• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.27-36
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• 2003

Environmental problems can be dealt in the diverse areas such as engineering, public administration, and law. However, the education on environmental preservation is conceived as the fundamental solution for environmental problems, because the education can make the person of action. Specifically, building the attitude and habit of environmental preservation through environmental education is the effective and efficient way of environmental preservation. This research was conducted to develop an education system that is designed to build students' attitude and habit of environmental preservation through acquiring knowledge and functions of natural environment. The proposed system supports diverse learning activities such as writing, drawing, listening natural sounds and music, and problem solving. The system is technically designed on the Web to promote students' creativity and autonomy, and also are theoretically based on constructivism to build the will of environmental preservation. Moreover, the proposed Web-based system includes diverse functions such as classes, material resources, environmental quiz pool, environmental work gallery, which motivate students' learning activities. Therefore the proposed Web-based system is expected as an effective tool to achieve the goals of environmental education such as acquiring environmental knowledge and functions, building attitude of environmental preservation, and participating in the environmental preservation activities.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.87-115
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• 2012

This study is about the development of an identification model for artistically gifted students from low income and/or multi-cultural families. Given that parental support at early ages is crucial for talent development, students from low income families are often dismissed in recognizing their artistic giftedness. Based on a comprehensive literature review and consultations with experts in art, the SMC model was developed to identify disadvantaged gifted students in the areas of music, visual arts, and ballet. The model consists of three steps of identification, such as review of documents and teacher recommendations, evaluations of artistic giftedness, and a summative evaluation, and involves multiple criteria for identifying giftedness in both domain general and domain specific arts. SMC is promising in discovering many unrecognized disadvantaged children of artistic potential, thereby using various quantitative and qualitative measures. Yet, issues of validity and reliability of SMC need to be substantiated by subsequent theoretical and empirical studies.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.345-358
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• 2018

The goal of this study was to analyze the degree of kindergarten teacher's understanding with respect to educational activities of social relationships area & art experience area in the Nuri-curriculum and to provide complementary materials and educational programs for enhancing kindergarten teacher's professional development. The tool for this study was a number of questionnaires on teacher's understanding in two area. The number of survey participants were 650 teachers and 78 preliminary teachers, 728 in total. Statistical analysis to this research responses was done by SPSS 23 at the significance level of .05, .01, .001 each. Research findings reached a conclusion of proposing differentiated complementary materials and educational programs based on the types of kindergarten, qualification of teachers and their demographics. That is, it should be adjusted to the differences in establishment-operation types of kindergarten, location/size/ages of class, careers/ages/license of teachers, and current-preliminary teacher's understanding. The educational activities of social relationships area should be focused on an attitude of valuing oneself and family by browsing and practicing what one can do for oneself and family. The educational activities of art experience area should be focused on integrated experience of artistic expression and appreciation activities by exploring musical, movement and artistic elements.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.69-89
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• 2014

The purpose of this paper was to understand the outlines of 1) common and free curricula implemented by the first pilot schools and 2) Home Economics related programs from both curricula. This study analyzed the 42 reports from the first pilot schools which implemented the free learning semester in 2013. The results showed that more than half of schools set two or more emphasis models of the free learning semester. In 15 out of 28 schools, the lesson hours of Home Economics were reduced by one to three hours. Various common curricula were implemented in many aspects of teaching-learning methods, curriculum, evaluation, and subject related career lessons. Free curriculum was implemented in four areas such as career exploration, student optional program, club activity, and art sports activity. In common curriculum, Home Economics was carried out in 17 out of 39 schools. The Home Economics class included subject related career lessons and improvement of teaching- learning methods. Various interesting activities and programs as a free curriculum were implemented in career exploration, students' optional program, and club activities in 38 schools. The most frequently implemented was the activity program related to food and nutrition. Further research was proposed to develop students' optional programs related to Home Economics subject, responding to their needs.

• Sijohaknonchong
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• v.26
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• pp.125-149
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• 2007

Until the late 19th century, $\ulcorner$Gagogwonryu(歌曲源流)$\lrcorner$ was a collection of songs which had powerful influence on Gagog tradition. However, its role on Gagog(歌曲) tradition since then is less well known. Generally, it is presumed that Gagog tradition might disappeared by giving way to modern song genre. So this article question that $\ulcorner$Gagogwonryu$\lrcorner$ became extinct rapidly between the late 19th century and early 20th century, and follow $\ulcorner$Gagogwonryu$\lrcorner$ tradition of early 20th century. Gagog instruction for beginner had a clue to answer this question. This instruction was written by Ha Son-il(河順一) who was a teacher and singer in a private music institute. named 'ChoyangGurakbu(調陽俱樂部). Accordingly, this article has processed two phases in order to find out this question. First of all, this article analyzed Gagog instruction that Ha soon-il edited. As a result, it found out that Gagog instruction included the whole $\ulcorner$Gagogwonryu$\lrcorner$'s contents in the 19th century and was transmitted actively until the early 20th century. Second, this article found out $\ulcorner$Gagogwonryu$\lrcorner$ tradition of the early 20th century by analyzing character of ChoyangGurakbu. And also this article discovered ChoyangGurakbu had been managed by an vigorous aid association. Gagog instruction for beginner written by Ha Son-il had spreaded from strength to strength in the early 20th century.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.163-169
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• 2017

The purpose of this study is to present the basic data needed to improve the arts, music, and physical education provided by local child care centers based on an investigation of the current status of and satisfaction with the education. The subjects of this study were 17 local child care centers in Gyeonggi-do, South Korea, and the situation of the arts, music, and physical education programs operated from 2014 to 2016 were examined. In addition, 419 children who received the education were surveyed to evaluate their level of satisfaction. The results of this study are as follows. As regards the status of the arts education from 2014 to 2016, it was observed that three of the 17 local child care centers did not have any arts, music or physical education at all, while six of them continuously implemented all three of these programs during this period of time. Two and six of the 17 institutes had arts, music, and physical education programs for two years and one year, respectively. All of the teachers who ran the arts and music education programs of the 17 institutes were arts and music majors who were certified teachers of the liberal arts. However, the physical education programs were run as volunteer activities by college students majoring in physical education. The survey on the level of satisfaction of the children who participated in the arts, music, and physical education programs showed that they were helpful for the overall life experience of the children and that they were more helpful for the boys than for the girls. The level of satisfaction with the education was high for most of the students who participated in the programs, however the boys were more satisfied than the girls. When asked whether they would participate in the arts, music, and physical education programs again, most of the respondents answered that they would do so. The boys were more likely to participate again than the girls. Based on this study, in order to enhance the creativity and personality education of the children using the local child care centers, higher quality education is needed. Arts and music education can be used to help children to learn to communicate smoothly with their friends. In addition, it seems to be necessary to enhance the education by setting goals that are suitable for its purpose, in order to provide creative arts and music education that contributes to the physical health and emotional stability of the children.

• Journal of Preventive Medicine and Public Health
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• v.18 no.1
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• pp.99-112
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• 1985

It was measured to check the state of health education by the survey of the items related to the health with the first grade of students in middle school who mastered elementary courses. Totally 50 questions, which were selected from Standard and Dong-A reference books, were given to teachers and have got answered by the students who were totally 959(491 from urban areas and 468 from rural areas). It's done just after they entered middle school for a month, from April 10 to may 10, 1984. There were totally 782 items of health in all subjects of all grades. In contents, the most cases were about mental and emotional health(17.7%), exercise and rest (15.1%), environmental health, health life, personal health care, nutrition and foods, social health and organization, physiology and anatomy, statistics of public health population problem, disease and care, food sanitation, school health, parasitic and communicable disease control, eugenics and heredity(0.4%), etc were followed. In subjects, Korean language had 44.7% of mental and emotional health in 114 cases, arithmetics 46.4% of statistics of public health in 26, sociology, 23.1% of environmental health in 118, natural science, 60.1% of physiology and anatomy in 30, ethics, 40.3% of mental and emotional health in 176, music, 21.8% of mental and emotional health and accidents in 23, art, 42.9% of exercise and rest in 28, physical education, 38.6% of exercise and rest in 201, practical course, 36.2% of nutrition and foods in 61, and there was nothing but only one case in Korean history. Subjects in total cases of health informing items are below: Physical education 25.8, ethics 22.5%, sociology 15.1%, Korean language 14.6%, practical course 7.8%, natural science 3.8%, art 3.6%, arithmetics 3.3%, music 2.9%, Korean history 0.6%. Grades in total cases of health informing items are belows: the sixth grade 29.1%, the fourth grade 21.2%, the fifth grade 18.9%, the third grade 11.6%, the first grade 11.5%, the second grade 7.7%. The sections related to health matters were average 35.4%. According to the grades, the fourth and the sixth grade were 38.2% each other, the highest, and the second grade was 29.3%, the lowest. All scetions in physical education included them. The acceptability to the knowledge for health was belows: 56.3% in urban students and 53.9% in rural students. There was some difference in acceptability between two parties (p<0.005).