• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.11-18
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• 2021

The purpose of this study is to analyze the questions generated by elementary school pre-service teachers when reading the teacher's guide for the refraction of light, and to analyze the difficulties in understanding the concept and in making instructional plans. A total of 592 meaningful questions were generated by 283 elementary school pre-service teachers after reading the teacher's guide of 'light and lens' unit in the 6th grade of the 2015 revised curriculum. Of these, 306 questions are for understanding the concept of physics and 286 are pedagogical questions. As a result of the analysis, in terms of understanding the concept of physics, the elementary school pre-service teachers encounter difficulties in understanding the concept of the 'cause' of the phenomenon suggested in the textbook, such as the cause of refraction, the reason for scattering light, and the cause of the image change depending on the focal length of the convex lens. In terms of instructional planning, it was followed by questions about how to explain concepts, questions about not being able to explain concepts to elementary school students and having to teach only phenomena, specific explanation methods for specific concepts, and experimental methods. Although the teacher's guide contains various explanations and supplementary materials to help teachers understand the concept, it can be seen that there are many elementary pre-service teachers who cannot answer questions about some concepts even after reading the guide. For concepts with a high frequency of questions, it is necessary to prepare a tutorial that is more understandable. In the instructional plan, there were many questions about teaching methods and experimental methods, so it is necessary to provide more examples and specific experimental methods for explaining concepts in the teacher's guide.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.19-41
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• 2022

This study aims to confirm the effect of the 'Meal and Cooking for Single-Person Households' education program on improving the dietary management competency of high school students. In order to achieve this research purpose, 'Meal and Cooking for Single-Person Households' education program was developed, implemented, and evaluated based on the ADDIE instructional design model. The results of this study are as follows. First, an analysis was conducted on literature and prior research related to the dietary life of single-person households and dietary education programs of the home economics subject. Based on this, the theoretical background for the 'Meal and Cooking for Single-Person Households' education program was established. Then, teaching-learning process plan and student workbooks for a total of 16 unit classes were developed. The expert validity of the program was verified by 6 experts who are current high school home economics teachers and have experience in conducting research related to dietary education programs. As a result, the average of all items was 4.89 (out of 5 points) and the CVI was 0.98, securing very excellent content validity. Second, the researcher directly implemented 'Meal and Cooking for Single-Person Households' education program for 100 students in Y high school located in Sejong city. Considering the school's situation, the 16th session of teaching-learning process plan was shortened to 6th sessions while all the core topics. A survey was conducted on students who participated in the program and the pre- and post- results were analyzed. As a result of the survey analysis, the 'Meal and Cooking for Single-Person Households' education program had a positive effect on improving the dietary management competency of high school students. This study is meaningful in that it has implications for the development of a new subject in home economics in preparation for the high school credit system and improving dietary management competency in accordance with social changes in the era of single-person households, and the 'Meal and Cooking for Single-Person Households' education program developed in this study can be used as a mini-subject in the 2022 revised curriculum.

• Hwankyungkyoyuk
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• v.21 no.1
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• pp.82-96
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• 2008

The primary purpose of this research is to examine the career development of under-graduate environmental education program students. More specifically, it intends to understand how they perceive their career prospect, how they prepare for they career and what kind of career development assistance they receive from their school. For most of college students, a primary purpose for attending college is to prepare for a career, but often academic preparation in college is not enough to get the job they aspire. Career preparation becomes even more complex when their major does not dictate any specific career path or when the major does dictate a specific career path but it does not provide sufficient and quality job opportunities. Undergraduate environmental education programs are typical examples of the latter. To illuminate the understanding of the context surrounding undergraduate environmental education program students, semi-structured interviews were conducted through an instance message software program from August 17th, 2007 to August 20th, 2007. The subjects of this study consisted of 4 undergraduate students and 2 graduates of Hangu University (a tentative name). Each participant was interviewed once or twice for about 2 hours each interview. The findings of the study are as follow. First, they maintain a positive attitude regarding the career outlook and the career decision but it is not well founded. Second, career search and career preparation are conducted individually, and their school does not provide much systematic career assistance. Third, they did not see the relevance of the curriculum of their program to their future career. A few preliminary implications for practices related to career development may be drawn from the findings reported in this study. First, undergraduate students in environmental education programs appear to be in need of comprehensive career development assistance ranging from exploration of job opportunities related to majors, to development of job-seeking skills, to general issues of career preparation and choice. Experiential modes of career exploration seem to be helpful in clarifying their interest and aptitude in the area of environmental education. Second, career development assistance for these students should start at early college years. Third, these students may need help in exploring diverse opportunities related to their major as well as other academic areas. Finally, it is recommended to create more careers in the area of environmental education.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.6
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• pp.293-299
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• 2010

This paper is about a development of effective practice subject in electronic circuit textbook of industrial high school. This paper introduces generally about the practice subject in electronic circuit textbook of industrial high school of the 7th National curriculum and presents problem of current practice and makes an alternative idea that improve current practice. The contents of current electronic circuit textbook of industrial high school have variety topics and these topics are independence and separated. So students have some problems to apply of learned knowledge. Therefore, researcher improved the various electronic circuit practice in current electronic circuit text book and added new practice and manufactured a electronic circuit module based on these circuits. And researcher suggested new practice subject what useful electronic equipment that assembled module of result of electronic circuit practice of each section. When the last subjects are accomplished the students may have feel of achievement and high study effect from these practice. The practice subjects of this paper were manufactured after verification and tested it's performance by computer simulation program.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.15-30
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• 2008

Various types of students activities presented in the clothing part of the current 'Technology Home Economics' middle school textbooks were analyzed to provide basic idea for improving the quality of content of text, which can arouse students' interest and practical use. Analysis was conducted for the units related to clothing contained in 10 different technology & home economics textbooks of 2nd grade middle school students approved by the Ministry of Education under the 7th national curriculum. Types of student activities were categorized based on "size of groups", "type of problems" and "methods of carrying out tasks" and the this study sought to explore future directions for action plans especially in terms of composition of contents, the methods of performance and suggestions. As a result, the volume of each part in clothing & textiles section was investigated. Among them 'dressing' part was found to make up the largest percentage of the clothing unit. And among the six of the detailed contents, "How to Wear Traditional Korean Clothes" and "Functions of Clothes", took up the largest space. In additions, the types of students activities and methods of implementing and how to performing tasks vary depending on publishing companies and detailed contents of areas. As a result, 'individual activities', 'structured problem', and 'problems that require prior home-based experience' were most common types of activities. Based on this study, it is suggested to increase the number of small group activities and the activities that require diverse problem-solving methods.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.41-60
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• 2006

The system of teaching culinary practice needs drastic modification to catch up with dietary life and education curriculum changes. To reflect such changes, it is necessary to instill a strong will and interest as well as educational environment improvement in teachers. In this sense, this study researched the teachers' stages of concerns, levels of use, innovation configuration, and intervention demands, based on the CBAM(Concerns Based Adoption Method) developed by Hord et. al. For the survey, 500 questionnaires sent by mail and 187 were analyzed by SPSS/win 10.0 program. The results are summarized as follows. 1) The teachers stages of concerns on culinary practice is assessed to be in the lowest level of perceptual stage, which indicates a state of indifference. 2) In terms of the levels of use, routine use was the highest, followed by refinement use, integrated use, research use, and reinvent use in descending order. Mechanical use posted the lowest level. Even though the stages of concern showed the beginning stage, the Level of use was relatively high. 3) About the innovation configuration, approximately 30% of the teachers were not accomodate the culinary practice referred to the 7th National Education Curriculum. 4) According to the intervention demands on culinary practice education, it was found that teachers generally wanted more interventions in every component. Among the intervention components, the highest demand was on the support for facility. Demand on the financing is the second highest. Teachers in the level of routine use demanded more information and materials supply and individual encouragement, but teachers in the level of preparation needed study opportunity for training on operation skills more.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.