• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.119-129
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• 2001

The present school is faced with the crisis of school collapse and classroom collapse under a bureaucratic and authoritative atmosphere. The method to respect individual opinions and to discuss with open mind is needed. The study is to establish the system of SDR and to make it possible to express the wholesome and various ideas of members by using it. SDR is related with the interruption DB to stop up unsound messages. The result of this study shows that SDR is very helpful to make a culture of discussion in a school in the respect of enlarged chances for teachers and students to participate, active and open participation, changing of attitude in achieving group goal and formation of desirable culture of discussion.

• Journal of the Korean Society of Food Culture
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• v.14 no.4
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• pp.417-429
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• 1999

The status of general food service administration and nutrition education was investigated in 111 elementary schools located in Inchon Metropolitan Area by questionnaires. The results are as follows ; 1. Most schools served 5 lunches per week. Meal cost per capita was 1212.1 won in urban type school and 979.0 won in rural type school. Most schools(91.9%) had 1 regular dietitian and 1 regular cook. With increasing number of students the number of temporary employees increased significantly. Most school dietitians(86.5%) were in their twenties and had 2 year careers. 2. Most dietitians(90.1%) planned the menu based on the RDA with the first consideration in nutritional needs of the students. Many dietitians(81.8%) surveyed on the food preferences of the students at least once a year. About 86% of the schools had the food service committee which was helpful. Dietitians were the first one in charge of food purchasing and checking, and sometimes a manager in general school affairs worked together. One third of the schools used the volunteer parents in food services. 3. Most school dietitians(97.2%) gave the students nutrition education using handouts once a week. However, they could not teach the students through the classroom lecture because they are not the regular teachers. Food garbages were removed by the professional trash collecting company or by using fermentation machines or by giving them to animals as feeds. School events concerning the food and nutrition were mostly drawing pictures and composition. Only 36.4% of the school dietitians had experienced in nutrition counseling for an individual student. Most of them(99.1%) thought that individual counseling is necessary if they have enough time and chances to do.

• International Journal of Advanced Culture Technology
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• v.1 no.2
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.263-274
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• 2018

Maker movement is a part of open source making that originated from DIY culture and means production activity through combination of hardware and software as information and communication technology develops. The purpose of this study is to analyze the status and trends of the making movement in the world and to design a framework for the activation of making education. In this study, we developed the framework to spread the making culture by analyzing the current status and trends of making education, and suggested how to adapt the framework for making eduction in classroom. In addition, we analyzed the cases to suggest how making space should be constructed, and pointed the ideal way out to organize the making space.

• Journal of the Korean Society of Food Culture
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• v.30 no.3
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• pp.345-361
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• 2015

The aim of this study was to investigate the awareness and attitudes for leftover foods and the relationship between gender/number of family members on the effect of leftover foods-free day in elementary school students. The reasons for school lunch leftover foods were 'too much amount (38.3%)' and 'disliked menu (33.6%)', and the preferred ways for reduction of leftover food was 'to cook deliciously (34%)'. In the case of students who received nutrition education for reduction of leftover lunch, approximately 33.8% of subjects received nutrition education by administered by nutrition teachers during lunch time. The reason for reducing the amount of leftover foods was 'not to waste the foods (35.5%)'. After a leftover food-free day, approximately 62.3% of subjects responded that they ate their whole meal, except for soup. The subjects wanted 'twice per week for leftover food-free day' and had positive attitudes for that program. Proportion of practicing reduction of leftover foods in families was 55.9% of subjects, and 40.5% of subjects preferred dietary education by nutrition teachers in the classroom. For effective reduction of leftover lunch in school, nutrition teachers should attract interest on the environment and foods through after-school activities.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.79-95
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• 2009

Women engineering education programs in the United States, Europe and Australia were analyzed. From 1970s, these countries focused on the low representation of women in engineering, and carried out extensive research and programs. Numerous studies identified the causes of low representation as low interests in mathematics and science during K-12 years, classroom environments which treat women differently (often referred as chilly climate), and the masculine culture in engineering. Comprehensive approaches were taken in the development of the programs: the programs utilized the schools and universities as well as various local institutes, and the programs were designed not only for female students from elementary to graduate levels, but also for parents, teachers, professors, and school administrators. In order to adopt these programs in Korea, the problems that Korean female engineering students are facing in the education environment must be investigated first. Then, unified efforts to change the educational system, environments and culture are needed by all in engineering fields, along with nation-wide policies and funding.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.1-8
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• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.159-168
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• 2020

Unlike in-person classes, such as classroom classes, various variables affect learning effectiveness in online classes. In online classes, the teacher must recognize various variables of learners in advance, and if there are variables that hinder learning, students can increase the concentration of learning attention by removing them. Therefore, it is necessary to study which variables distract attention. In this study, factors that inhibit attentional attention that may occur in online classes were selected, and factors analysis was conducted through questionnaires. As a result of the study, the factors of class progression, environment and device manipulation were indicated as the factors that hinder the attention in online classes. According to the results of this study, plans to increase attention in on-line classes were suggested.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.315-319
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• 2022

This study investigates longitudinal writing development in terms of syntactic complexity using linear mixed effects (LME) model. This study employs essays written by four case study participants. Participants voluntarily wrote essays outside of the classroom and submitted the first and second drafts, after reflecting on the automated writing evaluation feedback (i.e., Criterion) every month over one year. A total of 48 first drafts were analyzed and syntactic complexity features were selected from Syntactic Complexity Analyzer. Results of LME showed that there was a significant positive linear relationship between time and mean length of T-unit and also between time and the ratio of dependent clauses to independent clauses, indicating that case study participants wrote longer T-units and also a higher proportion of dependent clauses over one year.

• The Research Journal of the Costume Culture
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• v.30 no.4
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• pp.594-607
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• 2022

This study is a follow-up paper on "Development of flipped learning class model for nail beauty education" published by Seol (2022). This model was conducted from March to June 2022 for 70 students taking the "Nail color design 1" course. After 15 weeks of class, a survey of the students' perceptions of flipped learning and their self-evaluation of goal achievement was conducted, which was composed of questionnaires using a 5-step Likert scale. 15 questions were designed to evaluate the students' satisfaction with their experience and class operations; 4 questions to evaluate whether the class goal had been reached through flipped learning; and 9 questions to evaluate the students' perceptions of flipped learning. As a result of applying this model to theoretical and practical nail beauty classes, it was confirmed that flipped learning helped students better understand the content and had a positive effect on learning, while the subject's educational goals were also achieved. By evaluating the students' perceptions of flipped learning, we may conclude that they experienced learning satisfaction and perceived the approach positively. Moreover, they have expressed a desire for additional flipped learning. This study is thus meaningful in confirming the procedure's effectiveness by applying the flipped classroom model to theoretical and practical subjects with a focus on the nail beauty field, and showing how it achieved students' positive perceptions and educational goals.