, participating preservice and inservice science teachers perceived that current science teacher preparation program was biased to test-driven curriculum, and four domains of the program (subject matter knowledge, pedagogical content knowledge, general pedagogical knowledge, and teaching practicum) need to be more strongly connected to secondary school context. Alternative ways to be more coherent and balanced science teacher preparation program were also discussed based on the research.

• Journal of the Korean Society of Earth Science Education
• /
• v.15 no.3
• /
• pp.335-344
• /
• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Journal of Gifted/Talented Education
• /
• v.23 no.2
• /
• pp.215-236
• /
• 2013

In this study, we seek to improve the quality of education at institutes for science gifted education in universities by analysing the curriculums. Annual reports were analyzed, directors, professors, and students participated in the survey, directors were interviewed. The number of students was three times more than enrichment step than mentorship step. In content items, four items among nine received scores was 4 on the 5 point Likert scale. In the teaching and learning process items, five items among ten received scores 4. Students' choice and experience received scores below 4. In the product and the learning environment items, all items lower than 4. The professors did not supply guidance according to the results of the assessment. The professors developed and revised the curriculum considering the students' interests. The directors, professors, and students wanted to increase the free inquiry time. Based on the findings, we suggested that free inquiry time, a variety of experience, product, and environment considering individual students' abilities and interests should be increased.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.2
• /
• pp.173-187
• /
• 2021

The purpose of this study was to investigate high school students' needs for home economics elective courses in line with the introduction of the high school credit system and the development of the next home economics curriculum. To this end, 1,689 high school students across the country were analyzed for needs of home economics elective courses (eighteen elective courses and six sub-disciplines of home economics) and differences in the needs of home economics elective courses based on gender, grade levels, and completion of home economics science subject. The research results were as follows. Among the six sub-disciplines, the preference for 'dietary life' was the highest, and in terms of teaching types, experiment and practice class had significantly higher preference in 'dietary life' than other sub-disciplines. Girls showed higher preferences for home economics elective courses than boys, and the third graders showed significantly higher preferences only for the 'dietary life' sub-discipline than the first graders. High school students who are learning or have learned the home economics science subject showed higher preference for home economics elective courses in all the sub-disciplines than those who have not learned it. Based on the results of this study, it is suggested for the national curriculum development that further researches should be actively carried out to develop home economics career elective subjects.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.4
• /
• pp.65-84
• /
• 2021

The purpose of this study was to develop and evaluate the Home Economics(HE) Flipped Problem-Based Learning(FPBL) education plans focusing on 'food selection and storage' unit for middle school students. The results of this study are as follows. First, middle school students who participated in the class had mainly experienced lecture-style classes previously, but they preferred group activity classes to lecture-style classes. Their 'preferred on-line class tools' was 'Miricanvas', and the 'helpful on-line class tools for learning' was 'Tinkerbell'. Second, the HE FPBL education plan was designed and developed to conduct block time classes, twice a week for 3 weeks by applying the '13 stages of FPBL'. The main topic of the class is "food selection and storage that protects health and the environment". The practical and unstructured problems in the FPBL was to participate in the 'Food Selection and Storage to Protect Health and Environment' mission development contest of a TV entertainment program. Learning materials(stepping video, reading materials, activity sheets, and evaluation tools for process-based evaluation) were developed. The 206 senior students at a middle school in Haeundae-gu, Busan, took the class for three weeks and evaluated it as a good class that helps them learn, is satisfactory, interesting, and suitable, leads to class participation, and is differentiated from other teaching methods.

• Journal of Engineering Education Research
• /
• v.7 no.4
• /
• pp.32-37
• /
• 2004

Well organized design based education is the one of the best way to develop the abilities needed for the engineer such as the recognizing and formulating a problem and then solving it creatively and systematically. In order for this, we prepared a course named 'Introduction to the Engineering Design' for the first-year students, which aims at developing creativity and ability to promote a project. Experiment-design mixed courses and theory-design mixed courses, where students have to solve various design problems, are provided for the higher grade students. In this paper, we are focused on the experiment-design mixed course for the second-year students which has been operating from two years ago. Here we show how the teamwork ability is improved. We also present how to operate the course in detail so that anyone can easily get the way to reach the outcomes needed for the engineers.

• The Journal of the Korea Contents Association
• /
• v.17 no.5
• /
• pp.529-539
• /
• 2017

The purpose of this study is to categorize and analyze the communication competency of engineering undergraduates and to develop educational content in order to improve that. In this study, communication competency of engineering undergraduates was categorized into three areas: critical thinking, scientific communication, and media literacy. As a means to improve communication competency, the experience with and perception of writing were investigated. The communication competency of undergraduates needs to be improved overall. There is a high need for writing programs that enhance critical thinking oriented around practice. It suggests flipped learning based on smart education, E-community, problem-solving programs based on action learning, cooperative learning programs, reflection journals & portfolio, and collaborative writing programs as educational content. The results of this study can be used as basic data to design competency-based communication curriculum and practical applications for engineering undergraduates.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.2
• /
• pp.115-131
• /
• 2010

The object of this study is to compare the cognitive differences between teenagers who are operating the internet shopping mall and those who are not operating to analyze the effect of the enterprise experience on the career maturity of teenager. And we are to present the operation methods of teenager entrepreneurship education at school by identifying the difficulties of teenager internet shopping malls and investigating demands of teenagers for the entrepreneurship education. The results of this study are as following. First, the internet shopping malls established by teenagers were mostly operated with small scale and capital dealt with clothing and fashion accessories. It is difficult for most of teenagers to inform the shopping malls and understand the flow of fashion and demands of consumers. They acquired the informations on enterprise using internet or acquaintances. This is because there are no professional teenager entrepreneurship education. And they chose the confidence and spirit of challenge which are mostly needed for success of the internet shopping malls. Therefore, they can acquire the confidence and spirit of challenge by effective entrepreneurship education on resource management, team management, business plan and marketing. Second, teenagers who are operating the internet shopping malls got higher scores on career maturity and degree of need in the entrepreneurship education than those who are not. Thus the expansion of the systemed and diversified entrepreneurship education at school is needed to increase business practice and entrepreneurship. Third, most teenagers wanted the entrepreneurship education at school. They preferred external lectures who can teach them with professional experiences and practical knowledges using discretional activity classes or club activity classes. Dividend classes of creative experience activities including career, voluntary and club activities are increased in 2009 revised education curriculum. Using these classes, it requires to operate the entrepreneurship education which make students decide their career themselves through concrete education and experience. Consequently, the expansion of the systemed and diversified teenager entrepreneurship education at school is needed using development of practical entrepreneurship education program, professional teacher training and revitalization of entrepreneurship club activities.

• Journal of Korean Society of Archives and Records Management
• /
• v.1 no.1
• /
• pp.69-94
• /
• 2001

The purpose of this paper is to provide an overview of the current status of the records management science education in Japan, and to examine the implications of the rapid growth of this filed while noting some of its significant issues and problems. The goal of records management science education is to improve the quality of information services and to assure an adequate supply of information professionals. Because records management science programs prepare students for a professional career, their curricula must encompass elements of both education and practical training. This is often expressed as a contrast between theory and practice. The confluence of the social, economic and technological realities of the environment where the learning takes place affects both. This paper reviews the historical background and current trends of records management science education in Japan. It also analyzes the various types of curriculum and the teaching staff of these institutions, with focus on the status of the undergraduate program at Surugadai University, the first comprehensive, university level program in Japan. The Faculty of Cultural Information Resources, Surugadai University, a new school toward an integrated information disciplines, was opened in 1994, to explore the theory and practice of the management diverse cultural information resources. Its purpose was to stimulate and promote research in additional fields of information science by offering professional training in archival science, records management, and museum curatorship, as well as librarianship. In 1999, the school introduced a master program, the first in Japan. The Faculty has two departments and each of them has two courses; Department of Sensory Information Resources Management; -Sound and Audiovisual Information Management, -Landscape and Tourism Information Management, Department of Knowledge Information Resources Management; -Library and Information Management, -Records and Archives Management The structure of the entire curriculum is also organized in stages from the time of entrance through basic instruction and onwards. Orientation subjects which a student takes immediately upon entering university is an introduction to specialized education, in which he learns the basic methods of university education and study, During his first and second years, he arranges Basic and Core courses as essential steps towards specialization at university. For this purpose, the courses offer a wide variety of study topics. The number of courses offered, including these, amounts to approximately 150. While from his third year onwards, he begins specific courses that apply to his major field, and in a gradual accumulation of seminar classes and practical training, puts his knowledge grained to practical use. Courses pertaining to these departments are offered to students beginning their second year. However, there is no impenetrable wall between the two departments, and there are only minor differences with regard requirements for graduation. Students may select third or fourth year seminars regardless of the department to which they belong. To be awarded a B.A. in Cultural Information Resources, the student is required to earn 34 credits in Basic Courses(such as, Social History of Cultural Information, Cultural Anthropology, History of Science, Behavioral Sciences, Communication, etc.), 16 credits in Foreign Languages(including 10 in English), 14 credits on Information Processing(including both theory and practice), and 60 credits in the courses for his or her major. Finally, several of the issues and problems currently facing records management science education in Japan are briefly summarized below; -Integration and Incorporation of related areas and similar programs, -Curriculum Improvement, -Insufficient of Textbooks, -Lack of qualified Teachers, -Problems of the employment of Graduates. As we moved toward more sophisticated, integrated, multimedia information services, information professionals will need to work more closely with colleagues in other specialties. It will become essential to the survival of the information professions for librarians to work with archivists, record managers and museum curators. Managing the changes in our increasingly information-intensive society demands strong coalitions among everyone in cultural Institutions. To provide our future colleagues with these competencies will require building and strengthening partnerships within and across the information professions and across national borders.

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