• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.163-169
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• 2022

This study is a one group pretest-posttest design study to confirm changes in career choice commitment, career decision-making self-efficacy, and career maturity before and after high school students participate in the Gyeonggi-do health cluster curriculum. The study was conducted on 47 second grade high school students who participated in health clusters of 3 high schools in Gyeonggi-do. The study was conducted from March 8, 2021 to December 29, 2021, and data collection was conducted through a self-reported questionnaire. Data were analyzed using SPSS 22.0 with frequency and percentage, mean and standard deviation, and paired t-test. As a result of the study, high school students who participated in the health cluster curriculum improved their career choice commitment(t=-9.01, p<.001), career decision-making self-efficacy(t=-8.45, p<.001), and career maturity(t=-3.63, p=<.002) statistically significantly after participation. Through the results of this study, a standardized program of the health cluster curriculum that can improve the level of career decision-making of high school students should be developed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.01a
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• pp.223-226
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• 2018

2015 개정 교육과정은 바른 인성을 갖춘 창의융합형 인재를 양성하는 데에 교육과정 구성의 중심을 두고, 교육과정 구성에 다양한 학생 참여형 수업을 활성화하여 자기주도적 학습능력을 기르고 학습의 즐거움을 경험하도록 하고 있다. 소프트웨어 교육을 통해 이를 실현할 수 있는 방법은 재미있고 흥미를 끄는 학습내용의 구성과 학습 방법이라 본다. 이에 학습자들의 흥미를 끄는 앱을 제작함에 유대인의 교육방식인 하브루타를 적용하여, 학습자 참여 중심의 자기주도 학습을 설계하고 이를 통해 컴퓨팅 사고력을 신장시키고 바른 인성을 갖춘 창의 융합형 인재를 양성할 수 있는 하나의 방법을 제안하고자 한다.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.134-149
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• 2022

This study aims to identify the student assessment competency of the three elementary science teachers and investigate strategic measures to improve them. The study progressed as a qualitative case study method. A self-awareness checklist and in-depth interviews were conducted to collect data. The data analysis was reviewed and agreed upon by two process-focused assessment-leading teachers and two elementary science education experts. Consequently, the level of self-awareness of student assessment competency of the three participants was relatively high. However, the scale average of the feedback area was the lowest on average. The student assessment competency of the participants showed different levels and characteristics. Additionally, some inconsistencies between perception and practice were found. Strategic support and education are needed to enhance elementary science teachers' student assessment competency, and the development of self-diagnosis tools should proceed.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1592-1594
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• 2011

국가적 차원에서 저소득 청소년을 위한 교육프로그램이 많은 아동보호센터 및 지역센터를 중심으로 시행되고 있지만 그 취지와 목적에 부합하는 방과 후 교육이 제공되고 있는지 그 효과성에 대해서는 주목하지 않아왔다. 본 연구는 저소득 청소년을 위한 방과 후 교육의 질 관리에 대한 필요성이 대두되고 있는 시점에서 영재교육의 일환으로 여겨져 왔던 창의성 교육을 조명하였다. 저소득층 청소년의 창의력 인성을 양성하기 위한 교육용 게임 프로그래밍 수업의 효과성에 대해 조사하였다. A시 5곳의 아동보호시설에서 운영되고 있는 게임프로그래밍 수업에 참여하고 있는 학생과 참여하지 않는 학생을 대상으로 창의적 인성검사를 실시하여 비교 분석하였다. 창의적 인성검사는 크게 자기확신(Self Confidence), 호기심(Curiosity), 인내(Patience), 개방성(Openess), 모험심(Adventure)으로 구분하여 t검증을 통해 유의한가를 분석하였다. 다섯 가지 영역의 평균은 실험집단이 높았으나, 이 중 '인내' 영역이 두드러진 차이를 보였고, 이로 인해 게임프로그래밍 수업을 받은 학생들이 수업을 받지 않은 학생들에 비해 과제 수행에 있어 인내와 끈기를 가지고 도전하는 경향을 보였다. 그러나 자기 확신, 호기심, 개방성, 모험심 네 가지 영역에 대해서는 두드러지는 차이가 나타나지 않았다. 이에 대한 개선책으로 학생들에게 이 네 가지 영역을 균형적으로 길러주기 위하여 체계적으로 강사진의 교수법 연수, 교육과정의 개선, 학생 동기 유발, 학생 독려 및 관리 등 다양한 방법을 통해 수업의 질을 개선시켜 학생들의 창의적 인성 양성에 도움을 줄 수 있을 것으로 기대된다.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.371-387
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• 2016

Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.207-216
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• 2004

지도 학습은 7차 교육과정의 초등학교 3학년 1학기 사회 교과서 1단원, 우리 고장의 모습에서 그림지도를 중심으로 전체 차시인 19차시에 걸쳐 다루고 있다. 그리고 4학년 1학기 사회 교과서 1단원, 우리 시 도의 모습에서도 지도의 기본 요소인 방위, 기호, 축척, 등고선을 중심으로 17차시 중 7차시에 걸쳐 학습하게 되어 있다. 그러나 자료 제작의 어려움, 개인 수준 차이로 인하여 제대로 지도 학습을 하기는 어렵다. 이에 따라 본 연구는 초등학생 지도 학습을 위한 상호작용적 WBI를 설계하고 구현하였다. 교육과정의 내용을 재구성하여 준비, 방위, 기호, 축척, 등고선, 지도 그리기의 6개 영역 아래 기본학습과 심화학습을 하게 되며, 심화학습은 학습자가 적극적으로 참여하여 학습할 수 있게 하였다. 그리고 심화학습을 마치면 보물찾기 활동이 이루어지면서 학습의 재미를 느끼도록 하였다. 이 외에도 우리들의 이야기, 토의하기 둥 다양한 상호작용 기능을 제공하여 학습의 이해를 돕는 WBI를 구현하였다.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.441-456
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• 2019

In this study, we investigated pre-service science teachers' design for lessons using analogies in the perspectives of PCK. Three pre-service science teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they practiced lessons using analogies in teaching practices. We observed their lessons and collected all of the teaching-learning materials. Semi-structured interviews were also conducted. The analyses of the results reveal that they dealt with mapping and unshared attribute only when using main analogies in their lessons and these processes were teacher-centered. There were some cases where they failed to adequately deal with analogies including concepts beyond the curriculum. When dealing with unshared attributes, they did not tend to accept students' opinions although they thought that unshared attributes are strongly related to misconceptions. Their understanding of assessment using analogies was not high. Assessment was relatively well done when they use student-centered analogies such as physical analogies or role-playing analogies. On the bases of the results, we suggest some educational implications for pre-service science teacher education.