• Journal of Engineering Education Research
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• v.18 no.6
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• pp.3-10
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• 2015

The purpose of this study was to analyze STEAM learning/teaching program that relates robots and to develop and redesign STEAM teaching/learning program with a robot for elementary and secondary schools. 'Learning with a robot' is considered as one of the best candidates for STEAM education. This article mainly concerns a robot that can be helpful to improve students' interests in learning science and mathematics in schools. As the results of the STEAM learning/teaching program analyzing, the program for elementary schools contained more contents of liberal arts and fine arts, and the program for secondary schools contained more contents of science, technology, and math. In the middle school program, context for learning, class activities of creative design and emotional touch, evaluation, and job and career information were evenly implemented. In the elementary and high school program, there were few information about robotics career. We extracted all robot utilizable subjects and units from school curriculums, and redesigned contents which can be applicable to regular classes for schools. As the result of this study, we conclude that 'learning with a robot' can encourage students' interests in STEM area.

• Korean journal of food and cookery science
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• v.32 no.1
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• pp.114-122
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• 2016

This study was conducted in order to evaluate the current status of management of students affected by food allergy and provide basic data necessary to school foodservice. A survey was conducted on 300 nutrition teachers (dietitians). For food allergy management, 79.3% of participants regularly checked on students with food allergy. The rate of providing allergy-free or alternative food for students with food allergy was 35.7%; and the reasons for not providing such food was 'lack of cooking time and employees' (69.4%). Furthermore, 79.7% of participants provided nutrition education and counseling for students with food allergy and the reasons for not providing education and counseling was 'lack of time' (59.0%). Nutrition teachers (dietitians) with experience of job training related to food allergy comprised 53.7%. The mean score of importance of food allergy management was 4.02/5.00. The items with high scores of importance of ${\geq}4.20/5.00points$ were periodical check on students with food allergy, sending newsletters or homepage posting of foods causing allergy; however, provision of allergy-free or alternative food scored 3.64/5.00 points. The score of importance was significantly higher in those who checked on students with food allergy (p<0.05), offered allergy-free or alternative food (p<0.01), and in those with experience of job training (p<0.05) than those who did not. Therefore, in order to manage students with food allergy, nutrition teachers (dietitians) require on-going training on food allergy in order to practice provision of alternative foods and administrative support to the cooking personnel and facilities.

• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.416-423
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• 2020

This study examined parental education efforts on teacher confidence in parents of children attending elementary and middle school in Seoul. The effects of parents' educational efforts on teacher trust were examined to examine the mediating effects of parental school trust and local education satisfaction. The major findings of the study were as follows. First, parental education efforts had a positive (+) effect on teacher trust. Second, there was a mediating effect of school trust in parental educational efforts and teacher trust. This implies that the parental educational efforts directly affect teacher trust, but indirectly influence teacher trust through school trust. Finally, it was found that mediation effect of satisfaction of local education was found in the relationship between child education effort and teacher trust. This implies that parents effort directly affects teachers' trust, but indirectly influences teacher trust through local schooling satisfaction. Through these results, implications for educational and welfare aspects were discussed.

• Korean Journal of Community Nutrition
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• v.21 no.3
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• pp.247-255
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• 2016

Objectives: Food allergy appears to be increasing in prevalence and can potentially result in significant damaging impact on children's mental and physical health. This study investigated how dietitians/nutrition teachers in Incheon, where a fatal fool allergy incidence occurred, manage food allergy issues in school lunch systems. Methods: A survey with a pre-tested questionnaire was conducted with 358 dietitians/nutrition teachers in Incheon area. The final analytical sample included questionnaire data from 208 study participants (58.1%). Statistical analyses used SPSS ver 19.0. Results: A total of 99.5% respondents reported having received food allergy education. The respondents showed a correction rate of the food allergy test slightly higher than 70%, where nutrition teachers and respondents working in elementary schools had correction rates higher than dietitians and those working in middle schools (p<0.05). All respondents reported regular monitoring to identify students with food allergy and making notification of allergy-prone foods on menu in their school. More nutrition teachers provided "elimination meals" (57.6%) or "replacement meals" (37.0%) than dietitians (43.1%, 19.8%, respectively) (p<0.05). Elimination and replacement meals were provided more in elementary schools than in middle schools (p<0.05). Although counseling students with food allergy on nutrition was done by 64.9% of respondents, the areas of counseling were limited to basics of food allergy and how to use the notification system on menu. To prepare for handling food allergy events effectively, networks with regional clinics or hospitals (34.1%), hotline with parents (87.4%), and keeping an Epi-Pen ready (46.7% elementary school) were established. Only 34.1% of respondents knew how to use Epi-Pens. Conclusions: Dietitians and nutrition teachers in Incheon widely adapted food allergy management methods. It appears that education/training on food allergy for dietitians/nutrition teachers can move on from teaching basics of food allergy to providing applicable food allergy management methods at school system.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.119-134
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• 2020

Korea, where the national curriculum is run, can change school education by specifying basic competence in the common curriculum of elementary and middle schools for students to pursue school learning and real life. The numeracy as a basic competence should not be limited to mathematics, so it needs to be specified in the national curriculum covering several subjects and guided through various subject curriculums. To this end, the study proposed concepts, components, and levels of numeracy and proposed ways to reflect them in the national curriculum and other subjects' curricula. To ensure its validity, the UK, Canada and Australia curriculum are analyzed, and the results of the survey are proposed for various education experts. This study proposed two ways to briefly state the numeracy in the national curriculum and to imply the contents related to the numeracy in each subject curriculum, and to present the concepts, components and levels of numeracy in the national curriculum in detail and to describe numeracy code in each subject curriculum. These suggestions obtained high consent from experts.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of the Korean association of regional geographers
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• v.9 no.3
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• pp.395-409
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• 2003

In this study the meaning and necessity for self-regulation in managing and organizing the national curriculum is researched in order to reflect the reality that the tide of regionalization appears apparently with globalism. Hwacheon is chosen and applied as an example region for selecting and forming a new learning content in geography education and teaching and learning that content. The regional geography should be learned in high schools according to the approach of regional textbooks being made and used now in primary and middle schools, and the contents of textbooks should be properly reorganized in accordance with the students' school ages rather than organized simply with enumerating geographic facts in a row. And the contents should be organized centering on the learners' daily living sphere. In addition, teaching-learning method should be taken into consideration according to the scale of the regions. Consequently, in this study small-scaled area was chosen as a learning content, laying stress on daily lives within the living zone, and therefore field work is considered as a learning method.

• Korean Journal of Community Nutrition
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• v.13 no.6
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• pp.879-889
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• 2008

The purpose of this study was to examine nutrition management conditions of lunch with the elementary schools and middle schools in the Changwon area. 292 students (5th and 6th graders) from three elementary schools and 330 students from three middle schools (boys, girls, and co-ed) participated in the aggregate selective plate waste measurement for 5 days. Planned menus, serving sizes and plate waste amount data were collected. Nutrient analyses for the planned, served and consumed menus at school lunches were performed by using CAN-PRO 3.0. Nutrient analyses of the planned, served and consumed menus were compared with nutrient management standard (former edition) for school lunch and 1/3 Korean Dietary Reference Intakes (KDRIs). Significant difference was found in the average consumption rate between the elementary schools (82.2%) and the middle schools (71.8%). Specifically, the consumption rates of steamed rice (p < 0.001), side dish 1 (p < 0.001), and Kimchi (p < 0.01) at the middle schools were significantly lower than those of the elementary schools. When the nutrient contents in the served menus were put into percentages to the nutrient contents in the planned menus, middle schools (92.3%) showed bigger serving loss than the elementary schools (95.4%). In the nutrient assessment comparied with nutrient management standard (former edition), middle school lunches showed comparatively less energy or less some nutrient contents against the standard than the elementary school lunches. Specifically, in case of boys in middle schools, Vitamin C was the only nutrient content that satisfied the standard in the planned menus, served menus and consumed menus. In the 1/3 KDRIs based assessment, middle schoolers were found not to be provided proper nutrients with school lunches. To improve nutrition management at middle school foodservices, dietitians should reinforce nutrient assessment for menu planning, and try to decrease serving loss and plate waste.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.86-99
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• 2003

The electric technology of modem stage is able to be convenient our everyday life and offers the chance to become a strong economic country. Therefore the education about the electricity and magnetism comes to be more and more important to enhance the electric technological power of each nation. In this paper, it is compared that how much the electricity and magnetism are treated in science education of primary and secondary school level in several nations such as USA, England, Japan, Taiwan, Singapore and Korea. We selected the teaching topics about the electricity and magnetism described in the curriculum of each nations and classified the topics by similarity to be easy in comparing. In results, Korea treats poorly most of the subjects in the middle school and early high schoollevel, but teach abrupt.ly much in the selection course of high school.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.485-492
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• 2020

The purpose of this study is to find the mediative effects of social capital in the effective path of the satisfaction of education welfare project on school adaptation, and to find out the path difference between elementary and middle school students. We surveyed 153 elementary and 124 middle school students in Gangwondo. These data analyzed by multiple group analysis of structural equation. Elementary school students realized that social capital has an effect on school adaptation. Middle school students realized that the satisfaction of education welfare project has an effect on school adaptation, and social capital has an effect on school adaptation. There is not a mediative effect of school capital on the effect of the satisfaction on school adaptation for two groups. Based on these results, implications to improve the school adaptation for elementary and middle school students were suggested.