• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.109-129
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• 2015

This study is to examine the effects of smartphone addiction on the mothers' parenting efficacy and parenting attitude. This study consisted of 203 smartphone using mothers of preschoolers in Gyonggi-do. The measurements included smartphone addiction scale(National Information Society Agency, 2011), the parenting efficacy scale(Choi & Chung, 2001), and the parenting attitude scale(Bae, 2005). Theses analyses were included in the Pearson correlation coefficient, the T-test, and the Hierarchical regression analysis. The findings indicated that the younger mothers showed higher levels of smartphone addiction. The results of smartphone addiction subscales on parenting efficacy indicated that the disturbance of adaptive functioning was related with general parenting ability, healthy parenting ability, communication ability, and learning guidance ability. The results of smartphone addiction subscales on parenting attitude showed that the disturbance of adaptive functioning was positively related with rejective parenting attitude and virtual life orientation was negatively associated with affective and autonomous parenting attitude. These findings can emphasize parents' appropriate smartphone use, and be useful resources to develop and utilize the programs of positive parenting efficacy and parenting attitude.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.129-143
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• 2005

The purpose of this study was to verify the validity of Ohio State Teacher Efficacy Scale(OSTES: Tschannen-Moran, 2000) when used with Korean home economics teachers. To achieve this purposes, the surveys with 263 secondary school home economics teachers was conducted by the prime investigator. Statistical procedures included descriptive statistics, factor analysis, internal consistency. Cronbach's a was calculated to test the reliability of items and their internal consistency and Exploratory Factor Analysis(EFA) was conducted to test the structure of each factors with principal analysis and varimax rotation. Confirmatory Factor Analysis(CFA) was conducted to test the factor validity of this scale with AMOS program. The reliability test result of 20 items appeared Cronbach's a=.86. The factor analysis on teacher efficacy with 263 survey of secondary school home economics teachers produced 5 factors including efficacy in classroom management. efficacy in needs assistance, efficacy in instructional strategies, efficacy in environmental assistance and efficacy in teaming assistance. The validity of teacher efficacy scale was moderately verified by the confirmatory factor analyses(GFI=.87, AGFI=.84. CFI=.86. PNFI=.72, RMR=.05. RMSEA=.07). The results lend a support to the teacher efficacy scale as a valid instrument.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.71-83
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• 2001

The purpose of this study was to explore the status of development, dissemination, and usage of web courseware for elementary school. Also, this study investigated the problems and improvement strategies. The subjects were 52 researchers from Offices of Education and private companies and 528 teachers and 527 students from elementary schools. Questionnaires were used to collect the data. The study results indicated as follows: First, web courseware are insufficient. It is necessary to provide sufficient budgetary support for development of web courseware. Second, many of web courseware are inconsistent with the curriculum and class environment. To resolve this problem, more teachers should be involved in web courseware development. Third, web courseware usage level was very low because of the lack of information and training. In-service training program should be changed from computer literacy oriented to teaching method with web courseware.

• Journal of Convergence for Information Technology
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• v.9 no.2
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• pp.100-107
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• 2019

The purpose of this study is to develop an evaluation model to measure the core competences of actual play workers by exploring what competences are necessary for them to provide quality play. Based on literature review, we selected five core competences : knowledge of play, program development, understanding play culture, creativity, and information sharing & applying. In order to achieve the research purpose end, a two-round Delphi survey was conducted on 10 play and education experts. The findings drew scholarly consensus on the competences of play workers to have and proposed basic data by developing competences evaluation model to measure them. Each of the key competences has three sub-conpetences, each of which included two behavior elements. Furthermore, this study presented future research directions so that play can be voluntarily planned and supported in a social and cultural context.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.99-110
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• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.3
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• pp.65-73
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• 2012

Microfinance has been an important tool for the economic growth and poverty alleviation. But the success factors and risk factors have not been synthesized in academic literature. This article has paid attention to success factors and potential risk of the Grameen Bank. Grameen Bank methodology is almost the reverse of the conventional banking methodology. Conventional banking is based on the principle that the more you have, the more you can get. Founder of Grameen Bank, Professor Yunus pointed out that, "The least you have the highest you have the priority to receive a loan". On the basis of theoretical literature, there have been different kinds of success factors of microfinance observed in this paper. Key success factors of Grameen Bank are like these: innovation, strict administrative structure, adaptation and learning practice, incentive system. Complementary services such as business consulting and brokerage will contribute to borrowers' economic performance development.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.111-137
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• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.57-68
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• 2018

The purpose of this study is to categorize learning style groups and to analyze students' learning interest and self-regulated learning abilities, according to their learning style and giftedness. One hundred and twenty-three (123) science-gifted student and 296 regular students participated in this study, responding to learning style, self-regulated learning, and learning interest questionnaires. Data were analyzed, using 2-stage cluster analysis, $x^2$ test, two way-MANOVA test, and $Scheff{\acute{e}}$ test. The results are as follows: First, by 2-stage cluster analysis, four groups were categorized: 'high-score thinking style,' 'external-liberal,' 'executive-conservative,' and 'low-score thinking style.' In the gifted group, high-score thinking style (51.2%) was the most popular, then executive-conservative (30.2%), external-liberal (17.1%), and low-score thinking style (1.6%); in the regular student group, the executive-conservative group was the biggest, then high-score thinking style (20.6%), external-liberal (11.6%), and then the low-score thinking style (8.7%). Second, in terms of learning interest, the analysis by thinking style showed that the high-score thinking style group had higher learning interest compared to the executive-conservative and the low-thinking style group. The high-thinking style group's thoughtful interest also scored the highest compared with the others. The gifted students' thoughtful interest and investigative interest also were higher than regular students '. Third, in terms of the self-regulated learning, the analysis by thinking style showed that the high-score thinking style group showed higher scores on all sub-variances than other groups, especially having highest control-belief scores. Also, gifted students had higher scores on control-belief and searching information. Based on these results, the ways for effective education and support were discussed.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.123-138
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• 2017

It is necessary to examine how operation and management of instruction in school field be affected by the curriculum. This study examines the actual conditions of instruction provided by teachers while expecting to be adjusted the curriculum with respect to the consideration given to individual student needs and regional specialization by focusing on the subject of mathematics. Ultimately, the purpose of this study is to assess and expect how well mathematics instruction would be being conducted in accordance with the goals of the curriculum. Furthermore, while reflecting the experimental result on teachers' opinions of the previous curriculum, this study suggests alternatives and supporting plans so that at the teacher level the curriculum might be successfully implemented.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.