• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.208-227
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• 2013

The purpose of this study is to analyze secondary science teachers' planning process for an integrated science lesson. For this study, relevant references were collected from various sources, including literatures, previous studies regarding integrated science education, and individual studies. Two teachers (one from middle school and the other from high school) participated and 'the five-step instructional design' was adopted from former studies in this subject. The teachers were asked to develop an instructional plan based on 'the design' provided. While the consultation provided a framework for an instructional plan, the teachers were asked to take a leading role in terms of selecting the chapter to be taught; analyzing the course structure; and making detailed teaching plans. In the course of consultations, discussions, records, and analysis were organized into a journal. Based on the journal, the aspects of the planning process, including difficulties and problems faced by teachers, were analyzed in-depth. From the study, it could be observed that both high school and middle school teachers face various difficulties in preparing for the integrated science lesson. Among other things, the teachers emphasized the difficulties in the stages of selecting the topic, collecting the relevant information, and restructuring and organizing the lecture contents.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.21-29
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• 2020

The purpose of this study is to develop the educational programs for cultivating balanced view of technical understanding and social impact on Artificial Intelligence (AI). To this end, an educational program based on a constructivist approach was developed. Through an experimental class for middle school students we analyzed the concept and perception of AI and the satisfaction of the class. The main results are as follows. First, students' understanding of the concept and the cases of AI in their daily lives has improved. Second, the recognition of the impact of AI on society has emerged and concern about social impact have been lowered. Third, in terms of program satisfaction, all the factors such as understanding of AI, interest in class, interest in AI were high. With these results, we discussed the implications for AI education in elementary and secondary school.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.51-65
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• 2015

The purpose of this study was to investigate the relation among family strength, creative personality, and career maturity. This subjects were the 508 middle school students living in Gwangju. Data was analyzed for frequency, percentage, mean, standard deviation, cronbach's ${\alpha}$, ANOVA, duncan test, and hierarchical regression analysis using SPSS/PC 18.0 program. The major findings were as follows; First, the middle school students' family strengths, creative personality, and career maturity were higher than median(3.00). Second, career maturity showed significant difference according to all of family strength(family respect and affection, role sharing and problem solving, communication and family bonding, financial stability) and part of creative personality(self-conviction, perseverance/tenacity, openness of thinking, curiosity). Third, the middle school students' career maturity was influenced by self-confidence and humor. And the middle school students' career maturity was explained about 26% by these variables. The outcomes indicated that career maturity of middle school students is affected by creative personality.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1580-1598
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• 2012

The Study aimed to observe Science Experience's Type in parent school out of school institution and Meaning of Middle School- Science Gifted Students in Korea. Twelve middle school gifted education institution and science high school students participated in this study. Data source was retrospective and in-depth interviews with individuals. Results were as follows. First, science experience with parents influenced interest and inquiring mind in science, choice of career in field of science. Second, science experience in school curriculum recognized that gifted students have talents of themselves in science and changed in Attitude toward science from science teacher. Third, science experience with education institution for out of school curriculum changed interest in science from Experiment for identified scientific knowledge and obtained new product through creative inquiry process. Furthermore, It was gained self-confidence, feel a sense of accomplishment and a challenging, the spirit of team work including of taking lead the team.

• 대한공업교육학회지
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• v.31 no.2
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• pp.128-154
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• 2006

In the knowledge-based society, the quality of education is the core factor of national development. Above all, for improving educational quality, it is important to advance teacher's quality. Therefore, in order to maintaining high-level quality of education, it is required to select and appoint competent teacher. It deserves emphasis on importance of teacher recruitment test for maintaining high-level quality of education in this changes of age. Specially, Secondary School Teacher Recruitment Test of Electricity Electronics Communication Subject is declined qualitatively as each Subject of Electricity Electronics Communication is integrated and criterion of examination is obscured. This research analyzed The seventh curriculum and curriculum of Institution of Teacher Education of Electricity Electronics Communication Subject and already known examination of it On the basis of analyzing result, A field, proportion and points of examination decided through a expert conference are as follow: first, Teacher Recruitment Test of Electricity Electronics Communication Subject consists of subject pedagogics and contents. a proportion of subject pedagogics is 20% and subject contents is 80%. second, a subfield of subject contents consists of industrial education, industrial curriculum, industrial instruction method, practical guidance method, management of practical field organization, assesment of industrial education, industrial-educational cooperation and vocation and career education. third, subject contents consists of a common special, foundation special and application special field. a common a proportion of special field is 7.4%, foundation special is 20% and application special field which consists of electric field(21.3%), electronic field(21.3%) and communication field(10%) is 52.6%. fourth, Teacher Recruitment Test of Electricity Electronics Communication Subject execute practical technique test after finishing writing test.

• Journal of The Korean Association of Information Education
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• v.25 no.4
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• pp.653-664
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• 2021

This study proposes a STEAM (Science, Technology, Engineering, Arts, and Mathematics) program for career exploration of middle school students. The proposed program utilizes VR (Virtual Reality) for new digital technology and webtoon as a popular cultural element. It enables the students to investigate promising fields and experience them virtually for themselves. We design the program based on the 2015 revised curriculum, which enhances the learning effects with existing subjects. In particular, the program provides a hybrid education to combine contact and untact classes considering the COVID-19 situation. The educational goal of the proposed program is to improve creativity and convergence capability. Specifically, it aims to prepare an educational foundation that integrates new digital technologies into education and applies the programs to school education fields. To prove the effectiveness of the developed program, we applied the program to the second graders of A middle school located in Seoul. We expect that the proposed program helps students learn how to utilize new digital technologies and explore future career paths.

• 대한공업교육학회지
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• v.40 no.2
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• pp.72-91
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• 2015

This study is aimed at researching and analyzing the actual conditions of the curriculum and career path of chemical engineering field in specialized high school, and seeking for a curriculum improvement plan for activation by means of identity establishment of chemical engineering field. This study surveyed the actual conditions of school (department) regarding chemical engineering, and analyzed an adequacy among the curriculum, department name and acquired license. The results are as follows. Firstly, In order to the chemical engineering field to maintain the identity of chemical engineering and accept the changes in the industrial site, it is desirable for the department name to use the name of applied science, such as Applied Chemical Industry, Nano Chemical Industry, Environmental Chemical Industry, Energy Chemical Industry, Convergence Materials Science and Chemical Engineering, Ceramic Chemical Engineering, Biomolecular and Chemical Engineering, and Food Bio-chemical Engineering, which are derived from chemical engineering, and the revision of curriculum should be included. Secondly, it is necessary to diversify relevant licenses by standard department of chemical engineering field, and clarify the purpose of human resources development and the image of talented, considering the future course of graduates and the demand of industry, for the purpose of improving school-leveled curriculum to raise the possibility of employment. Thirdly, in accordance with the changing paradigm that secondary vocational education is changed from 'just-to-know education (knowledge)' to 'can-do education (capability)', it is necessary to make the performance ability-centered curriculum in which 'chemical engineering industry - chemical engineering vocational education - chemical engineering qualification' are integrated.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.1-8
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• 2011

In this paper, as a new educational cooperation model, seeking the problems and the directions of progress on GPOE(Gyeonggi Provincial Office of Education)'s innovational education district project, recognizing the various points of issue of SVHS(specialized vocational high schools) faced now, suggesting the contents and standards of the program as measures of enhancing competitiveness of SVHS, analyzing the strengths and weaknesses of project of innovational education district and finding the plans for progress. According to the result of the advanced study and analysis, it shows that the aid as well as the supporting object of helping the SVHS's students find a job don't reach a certain level. As the aid supports across the general elementary and secondary schools, it tends to show much more emotional software-based support required by elementary school, middle school and general high school as universal education welfare rather than hardware-based support required by SVHS. Despite the competent evaluation on the survey about the supporting method from SVHS's parents teachers and students, the survey includes that teachers who ask the balancing support are increasing, some students suspect its effect of education and some parents as a residential position ask the regional growth rather than education So there are a lot of confusions among the teachers, students and parents yet. To overcome these problems, we ensure the internal stability of local education community and GPOE and local government get out large scale constructions with trust and belief to make a revolution of public education in supporting the administrative task and finance and to accomplish the program that best suits our SVHS's state to be supported without dividing educational software and hardware, should reflect the demand of field by for expert group being built and attended when build the local revolution community. Also plan to make full use of local human and property infrastructure should be added. To this end, as programs to build a pool of guest lecturers are provided to teachers who carry out innovative education programs, we seek the reformations to give students opportunities to widen participation in other school programs.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.377-397
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• 2008

In today's secondary school mathematics curriculum, assessment is to be focused on evaluating the student's mathematical thinking rather than finding the correct solution to the problem. A descriptive evaluation method is therefore introduced to the school districts and suggested as an alternative assessment method in K-12 school mathematics. Descriptive evaluation method is widely available for use in schools, but there are barriers to using it since the teachers are forced to use the method by the school districts. In this research, we surveyed 120 secondary school mathematics teachers in Seoul and the surrounding metropolitan area to understand the status and the perception about using descriptive evaluation. The goal of the study was to find and understand the direct implications of using the new assessment method in secondary mathematics classes. The study showed that most of the mathematics teachers used the descriptive assessment method during their regular exam periods which is given twice per semester. Most of the open-ended problems used for descriptive evaluation were medium or high level math questions which were graded by the teachers at least 3 times to ensure objective evaluation. The teachers stated that objectivity in grading, administrative situation, and development of descriptive problems were the difficult barriers in descriptive evaluation. The teachers in the survey also commented that teachers' administrative responsibility should be reduced and that school environment in general should be improved for the new assessment method to become successful. Finally, the study showed that development of more descriptive problems with specific grading guidelines need to be developed for each grade level.

• School Mathematics
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• v.17 no.4
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• pp.633-652
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• 2015

The purpose of the present study is twofold: one is to understand secondary mathematics teachers' capacity to sort out given tasks based on Stein & Smith(1998)'s Cognitive Demands of Mathematical Task Framework; the second is to examine how the teachers assess the levels of cognitive demand indicated in students' reponses and how they modify the tasks to elicit the students' higher levels of cognitive activity. The analysis of 45 teachers' responses to the survey indicates that the teachers, in general, could select appropriate tasks for the given goal of the lessons but some made the decision merely by their appearances. Even though the teachers chose a particular level with different reasons amongst each other, most teachers could correctly evaluate the levels of cognitive demand of the students' responses. Finally, teachers could pose cognitively demanding tasks using various methods, but a number of them felt challenged in creating word problems that were realistic and aligned with curriculum.