• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.51-73
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• 2014

The purpose of this study is to develop a family life educational program and verify the effectiveness hereof in order to improve a family life and enhance practice ability for marriage immigrant women. The content of family life educational program was composed based on the family life education lesson of the home economics textbooks. The adequacy of the program content was verified by the two experts. The study subjects were the 14 marriage immigrant women living in J-gu of Seoul and the program was conducted for 3 days from September 16 to October 7 2014 at the Seoul J Multicultural Family Support Center. As for program evaluation, this study conducted both an objective evaluation and subjective evaluation (semi-structured interview and survey). The author of this study composed the questions of the objective evaluation on the basis of the previous studies and home economics textbooks. The aforementioned two experts verified the questions thereof. The important findings of this study are as follows. First, this study developed the family life educational program that consisted of a total of 8 rounds on the basis of "the happy family life education lesson led by family". Second, this study ensured that the family life educational program for marriage immigrant women would help understand the Korean traditional culture and also the family culture of their homeland. Also, this study aimed to allow the study subjects to develop an attitude to respect the diversity of family life culture. Third, it was found that the effectiveness of the program was statistically significant in the objective evaluation through the ex ante and ex post assessment as a result of the program effectiveness test. From the subjective evaluation, all the participants had a high degree of satisfaction with more than 4.0 points in all of the following areas: program objective achievement, adequacy of program contents and activities and program operation. As a result of the subjective evaluation through the semi-structured interview, this study confirmed a high level of desire for family life education through the willingness of marriage immigrant women to continue to learn the in-depth contents related to family life education. The above findings of this study imply that a family life educational program based on home economics can play a critical role in implementing a healthy family life education for marriage immigrant women.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.336-347
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• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.2
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• pp.23-39
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• 2017

This study began from the question, "is there a way to efficiently apply industrial demand in the university curriculum?" Research focused on how to actively accept and respond to the era of the NCS (National Competency Standards). In order to apply NCS to individual departments of the university, industrial personnel must positively participate to form a practical-level curriculum by the NCS, which can be linked to the work and qualifications. A valid procedure for developing a curriculum based on the NCS of this study is as follows: First, the university must select a specific classification of NCS considering the relevant industry outlook, the speciality of professors in the university, the relationship with regional industries and the prospects for future employment, and the need for industrial manpower. Second, departments must establish a type of human resource that compromises goals for the university education and the missions of the chosen NCS. In this process, a unique competency unit of the university that can support the basic or applied subjects should be added to the task model. Third, the task model based on the NCS should be completed through the verification of each competency unit considering the acceptance or rejection in the curriculum. Fourth, subjects in response to each competency units within the task model should be developed while considering time and credits according to university regulations. After this, a clear subject description of how to operate and evaluate the contents of the curriculum should be created. Fifth, a roadmap for determining the period of operating subjects for each semester or year should be built. This roadmap will become a basis for the competency achievement frame to decide upon the adoption of a Process Evaluation Qualification System. In order for the NCS to be successfully established within the university, a consensus on the necessity of the NCS should be preceded by professors, students and staff members. Unlike a traditional curriculum by professors, the student-oriented NCS curriculum is needed sufficient understanding and empathy for the many sacrifices and commitment of the members of the university.