• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.399-411
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• 2016

The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.65-84
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• 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 Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.

• Journal of Nutrition and Health
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• v.51 no.5
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• pp.433-444
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• 2018

Purpose: This study examined the status and needs of school-based nutritional education programs for reducing sugars intake in elementary schools. Methods: A total of 230 elementary nutrition teachers participated in this study through an online survey in July 2017. Results: Approximately one-third of the schools conducted nutrition education on reducing sugars intake as a main topic. The most frequent educated grade and education period were $4^{th}$ and $3^{rd}$ grade, and once a year. Most of the nutrition teachers answered that nutrition education related to reducing sugars intake for children was necessary. The nutrition teachers answered that first graders were the recipients in most need of nutrition education for reducing sugars but, realistically, third graders were the most suitable for nutrition education. The appropriate education topics were limited to the lower grades, such as sugars consumption related health problems, foods containing high sugars, and behaviors to reduce sugars intake; however, a wider variety of topics were selected for the upper grades. The experiment was considered to be an effective educational method for both the lower and upper grades. The most appropriate nutrition education media appeared to be a mock-up in the lower grades, and an experiment kit in the upper grades. Games and videos were highly considered to be effective media to educate students in reducing sugars consumption by voluntary participation in free time in the classroom in both the lower and upper grades. Conclusion: Nutrition education programs focusing on sugars intake reduction were conducted in some elementary schools, but the training time was short and the types of activities were limited. The perception and demand for nutrition education was very high. Therefore, the development and dissemination of elementary school-based nutritional education programs for sugars intake reduction is urgently needed. Moreover, to develop an effective nutrition education program, the education environment and demand in the field should be fully considered.

• 대한공업교육학회지
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• v.41 no.1
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• pp.128-146
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• 2016

The purpose of this study was to provide a basic research data for increasing the quality of 'creative engineering design' lesson and the teaching learning capability of high school teachers by analyzing the teaching learning management status and improvement plan of 'technology home economics subject' lesson for high school teachers. In order to investigate the teaching learning management status, the survey questionnaires from 63 teachers were collected from high school teachers who teach technology home economics subject currently and analyzed by statistical program SPSS 20. The main results of this study were as follows: First, for the contents of 'creative engineering design' lesson, the highest mean of response was 'creative thinking method'(M=4.22). In the learning activities, the teachers perceived the importance of the 'idea concept' highly. Second, in the management of 'creative engineering design' lesson, the teachers perceived the importance of the secure of tool, material budget, and practice space for the lesson highly. In the teaching capabilities, the teacher perceived the importance of the preparing teaching learning strategy most($$M{\frac{._-}{.}}4.14$$). Third, the teachers preferred to product for making uncomfortable things better in life and the other production outside from the content of textbook. Fourth, in the ratio of practice:theory lesson, they perceived the ratio of 3:7(36.5%), 4:6(25.4%), and 2:8(23.8%) are appropriate. In the assessment, the combination of production, portfolio, and presentation was preferred most. Fifth, there were statistically significant difference in teachers' interest and satisfaction and contents about 'creative engineering design' lesson between groups divided by the existence of practice space, certification held(technology teacher, non technology teacher), etc. Therefore, in order to improve the interest and satisfaction about the 'creative engineering design' lesson, the secure of space for technology practice and material budget were required. In addition, training and seminars program for improving the teaching capability for 'creative engineering design' lesson were required.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.63-79
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• 2019

The purpose of this study was to suggest valuable maker education programs by implementing and evaluating a Home Economics(HE) maker education program developed based on the content of "Hanbok and Creative Clothing" for high school students. The results of this study are as follows. First, the HE maker education model for high school students was designed and developed. The HE maker education model was developed by integrating and modifying the TMSI model of the maker education model and Laster's HE practical action teaching model. The HE maker education model consisted of 4 steps: tinkering(T: 4-hour class), practical reasoning(P: 3-hour class), making together(M: 4-hour class), and sharing and spreading(S: 1-hour class) with a total of 12-hour lesson plans. The theme of the developed HE maker program is 'Practice and spread of creative traditional culture of life (Hanbok)'. Second, the results of online survey of 240 high school students who participated in this maker class showed that HE maker class had positive effects in the order of experiential(4.26), cognitive(4.22), emotional(4.18), social(4.18), and practical(4.10). It is expected that the findings of this study will contribute to diversifying the curriculum of Home Economics, thereby improving the quality of Home Economics Education.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.107-129
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• 2008

The purpose of this study was to get insights and data from home economics teachers for the development of an in-service educational program on practical problem focused home economics program, which was planned to be held from January 21st and to 29th, 2008. For this, focus group interview, one of qualitative research methods, was used. One session of pilot and three sessions of main focus group interview in which total of 18 from October 31st, 2007 to November 14, 2007. Home economics teachers that participated were carried out. Participants requested the followings contents of an in-service educational program regarding the practical problem focused home economics curriculum. First, most of participants strongly desired to participate in an in-service educational program when a program provided. The participants wanted to be a professional, who is able to explain logically with philosophical background and knowledge about the practical problem focused home economics curriculum. Second, participants requested the followings regarding practical problem focused home economics curriculum for the contents of an in-service educational program: philosophy of home economics, setting a perspective on each content areas, development of practical problem, watching a sample class unit, developing teaching materials and motivation stimulating questions, designing of instruction and lesson plans, class presentation and peer evaluation, constructing paper and pencil test items, and feedback from expects on the practical problem focused home economics curriculum. Third, participants wanted an in-service educational program to be a combination of theory and practice, and at least 50% of it allotted to practice. Participants thought that both peer participants and experts from university would evaluate them whether they achieved the objectives of the in-service educational program if an in-service program has to evaluate participants. Participants would evaluate an in-service educational program excellent when they become empowered to teach other home economics teachers the theoretical aspects of the practical problem focused home economics curriculum and the practical aspects as well. Based on the results of this study a framework of the 30 hours practical problem focused home economics curriculum was proposed.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.135-152
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• 2021

The purpose of this study was to examine the effectiveness of the curriculum implementation of 「Food Safety and Health」, a Home Economics elective course, for high school students. Accordingly, several units of the 「Food Safety and Health」curriculum were piloted in six high schools in Chungbuk, Gyeonggi, Daejeon, and Sejong, and 1,199 questionnaires collected from students who participated in the classes were analyzed. The results are as follows. The 「Food Safety and Health」class had a significant effect on improving the total score of 'food safety and health' knowledge of high school students and scores for sub-dimensional area. Compared to the pre-test, the overall rate of correct answers for the post-test has increased by 7.99%p, and schools that implemented the relevant unit class relatively more had higher improvement scores. In addition, the 「Food Safety and Health」class has positively changed the eating behavior of high school students, and had a significant effect on having a habit of eating a variety of foods evenly. High school students who participated in the 「Food Safety and Health」class evaluated their classes very positively (4.27 out of 5 points), and responded that the content of the class was interesting, easy to understand, and helpful for their diet in daily life. According to the responses to the open-ended questions, students responded that the class was helpful in acquiring food-related knowledge in their real lives, while there were so many limitations for experiencing lab class and group activities due to COVID 19. In preparation for the high school credit system, this study is meaningful that it has expanded the elective courses in home economics area, as well as the right to choose subjects for high school students.