• Journal of the Korean Geographical Society
• /
• v.48 no.3
• /
• pp.466-481
• /
• 2013

The purpose of this research is to propose a model for education for sustainable development (ESD) within the geography curriculum. The study consists of two parts. The first part discusses the normal view of a model to assess the curriculum, namely the content and the cognitive dimensions. The ESD component necessitates an action program with skills and citizenship considered as the Objective Dimension. The second part of the paper examines the means for adding the Objective Dimension which follows a taking action approach through knowledge, skills, and citizenship that are consistent with ESD goals. The research procedure applied the methodology of the Delphi process. The theoretical model was initially developed by the researchers based on current practices in geography assessment in South Korea and the U.S. The model was tested using the Delphi technique by high school geography teachers and geography education faculty members in both countries who were recognized experts in their field. The research complements the curriculum and instructional activities that have been under way with the United Nations Decade of Education for Sustainable Development (UNDESD). The model may be used to deliberate proposals for building an ESD component into existing assessment practices.

• Journal of Practical Engineering Education
• /
• v.8 no.1
• /
• pp.15-21
• /
• 2016

TRIZ, the theory of inventive problem solving, is widely used not only in traditional engineering fields such as mechanical, electrical, and electronic engineering but also in IT field and generated good results. Therefore, recently many universities have opened TRIZ as a regular course. Especially, 40 inventive principles of TRIZ are not only creative thinking tools that beginners can learn relatively easily but also very effective problem solving tools, but it is not that easy to utilize it properly for solving real problems as you think. In order to use inventive principles as powerful tools for creative problem solving, it is important to educate learners to use it repeatedly through stimulating their interest about the inventive principles. So, in this paper, we introduce various inventive principles hidden in the cards that can be easily accessible in everyday life, and propose how to educate learners to evoke their interest in the inventive principles through making cards by utilizing the inventive principles.

• Cross-Cultural Studies
• /
• v.44
• /
• pp.283-314
• /
• 2016

The purpose of this study is to explore the diversity of French learning materials and suggest a learning method to increase the efficiency of learning. In the first part, we explore the linguistic characteristics of the proverb. In the second part, we present the examples that can be utilized in actual learning. In terms of teaching methods, sharing a common cultural consciousness is important for language and communication between interlocutors. In view of this point, the proverb has an extremely important value in the linguistic dimension. It means that the proverb can serve as a very useful material for the comparison of the morphology and phonetics of French. The efficiency of learning can be increased if we can apply an adequate learning plan using proverbs in accordance to the learner's level and the learning contents.

• Hwankyungkyoyuk
• /
• v.22 no.2
• /
• pp.43-55
• /
• 2009

The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self-evaluation questionnaire on their professionalism in environmental education was developed based on Hungerford et al.'s (1994) evaluation criteria. Two middle school teachers' classes were observed, and video taping and interviewing were also conducted. The survey analysis revealed that teachers evaluated their professionalism on environmental subjects to be a little above the middle of the scale. The mean values were 2.80 for the foundation level; 2.86 for the conceptual awareness level; 2.84 for the investigation level; 2.94 for the environmental action skills level; and 2.84 for the educational application level. However, class observations revealed that there was some gap between their self-evaluation of professionalism and their actual classroom application. Both classes were not that satisfactory with regard to 'the abilities to communicate and apply ecological concepts', 'the ability to clarify the roles of different value systems for environmental issues and personal values in decision making', 'the ability to clarify their own value system regarding solutions to environmental issues', and 'the ability to apply citizen action skills for solving environmental issues and for sustainable development'. The results provide a basic reference for the improvement of environmental-related education.

• Korean Journal of Social Welfare
• /
• v.1
• /
• pp.1-8
• /
• 1979

본 연구(硏究) 보고서(報告書)는 중앙대학교(中央大學校) 부설(附設) 사회복지관(社會福祉館) 운영(運營)의 합리성(合理性)과 그 기능(機能)의 고찰(考察)을 중심(中心)으로 하여 저소득층(低所得層)에 있어서 사회복지관(社會福祉館)의 역할(役割)과 그 봉사활동(奉仕活動)의 내용(內容)이 어떠해야만 한다는 가설(假說)과 합리성(合理性)을 개최(開催)하는 동시(同時)에 금반(今般) 이스라엘, 예루살렘에서 1978년 8월 14일부터 8월 18일까지 개최(開催)하는 국제사회사업(國際社會事業) 대학협의회(大學協議會) 설립(設立) 50주년(周年) 기념학술대회(記念學術大會)에서 본(本) 연구보고서(硏究報告書)를 발표(發表)하도록 의뢰함으로써 그에 준(準)하여 작성(作成)하였으며 동시(同時)에 영문(英文)으로 기재하였다. 본 부설(附設) 사회복지관(社會福祉館)의 운영(運營)의 월지(越旨)와 목적(目的)은 아래와 같이 요약(要約)하고자 한다. 복지사회(福祉社會) 건설(建設)이라는 시대적(時代的)이며 전국적(全國的)인 여망(與望)에 부응(副應)하여 대학(大學)은 그 선도적(先導的) 역할(役割)을 담당하고 인간(人間)의 존엄성(尊嚴性)과 생존(生存)의 교리(?利)를 주장할 뿐만 아니라 국가부흥(國家復興)의 80년대(年代)를 향한 복지시책(福祉施策)의 기를 공고(鞏固)히 하고 사회사업(社會事業)의 토착화(土着化) 내지(內至) 자주성(自主性)을 확립(確立)해야 한다는 철학적(哲學的) 사명(使命)을 다하여야 하기에 본(本) 중앙대학교(中央大學校) 사회사업학과(社會事業學科)에서는 그러한 시범사업(示範事業)의 일환(一環)으로 본(本) 대학교(大學校)가 위치(位置)하고 있는 인근지역(隣近地域)에 사회복지관(社會福祉館)을 설립(設立)하고 다음의 세가지 목적(目的)을 달성하고저 광범(廣範)한 사업(事業)을 계획(計劃), 전개(展開)하고 있다. 1. 사회사업학(社會事業學)은 이론(理論)과 실제(實際)의 긴밀한 연계(連繫)가 강조되는 학문(學問)으로서 학생(學生)들의 실습(實習)을 교수(敎授)가 직접적으로 지도(指導), 감독(監督)함으로써 사회사업(社會事業)의 전문생(專門生)을 개발(開發)내지 발전(發展)시켜 나가야 한다. 2. 직접봉사(直接奉仕)와 학구적(學究的) 실험(實驗)을 통하여 새로운 봉사기술(奉仕技術)과 사업계획(事業計劃)을 개발(開發)하고 정립(定立)시킴으로써 국가적(國家的) 차원(次元)에서 실제분야(實際分野)에 직접 응용(應用)되도록 하여야 한다. 3. 대학(大學)이 위치(位置)하고 있는 인근지역(隣近地域), 특히 영세주민((零)細住民)들의 욕구(慾求)에 따라서 적절(適切)한 봉사(奉仕)를 직접 제공(提供)하여 줌으로써 지역사회문제(地域社會問題) 해결(解決) 참여(參與)하여야 한다. 4. 사업내용(事業內容) 위의 목적(目的)을 달성(達成)하기 위하여 다음과 같은 사업(事業)을 한다. (1) 청소년(靑少年) 집단지도사업(集團指導事業) (2) 가정복지사업(家庭福祉事業) (3) 아동상담사업(兒童相談事業) (4) 의료진료사업(醫療診療事業) (5) 야간교육(夜間敎育事業) (6) 독서실운영사업(讀書室運營事業) (7) 직업훈련사업(職業訓練事業) (8) 가족계획사업(家族計劃事業) (9) 법률상담사업(法律相談事業) (10) 탁아시설사업(託兒施設事業) (11) 기타(其他) 위와 관련(關聯)된 사업(事業)

• Archives of design research
• /
• v.19 no.1 s.63
• /
• pp.151-162
• /
• 2006

Nowadays most business organizations wish to hire competent people who can do their own jobs efficiently right after their employment. The primary goal of this study is to focus on how we can train undergraduate students in academia-industry collaboration to satisfy this requirement. By making use of the funding from the Ministry of Education & Human Resources Development to support academia-industry collaboration program, we established an intramural company, Hankyong Design Company, and set up several studio courses for junior and senior students. To develop these courses efficiently for the first semester of 2005, studied both intramural and extramural environments of academia-industry collaboration and searched for good examples of them. Based on this investigation, I made some assumptions that how we can perform the academia-industry collaboration program for undergraduate students successfully. I chose several design tasks related to digital communications, and appointed WisePost Inc., an Internet communication service company for MSN Messenger, to be a collaborator. We made the 'Interactive Design' studio courses together and applied the courses to 20 juniors. At the end of the semester, we evaluated the works of the students, and selected and commercialized some excellent items among them. During the course work, I realized the fact that education programs in academia-industry collaboration is feasible for undergraduate students majoring in design. I understanded the overall merits and demerits of conventional studio and academia-industry collaboration courses. In addition, the results from the present study suggest that the role of professor in academia-industry collaboration program would be quite different from conventional studio courses.

• The Journal of the Korea Contents Association
• /
• v.13 no.4
• /
• pp.481-496
• /
• 2013

The purpose of this study was to make a basic research on college cultural contents education in an effort to step up the manifestation of the creativity of cultural contents experts in line with the development of the fast-changing era of creative economy. It's basically meant to analyze the characteristics of cultural contents education in relation to creative idea to seek practical ways of improving that education. What problems there were with cultural contents education and how that education was actually provided were analyzed to suggest some of the right directions for client-centered cultural contents education. Earlier studies were analyzed, and the results of a survey that was conducted on students whose major was linked to cultural contents were analyzed as well. As a result, current cultural contents education was considered not to be satisfactory due to existing teaching methods, learning process and curriculums that were devoid of creativity. To rectify the situation, interdisciplinary attempts should be made such as multi-major, interdisciplinary programs or convergence education, and plenty of experiments, sufficient practice and an increase in the number of faculty members are all required. In terms of education, existing curriculums and courses should urgently be revamped to strengthen field placement and creative discussions. As for educational methods, the lecture method should be avoided, and specialized education should be offered instead, which should strike a balance between discussion, team play and project education. It is expected to produce good results if there are appropriate connection among different major fields of study and the harmonious implementation of diverse internship, convergence and field placement programs.

• Education of Primary School Mathematics
• /
• v.24 no.4
• /
• pp.247-264
• /
• 2021

The area of a trapezoid is an important concept to develop mathematical thinking and competency, but many students tend to understand the formula for the area of a trapezoid instrumentally. A clue to solving these problems could be found in Dienes' theory of learning mathematics and Watson and Mason' concept of example spaces. The purpose of this study is to obtain implications for the teaching and learning of the area of the trapezoid. This study analyzed the example spaces constructed by students in learning the area of a trapezoid based on Dienes' theory of learning mathematics. As a result of the analysis, the example spaces for each stage of math learning constructed by the students were a trapezoidal variation example spaces in the play stage, a common representation example spaces in the comparison-representation stage, and a trapezoidal area formula example spaces in the symbolization-formalization stage. The type, generation, extent, and relevance of examples constituting example spaces were analyzed, and the structure of the example spaces was presented as a map. This study also analyzed general examples, special examples, conventional examples of example spaces, and discussed how to utilize examples and example spaces in teaching and learning the area of a trapezoid. Through this study, it was found that it is appropriate to apply Dienes' theory of learning mathematics to learning the are of a trapezoid, and this study can be a model for learning the area of the trapezoid.

• 대한공업교육학회지
• /
• v.37 no.1
• /
• pp.65-85
• /
• 2012

This study focuses on the 'invention technique and practical experience' unit to observe how the colleague mentoring class has its effect on self-efficacy. For this, we have selected experimental group and comparative group and proceeded the experiment. For five classroom hours of the 'technique of invention and practical experience' unit, each group was assigned different method to do the experiment. The experimental group was applied with the colleague mentoring method and the comparative group was applied with the self study method. To observe the differences of how it effects on one's self-efficacy, the questionnaire was distributed before and after class. Then, it was verified for the meaningful differences between the two groups. To summarize, the results are as follows. First, for self-efficacy experiment, the questionnaire before the experiment showed that there were no differences found between two groups. However, the questionnaire collected after the experiment showed great differences. The group with the colleague mentoring showed more meaningful differences at p<.05 significance level than comparative group. Furthermore, by observing the before and after questionnaire, it was found that both groups showed statistically meaningful differences at p<.05 significance level, but the experimental group showed greater self-efficacy improvements than comparative group. Second, when further examining the self-efficacy, the activity start expectation, activity continuation expectation, activity performance expectation, and experience recovery expectation showed the statistically meaningful differences at p<.05 significance level. According to the above results, it can be stated that the colleague mentoring class has more positive effects on the self-efficacy than self-study class. Summing up, the colleague mentoring class is more effective than self-study for fostering student's self-efficacy.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.4
• /
• pp.31-51
• /
• 2020

The purpose of this study is to review and draw lessons from the case of Family and Consumer Sciences(FCS) curriculums in Ohio and to provide implications to the designing of HE elective courses for high schools in Korea. For this, 19 curriculum documents that are available from the website of the Ohio Ministry of Education were analyzed. As a result of the analysis, the following conclusions were drawn: First, following the example of the Ohio Pathway which was developed in consideration of the characteristics of the field, college admission, student's interests, and the societal change, it is recommended that Korean HE curriculum consider developing HE Pathway that reflects the characteristics of Korean HE education system. Second, Ohio's FCS curriculum offers a well-structured system consisting of total 18 courses and contents within the four broad FCS Pathway themes. Thus, it is suggested that the Korean Home Economics Education Association organize a task force to develop 'HE Pathways'-'College majors'-'Elective career focused courses', and student-centered career exploratory elective courses focusing on the students' needs. Third, it is necessary for HE teachers and professors to newly develop basic elective courses which lays the foundation for understanding of Home Economics and help students to follow advanced HE elective courses. Lastly, there is a need for designing career-focused elective courses that can provide practical resources for the college admission process by interviewing college admission officers, education specialists, career counselors, college admission specialists, home economic professors and teachers.