• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.419-425
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• 2018

The national curriculum includes the problem solving process, algorithms, and programming of SW education. The education using robots is one of attractive alternatives for students who have no interest of SW or are poor at programming. We have developed a courseware using robots for SW education based on paper art activities with narrative storytelling to enhance students' creative thinking and problem solving within limitation of class time in schools. We apply the courseware and obtained the result of pre and post-test on the creative problem solving ability of third graders in the elementary school The four factors of creative problem solving have shown significantly increase. In addition, it had an significant effects for understanding robot technology and for learning attitude using robots of SW or programming.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.303-311
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• 2020

This study examines the effects of children's play activities through forest experience on their parents' expectation and multiple intelligence improvement. To achieve this, an empirical survey was conducted by applying a structural equation model to 152 parents with children. As a result, first, physical and cognitive factors were adopted, and social factors were rejected in the factors that influence the physical, social, and cognitive factors of children's forest experience play activities on parents' expectation of children's safety activities and concern about fine dust. Second, their physical, social and cognitive factors affected their sociality among sub-factors of multiple intelligence improvement. Their social and cognitive spontaneities significantly affected their sensitivity and creativity improvements. Third, parents' expectation did not appear to play a significant mediating role in the effect of play activity through forest experience on multiple intelligence improvement. This study has confirmed that their physical and cognitive factors of play activities through forest experience are directly affected by their parents' concern about fine dust and expectation of their safe activities, and has suggested that their sociality can be thoroughly learned through various educational programs in daycare centers, which is somewhat far from their parents' expectation of their play activities through forest experience.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.600-603
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• 2018

The purpose of this study is to describe the SW Convergence education class applying the Novel Engineering teaching method during the creative experiential activity time. We developed a SW convergence education program for a patriotism class applying Novel Engineering, a new educational method instead of writing and drawing. Through this lesson program, students can improve their problem-solving ability based on their computational thinking and enhance their love spirit about country. Students read a book that tells the story of patriot, writes the historical scene presented in the book through scenarios through Re-enactment, and implements the simulation situation using Lego WeDo 2.0. The results of this study based on the analysis of the data on the questionnaire showed that there is a significant students' change through the SW convergence education program for patriotism class. In the future, we will expand the scope to more various grades and subjects so that we can generalize the effectiveness of SW convergence education applying Novel Engineering.

• Communications of Mathematical Education
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• v.10
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• pp.461-485
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• 2000

21세기 정보화 시대에는 알고 있는 지식의 대부분이 짧은 생성 주기를 가지게 되어, 다양한 변화의 시대가 될 것으로 예상하며 우리는 이것을 체험하고 있다. 열린수업에 대한 연구가 끝나기도 전에 수준별수업, 이번에는 멀티미디어 수업, 올해는 수행평가와 체험수업 등으로 다양한 변화를 권장받고 있다. 그리고 변화는 더욱 가속될 것이며, 또 다른 새로운 이름의 학습모형이 계속해서 나올 것이지만 그래도 일관된 방향성을 찾는다면, 가르친다는 것이 '지식의 전달'에 근거한 권위적인 모델로부터 '배움의 자극'을 제공하는 학생중심의 수업으로, 개별적인 학습활동과 더불어 소집단 공동학습활동을 중시하여, 발표${\cdot}$토의 활동과 관찰, 조사 등의 자기주도적인 학습능력과 협력 학습능력을 배양하는 쪽으로 바뀌어 가는 것이다. 다음의 예는 구서여자중학교 중심 MathPower 교과연구회에서 수행하고 있는 수학적 힘을 기르는 몇 가지 방법으로, 수학적 개념을 가르치는데 가장 적절한 예는 아닐 수도 있지만, ${\cdot}$ 학습수준을 고려한 교양으로서의 수학. ${\cdot}$ 협동적으로 사고하고 문제를 해결하는 의사소통 수단으로서의 수학. ${\cdot}$ 창의성과 인재에 중점을 둔 수학. 교육으로, 다양한 학습자료의 제작 및 활용으로 교실이 다른 사람과 협동적으로 사고하며, 수학적인 아이디어를 나누는 장소가 되어, 가슴이 따뜻하며, 재기발랄한 아이들이 IQ와 EQ, 그리고 창의력을 두루 맛볼 수 있었으면 하는 바램으로 정리한 것입니다.

• Journal of Naturopathy
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• v.8 no.1
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• pp.11-20
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• 2019

Purpose: The purpose of this study was to investigate the effects of 'career decision making', 'school career education activities and participation', and 'school career education satisfaction' after 568 high school students. Methods: The subjects were surveyed after the counseling training. Results: 49.3% of the respondents answered that they had "decided but considered" in the "career decision information items" of the questionnaire about the subjects after the school career counseling education. 28.0% of the parents' advice was the most helpful when choosing their career, and 52.2% of the career decision making at school. There were 13 items in 'participation in school career education activity', and the average value was 3.49. The highest score was 3.66 points for "college or major experience" and the lowest score of 3.27 points for career-linked career education. In 'satisfaction with School Career Education', 94.7% of creative experiential activities and 94% of career and vocational courses were enthusiasts, and entrepreneurship and entrepreneurship experience (10.6%) were low. The career decision - making self - efficacy was also high in the group with high satisfaction of career education. Conclusions: School career decisions for high school students were effective when they were devoted to parental advice, university experience, creative vocational and career, and vocational education. The career decision - making self - efficacy was high in the group with high satisfaction of career education. Therefore, career counseling education considered adequate if it is devoted to education professionals.

• Korean Journal of Community Nutrition
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• v.18 no.3
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• pp.203-212
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• 2013

This study was conducted to develop a dietary life education textbook and teaching manual for creative activities of elementary school students in middle grade. First, we extracted dietary life related contents from textbooks for third and fourth grade and created systematization of contents involving educational objectives, goals, contents and activities. The development of textbook and teaching manual were based on systematization of contents. The textbook was composed of five major chapters, which were 'nutrition', 'cooking', 'environment and hygiene', 'food' and 'dietary culture'. Each major chapter having six to seven smaller chapters, adding up to a total of 34 smaller chapters. The textbook was in activity format so that can be readily and directly used in actual classes. The textbook had fun characters and various activities (particularly a lot of cooking activities) to deliver the main theme of each chapter. The teaching manual was composed of background, goal, teaching plan and teaching point. The smaller chapters had learning goal, teaching-learning resources, important points, teaching-learning process and reference material. In evaluation after operating the model school, the developed textbooks were suited for students' needs and cognitive level. This textbook can be utilized at creative activities consisting of ten to fifteen students.

• Korean Journal of Environment and Ecology
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• v.29 no.3
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• pp.462-473
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• 2015

The research carried out to analyze the change of recognition of elementary school students after a forest experience to determine the effectiveness of the environmental education in elementary school curriculum. The data is collected through surveys before and after forest experience for 311 people on 2nd and 3rd grades of two elementary school in Jeonju city, then the conclusions analyzed the results of the surveys are as follows. Students who participated in the forest experience show a positive change in all areas after the forest experience, for example, awareness of the forest and behavior recognition in the forest, the need for commentary about the forest. Especially, the area of the behavior recognition has much significant result than the other areas. In the details of the behavior recognition, a behavior recognition and environmental awareness for the life of the forest have been greatly improved. From the results described above, the forest experience can be seen a great help to elementary school students to have a respect and dignity of life and recognize the importance of the natural environment. Thus, the nature experience such as the forest experience is needed to enhance the life respect and environmental consciousness, foster sensitivity to natural cycles. In order that much more elementary school student can participate in evironmetal education through the forest experience, it would suggest to perform the forest experience as creative and experiential activities in the school curriculum.

• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.2
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• pp.81-95
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• 2022

The core of this study is to develop an edutech utilization program to be applied to 5th grade students by utilizing school curriculum time, and the conclusions based on the results of the study are as follows. First, for the development of future educational programs using edutech, a content preference survey was conducted and significant responses were confirmed from 27 teachers and 216 students, excluding missing values. In the future education implementation, UCC (video shooting, editing, etc.) and work activities (3D pen, 3D printer, etc.) were selected based on the need for separate edtech devices. Second, in order to develop a future education program using edutech, the future education class module was set in 4 stages based on previous research. First of all, in Make a foundation, theories by subject are developed, and in Open an activity, future education experience activities using key edutech are developed. In Organize evaluation, individual self-evaluation was conducted, and based on this, customized in-depth supplementary activities were conducted in Act individually. Third, in order for future education programs using edutech to be organized in the regular curriculum, sufficient connectivity with the curriculum must be secured. The basis for systematic and stable research was prepared by analyzing the curriculum of the 5th grade subject of the study and securing hours in connection with creative experiential activities. The data developed through this process were modified and supplemented based on the content validity test. The fact that the program application and verification steps were not performed is a limitation of this study, but it is expected that this program will expand the possibility of future education practice in the school field.

• Journal of Music and Human Behavior
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• v.17 no.2
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• pp.83-100
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• 2020

The purpose of this study was to develop and validate the music program based on social-emotional learning (SEL) to facilitate social inclusion between children with and without disabilities studying together in inclusive classes. For program development, the literature on social inclusion programs and SEL programs were analyzed. Program components were extracted from the literature review and based on the review activities were also selected. The participants were fifth- and sixth-grade elementary school students, including children with intellectual disabilities, and the program was implemented over 12 sessions during the students' creative experiential activity class. The validity of the program was evaluated by teachers and the specified program contents were modified and finalized reflecting the professionals' recommendations. This study supports that SEL-based music program can be effectively applied to inclusive education. The developed music program is also expected to improve the social and emotional capacity of children in inclusive classrooms and to increase the social inclusion between children with and without disabilities.