Journal of Korean Home Economics Education Association
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v.32
no.2
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pp.19-42
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2020
The purposes of this study were to analyze the home economics(hereafter HE) curriculum in Victoria State, Australia, and to derive the implications for the HE curriculum in Korea. To accomplish the purposes, the contents of the curriculum were analyzed through the relevant web pages, and the actual conditions of the HE curriculum implementation were identified through e-mail and interviews with HE teachers and administrator. The results of this study were as follows. First, the HE curriculum for F-10 was one of the cross-curriculum resources based on the content descriptions and achievement standards of 'Design and Technologies' and 'Health and Physical Education' curriculum. Because the HE curriculum is competency-based curriculum and did not stipulate what was to be taught then, HE teachers had lots of autonomy in organizing and operating the curriculum, which led to the need for professionalism. Second, VCE subjects, both 'Food Studies' and 'Health and Human Development', which are HE elective curriculum for 11th and 12th graders, require students to take written tests produced by the VCAA. Because there are no specific details to be taught in the curriculum, the HE teacher had the need to devise and operate various classes to foster problem-solving skills, critical thinking skills, etc. Third, HE teachers had the discretion to create all the subject names, contents to deal with, and evaluations to prepare for the school curriculum, and thus were exerting their professionalism. This was due to the fact that the system was well equipped and VCE subjects were audited, even though teachers' performances were related to their individual competencies.
Kim, Sung-Won;Chung, Young-Lan;Woo, Ae-Ja;Lee, Hyun-Ju
Journal of The Korean Association For Science Education
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v.32
no.2
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pp.388-401
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2012
This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.
The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.
Journal of Korean Home Economics Education Association
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v.31
no.4
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pp.19-39
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2019
The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.
Park, Hae-Jin;Back, Sun-Hwa;Nam, Youl-Soo;Noh, Kyung-Hyun;Lee, Su-Seong
Journal of Gifted/Talented Education
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v.15
no.1
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pp.11-36
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2005
Cooperative teaching emerged as one of the interesting topics on curriculum administration and teaching-learning method in BSA(Busan Science Academy). The purpose of this study is to do research on social studies learning with respect to cooperative teaching, and to develop the model of cooperative teaching. The results of this study are as follows: First, We surveyed both the concept of cooperative teaching in all aspects and the methodological application on cooperative teaching. Second, We searched all teaching-learning methods in BSA in terms of cooperative teaching. Third, We studied cooperative teaching system on social studies considering current environmental factors. Forth, We performed seminar class which is constructed as one of the cooperative teaching models. The topic of seminar was 'The distortion and falsification of Koguryeo history in China'. The participants of seminar were volunteer students and social studies teachers whose subjects were geography, history, social studies, and ethics. And the participants conducted the research and cooperative learning based on teacher's subjects and subtopics. Fifth, The interactions between teacher and teacher, student and student, and teacher and student in the process of seminar preparation and publication were conducted very excitedly. Especially we found the possibility of cooperative teaching by the interaction between teachers. Finally, students developed the mind-frame to participate in social studies learning actively, and learned the method to research social affairs for themselves, and extended the eyes to approach social affairs with different opinions.
This study was to analyze the students' engagement in regular curriculum and extra-curriculum and its effects on learning outcomes in higher education. Students' engagement was analysed by high order learning, reflective and integrative learning, learning strategies, collaborative learning, discussions with diverse others, and high impact activities. To achieve the purpose of this study, 392 students joined in K-NSSE were participated. To analyze the datum, frequency analysis, ANOVA, correlation analysis, and regression analysis were performed using IBM SPSS 25.0 program. The following results were obtained. First, students' engagement was generally very low, especially in high impact activities which has an effect on the students' achievement. And compared to the students' engagement in the college of humanity and social science, the students' engagement in engineering college were very low. Learning outcomes were influenced by the high impact activities, high-order learning, and discussions with diverse others. So to reinforce students' engagement in learning process, this study proposed a curriculum-extracurriculum integrated system. And to improvement students' engagement, teaching and learning support programs including high impact activities. high order learning, and discussions with diverse others were proposed to be developed and operated.
This study is a meta-analysis study conducted to integrate and analyze the results of flip-learning studies for Korean nursing students. We searched PubMed, EMBASE, Cochrane, CINAHL, and Korean databases. Randomized controlled trials (RCTs) and Non-Randomized controlled trials (Non-RCTs) evaluating the effects of flipped learning for Korean nursing students were included. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated using a random-effects meta-analysis. The entire effect size in flipped learning was big in effect size (SMD = 1.21; 95% CI = 0.84 to 1.63; I2 = 93.9; n = 23) compared to the control groups. The analysis results of subgroups according to the classification of Bloom showed that flipped learning was found to have a significant effect on psychomotor domain, cognitive domain, and affective domain. A total of 10 literature analyses, this meta-analysis showed that flipped learning on Korean nursing students is effective in psychomotor, cognitive, and affective domain than the traditional teaching method. The flip learning can be integrated into theoretical and practical nursing education to improve the academic performance of nursing students.
This study was designed to explore the ways to improve the organization and implementation of the curriculum for the small rural middle schools. In order to do this, the situations and demands in organizing and operating the curriculum were analyzed through interviews and classroom observations. Having separated the country into 5 distinct regions and the cases of 10 small rural middle schools across these regions of the country were directly observed and analyzed. As a result of the study, it was necessary to prepare a fundamental solution to the following problems: 1) insufficient linkage between school levels of integrated operating schools in terms of curriculum, 2) lack of educational facilities and cultural space in rural areas in terms of local communities, and 3) supply and demand of teachers in small-scale middle schools in rural areas in terms of supply and demand of teachers. Based on the discussed issues, the following implications could be drawn for the improvement and support of school curriculum organization and implementation. Firstly, the autonomy in organizing and operating curriculums for small rural middle schools should be greatly expanded so that integrated schools or joint curriculums between schools can be operated in a robust manner. Secondly, it needs to strengthen the out-of-school support for small rural middle schools alongside local governments and local communities, including the operation of Edu buses and the construction of multipurpose educational and cultural centers. Finally, it is necessary to address the difficulties of operating circuit teachers by systematically expanding the pool of teachers and instructors, and managing teachers and instructors at the level of the local education office.
The purpose of this research is to analyze the effect of an autobiography writing program as a method of education for older adults. The authors participated in the processes of all 10 sessions of the autobiography writing program as instructors or program assistants at a senior welfare center in Seoul, 2007. Data used for analysis were learners' narrations in class, written autobiographies by learners, and researchers' memo-notes. We analyzed their narrative flows using Haenninen(2000)'s theory of narrative flow and reconstructed their categories of activities as life histories. 'The innen narration' constructed by learners was a spiritual process in which they have imbued their life and living conditions with meaning. The learners reminisced their lives as 'unreflective narration' in the beginning of education. However, as the class went on, they gradually reminisced them as "reflective narration" and finally developed them as 'meta-reflective narration' through the intentional reflection. Likewise, we could interpret the transition of learners into meta-reflecter as the completion of ego-integration. As a conclusion, we found the effects of the autobiography writing education for older adults in educational, social, and psychological aspects.
Journal of The Korean Association of Information Education
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v.15
no.1
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pp.137-146
/
2011
The elementary school English Education Course consists of four integrated aspects of language (Listen, Speak, Read, Write) used to develop skills for daily communication in English. yet the 6th Grade English Education Curriculum focuses almost exclusively on sentence completion through copying and "fill-in-the-blank" exercises. Further, these activities are insufficient time to develop literacy skills. Additionally, the curriculum's emphasis on memorization within the written component is very time consuming for students, leading many to develop negative opinions of the written aspect of a comprehensive understanding of English. This thesis attempts to address each these problems through development of a web-based Learning Model for Cooperative Writing in English. The study resulted in three observations. First, this model overcame limitations of the current teaching model in schools. Second, students expressed more interest in the experimental model than in the current curriculum and standard pedagogical methods. Finally, the study demonstrated that improvement of English literacy is indeed possible using the model presented here.
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