• Journal of the Korea Convergence Society
• /
• v.9 no.2
• /
• pp.217-227
• /
• 2018

The objective of this study is to analyze the effects of music lesson applying the blended learning-based STEAM education on the musical knowledge and STEAM literacy of pre-service kindergarten teachers. After conducting a pre-test on the musical knowledge and STEAM literacy targeting 20 students(3rd year) of early childhood music lesson in Dept. of Early Childhood Education of C University in O Metropolitan City and 19 students(3rd year) of early childhood music lesson in Dept. of Early Childhood Education of D University in B Metropolitan City, the effectiveness of the pre - post test design was verified. In the results of study, the experimental group with music lesson applying the blended learning-based STEAM education showed significantly improved results in all the areas of musical knowledge and convergence, creativity, and communication out of STEAM literacy than the control group with general music lesson. Such results of this study imply that music lesson applying the blended learning-based STEAM education could be usefully used as a teaching/learning method to improve musical knowledge and STEAM literacy of pre-service kindergarten teachers in university education site in the future.

• Journal of Korea Entertainment Industry Association
• /
• v.15 no.5
• /
• pp.163-173
• /
• 2021

This study tried to develop and implement a class model that can apply the teaching method that can operate learner-centered classes in university education to the class operation of the entire university, not individuals. For the development of the instructional model, the final model was derived through analysis of prior research, expert review, derivation of instructional model and design principles, pilot operation, primary questionnaire analysis, model and design strategy revision, and secondary questionnaire analysis. Shift_N⁺¹ class consists of 6 models, and each model was divided into 3 parts. It was a preliminary learning using video, a face-to-face class for question-and-answer and in-depth learning on the core content, and feedback and process evaluation for individual student. We have built our own computer system so that we can implement this every week. The teaching method model that can apply the learner-centered curriculum to all classes at the university was standardized. The Shift_N⁺¹ teaching method seeks to maximize the learner-centered learning effect by reflecting the characteristics of the subject, and to improve the quality of education by identifying students' achievements by week.

• Korean Journal of Childcare and Education
• /
• v.5 no.1
• /
• pp.81-101
• /
• 2009

This study analyzed a total of 37 studies about bi-lingulism and English education as a foreign language published in 8 academic journals in early childhood education or child development fields. Research topics, participants, methods, and variables in the studies were categorized and descriptively analyzed. The research findings which had been statistically investigated were also summarized. The most frequently studied research topics were children's development and English education program exposure, actual conditions of English education in preschool settings and effectiveness of specific English programs for preschool children. However, children's home characteristics were seldom included as research variables and no research investigated so called English preschools. Several studies reported that bi-lingual children may have different language development paths from mono-lingual children but they eventually have comparable language abilities to mono-lingual children. Also some studies reported that, when learning English as a foreign language in school settings, older children can handle more information regarding English than younger children, resulting in better outcomes of older children. Exposure to two languages in early childhood seems to contribute to young children's meta linguistic awareness but the long term effect of English education in early childhood should be further studied. Several English education programs for preschool settings were developed and the effectiveness were investigated. Even though most of them reported that their programs were effective to children's English ability or interests, the results should be carefully interpreted because their research designs and methods were not rigorous.

• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.65-89
• /
• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.

• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.247-265
• /
• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.12
• /
• pp.588-596
• /
• 2019

The purpose of this study is to propose an ICT-oriented teacher curriculum in order to improve early childhood teacher's competency using ICT instructional media. To this end, a survey was conducted to investigate the importance and current level of early childhood teacher's competency. After identifying the necessity of ICT instructional media competency, the contents of an ICT-oriented teacher curriculum were designed. A survey of teacher competency among 207 teachers showed the highest educational need for ICT instructional media competency. In addition, ICT-based teacher curriculum was classified into ICT literacy education and ICT utilization education based on the analysis results of sub-indexes on ICT instructional media competency. Each part was hierarchized into three levels of awareness, application, and spread according to the teacher's competency level and the educational contents were suggested based on the goals set for each level. In this study, it consisted of ICT literacy education, including understanding educational policy related to ICT utilization, understanding the goals and assessment of the ICT curriculum and ICT utilization education, including the use of teaching and learning methods, application of digital technology, ICT learning environment building and management for developing teacher professionalism related to ICT instructional media.

• The Journal of the Korea Contents Association
• /
• v.13 no.8
• /
• pp.474-481
• /
• 2013

The purpose of this study is that pre-service teacher are able to design creative instruction based on NFTM-TRIZ for building up their continuous creative thinking and promoting their creative instruction activities. NFTM-TRIZ is a educational technology system to form and develop creative thinking from child to adult continuously based on TRIZ theory. TRIZ is the thinking technique of creative problem solving that can be the tool of inventory solutions by finding and get over the key of contradiction that is necessary to obtain ideal final results of suggested problems. The subjects for this study were 90 pre-service teachers who are attending third and fourth graders of Teachers' College in G university and are taking 'Curriculum and Educational Evaluation'. The creativity program for this study was carried out for ten minutes at the end of lectures. The verification for this study results were performed two faces. First, pre-service teachers presented teaching and learning plan for one time used 8 Steps' Teaching and Learning Model based on NFTM-TRIZ. Second, researcher got feedback from them about this creative program.

• Journal of Korea Entertainment Industry Association
• /
• v.14 no.8
• /
• pp.487-499
• /
• 2020

This study aims to planned Elementary Multicultural Education Program for Promoting Self Esteem. To this end, consider the application force of education and teaching system designed to reorganize the ADDIE Model study was carried out in accordance with the analysis, design, development, process evaluation. To this end, analyzing the between self-esteem and group theory related to them and the social identity theory and key concepts to consider in the context of multicultural education programs for elementary self-esteem enhancement identity, prejudice, cooperation and was composed of equality. Four key concepts are sub-elements of self-esteem individuals, homes, schools, set up a detailed learning objectives in accordance with the social and selecting the learning content and organization, which was composed of a total of 16 class periods. Considering the characteristics and interests of the target students, the teaching-learning method was designed to utilize various methods, including games, quizzes, and discussions, and each class was designed to be developed by organizing them into subjects-learning goals-activities(recognition-exploration-clearing). Since in the three-member expert review, modify the content on the basis of opinions and presented the final program. The program planned by this study, further research is required to verify the effectiveness and utilization in the educational field and expects effective multicultural education.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.119-128
• /
• 2023

This study was conducted to present an alternative instructional model through natural experience activities by developing a natural experience activity program that can learn and feel how to recognize and act on nature based on flow learning. In order to achieve the purpose of the study, a nature experience program, which consists of four stages of meeting nature, exploring nature, playing with nature and sharing emotions, was developed based on the main procedures of each stage of the ADDlE instructional design model. Through the research process, activities and precautions for each stage of the nature experience activity program were presented, and major educational implications were discussed based on the developed program. The nature experience program developed through the study can provide teachers with a basic direction for nature experience activities along with changing their perception of how to do nature experience activities, and infants are expected to become learners who freely feel, experience nature and make up their own knowledge through the nature experience program.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.1
• /
• pp.223-233
• /
• 2021

This study is was conducted for 37 first-year students (including 27 males and 10 females) enrolled in the engineering product design class opened as a regular class in the second semester of 2018 at 'A' University in Seoul to examine creative problem solving experiences in class using design_thinking. In this study, creative problem-solving ability was divided into creative personality and problem-solving ability and in the results of examining the difference in pre- and post-creative problem solving abilities through Hotelling's T-square test and t-test, among the creative personality, the tolerance & passion, humor, curiosity, and progressive attitude were found to significantly increase after class. Next, in the results of examining the process of creative problem solving through the reflection journal, in the empathy and prototyping and testing stages of design thinking, more activities for problem solving appeared, and at the stage of problem definition and idea generation, it can be seen that more activities expressing creative personality appear. The results of this study show that creative problem-solving abilities can be improved through design thinking, suggesting that instructional support for effective design thinking should be designed.