• Journal of Agricultural Extension & Community Development
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• v.30 no.4
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• pp.171-186
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• 2023

This study aims to explore comprehensively the effects of a flower craft activity program focused on perceived stress, depression, and self-esteem of adult with mixed methods. The main results of this study are as follows. In the mixed analysis results, perceived stress was reduced by immersing oneself in completing one's own work through flower craft activities, as distracting thoughts in the head disappeared. In the case of depression, depression decreased in the relationship between group members who worked together to complete their own work through flower craft activities. In the case of self-esteem, it was analyzed that flower craft activities had the effect of increasing self-esteem through the satisfaction of the need for life and self-esteem. In future study, this suggests that the healing program applied based on this can be comprehensively reviewed, modified, and supplemented to reorganize it into a more effective flower craft activity program.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.21-30
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• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.515-524
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• 2016

The purpose of this study was to investigate the effects of a culture and art education program on adolescents with disabilities. Craft education oriented toward activities convergence education. The investigator conducted an in-depth interview with seven adolescents with developmental disabilities in a special high school class for a month after the educational sessions were over. The findings were as follows: first, the adolescents with developmental disabilities experienced the joy, pleasure, and interest of study, which they used to have a difficult time experiencing in a common class. Second, they became relaxed with their participation in lessons, felt comfortable through educational activities, and had a positive attitude. Third, they had a feeling of being together and coexistence through collaborative activities. Finally, they were able to share each other's ideas, listen carefully to their friends, talk about works they created, and experience close relationships with classmates.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.327-337
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• 2014

In this research, a subject substitute STEAM program was developed in context of a trend of STEAM education and a new science contents in a 2009 revised curriculum, which can replace the 2009 revised curriculum contents of 'Sound' unit in the third and the fourth grade. The developed program was taught to the 4th graders in a field. After applying the program, how students acknowledge the subject substitute STEAM program was analyzed through questionnaire. The research results were as follows. First, the subject substitute STEAM program of 3 sub programs was developed with centered around 'sound' unit for 4th graders. Second, students made a positive estimation of the STEAM program because of various activities and learning subject related to daily life. Third, they considered difficult term, necessary craft skills in creative design, understanding scientific principle and a lot of necessary time as difficulties of the STEAM program. And they also recognized that making stuff activity and learning aid material like activity sheet, picture and video helped to understand a lesson. Lastly, students had a positive thinking or negative thinking about STEAM program before they learn. But after learning the STEAM program, all of them showed their positive attitude to the STEAM program.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.5
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• pp.51-59
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• 2019

The purpose of this study was to analyze the perception among participants in the Built Environment Education(BEE) programs for children. And also, hopefully, we would get some strategies for development of BEE program through post-evaluation. The survey was conducted by the students and the parents who were participated in the four BEE programs. The key results are as follows: 1) The way of participation in the programs was limited. We should consider public relation strategies and its sustainable curriculum. 2) The students felt easy to learn from the lecture, but we need to consider the students' ability in craft activities and the level of school grades. 3) Most of the participants was satisfied with the programs. For students, the 'Educational Environment(Hours & Facilities)' was highly correlated with overall satisfaction. On the other hand, in the case of parents, the 'Teacher' was highly correlated with overall satisfaction. 4) Parents were aware of the need to link the BEE program to school education such as a subject of 'Creative Activity.' The BEE as an integrated program would be a school curriculum or contents of STEAM education. At the end of this paper, the meaning of this study was discussed.

• Journal of the Korean earth science society
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• v.39 no.6
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• pp.617-629
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• 2018

The purpose of this study was to explore the elementary school teachers' perceptions about making a model of volcanic activity. Thirty elementary teachers participated in the study after they in which they conducted the experiment of "Making a Model of Volcanic activity". A questionnaire was used to investigate how the teachers understood the strengths and weaknesses of the experiment in terms of the goals of school science inquiry. The results showed that 50-60% of the teachers were able to conduct the experiment as guided in the textbook regardless of their career or area of concentration. The teachers perceived that the experiment of current textbook was safe and useful for students to develop their creativity. However, they pointed out three major weaknesses of the textbook experiment: First, the textbook experiment does not clearly present the main purpose of the activity. Second, it does not appropriately reflect the natural volcanic activity. Third, it is a merely simple craft activity. In addition, the teachers agreed that the main goals of school science inquiry are the application of scientific knowledge, development of inquiry skills and cultivation of student's curiosity. However, the teachers perceived that the experiment of current textbook did not meet these three goals. They suggest that the experiment reflect the nature of real volcanic activities.

• Archives of design research
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• v.20 no.3 s.71
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• pp.179-190
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• 2007

Lucie Rie as an individual ceramist in terms of contemporary meaning was influenced by early 20th century's academic education and the ideology of modern formative arts. Modernity in her ceramic works has had a dramatic exert on numerous potters. Also, she is highly required to be studied in the history of modern pottery as a potter who took the initiative of studio pottery by the individual artistic handicraft. This paper considered an analysis of characteristics and techniques of 20C Modernistic ceramist Lucie Rie's works and activities. The body of this research investigated classification by chronicles and stylistic characteristics of her activity in the background of early 20th century European Modernism which influenced her formative arts. In addition, this article attempted to build up more specific comprehension on Lucie Rie's works and production process through an analysis of her techniques and artistic know-how..

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.173-184
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• 1995

The purpose of this study was to analyse the problems of 'Science Inquiry Experiment Contest(SIEC)' which was one of 8 programs of 'The 2nd Student Science Inquiry Olympic Meet(SSIOM)'. The results and conclusions of this study were as follows: 1. It needs to reconsider the role of practical work within science experiment because practical work skills form one of the mainstays in current science. But the assessment of students' laboratory skills in the contest was made little account of. It is necessary to remind of what it means to be 'good at science'. There are two aspects: knowing and doing. Both are important and, in certain respects, quite distinct. Doing science is more of a craft activity, relying more on craft skill and tacit knowledge than on the conscious application of explicit knowledge. Doing science is also divided into two aspects, 'process' and 'skill' by many science educators. 2. The report's and checklist's assessment items were overlapped. Therefore it was suggested that the checklist assessment items were set limit to the students' acts which can't be found in reports. It is important to identify those activities which produce a permanent assessable product, and those which do not. Skills connected with recording and reporting are likely to produce permanent evidence which can be evaluated after the experiment. Those connected with manipulative skills involving processes are more ephemeral and need to be assessed as they occur. The division of student's experimental skills will contribute to the accurate assess of student's scientific inquiry experimental ability. 3. There was a wide difference among the scores of one participant recorded by three evaluators. This means that there was no concrete discussion among the evaluators before the contest. Despite the items of the checklists were set by preparers of the contest experiments, the concrete discussions before the contest were necessary because students' experimental acts were very diverse. There is a variety of scientific skills. So it is necessary to assess the performance of individual students in a range of skills. But the most of the difficulties in the assessment of skills arise from the interaction between measurement and the use. To overcome the difficulties, not only must the mark needed for each skill be recorded, something which all examination groups obviously need, but also a description of the work that the student did when the skill was assessed must also be given, and not all groups need this. Fuller details must also be available for the purposes of moderation. This is a requirement for all students that there must be provision for samples of any end-product or other tangible form of evidence of candidates' work to be submitted for inspection. This is rather important if one is to be as fair as possible to students because, not only can this work be made available to moderators if necessary, but also it can be used to help in arriving at common standards among several evaluators, and in ensuring consistent standards from one evaluator over the assessment period. This need arises because there are problems associated with assessing different students on the same skill in different activities. 4. Most of the students' reports were assessed intuitively by the evaluators despite the assessment items were established concretely by preparers of the experiment. This result means that the evaluators were new to grasp the essence of the established assessment items of the experiment report and that the students' assessment scores were short of objectivity. Lastly, there are suggestions from the results and the conclusions. The students' experimental acts which were difficult to observe because they occur in a flash and which can be easily imitated should be excluded from the assessment items. Evaluators are likely to miss the time to observe the acts, and the students who are assessed later have more opportunity to practise the skill which is being assessed. It is necessary to be aware of these problems and try to reduce their influence or remove them. The skills and processes analysis has made a very useful checklist for scientific inquiry experiment assessment. But in itself it is of little value. It must be seen alongside the other vital attributes needed in the making of a good scientist, the affective aspects of commitment and confidence, the personal insights which come both through formal and informal learning, and the tacit knowledge that comes through experience, both structured and acquired in play. These four aspects must be continually interacting, in a flexible and individualistic way, throughout the scientific education of students. An increasing ability to be good at science, to be good at doing investigational practical work, will be gained through continually, successively, but often unpredictably, developing more experience, developing more insights, developing more skills, and producing more confidence and commitment.