• The Research Journal of the Costume Culture
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• v.29 no.1
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• pp.134-151
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• 2021

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentally-friendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.

• Journal of The Korean Astronomical Society
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• v.55 no.1
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• pp.11-22
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• 2022

We introduce the Transformable Reflective Telescope (TRT) kit that applies an aluminum profile as a base plate for precise, stable, and lightweight optical system. It has been utilized for optical surface measurements, developing alignment and baffle systems, observing celestial objects, and various educational purposes through Research & Education projects. We upgraded the TRT kit using the aluminum profile and truss and isogrid structures for a high-end optical test device that can be used for prototyping of precision telescopes or satellite optical systems. Thanks to the substantial aluminum profile and lightweight design, mechanical deformation by self-weight is reduced to maximum 67.5 ㎛, which is an acceptable misalignment error compared to its tolerance limits. From the analysis results of non-linear vibration simulations, we have verified that the kit survives in harsh vibration environments. The primary mirror and secondary mirror modules are precisely aligned within 50 ㎛ positioning error using the high accuracy surface finished aluminum profile and optomechanical parts. The cross laser module helps to align the secondary mirror to fine-tune the optical system. The TRT kit with the precision aluminum mirror guarantees high quality optical performance of 5.53 ㎛ Full Width at Half Maximum (FWHM) at the field center.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.10
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• pp.187-196
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• 2020

This is a single group pre-post study conducted to confirm the effectiveness of HIV/AIDS education for nursing students, imparted via video-learning methods. Study participants enrolled were 93 students in the 4th grade of the Department of Nursing at J-City V University. Data were collected from May 26 to June 16, 2020, and were analyzed using descriptive statistics, paired t-test, independent t-test, ANOVA, and Pearson's correlation coefficient using the SPSS WIN 23.0 program. Results of this study confirm improvements in HIV/AIDS knowledge and attitude after attending video-learning modules. However, when assessing the details of attitude, insufficient data was obtained for difference in attitude toward social stigma recognition. Therefore, numerous attempts are required for imparting educational contents and methods that will positively alter social stigma recognition. The results of this study prove that video lectures are a useful teaching and learning method to transform the knowledge and attitude of nursing students towards HIV/AIDS. We believe that results obtained are meaningful, and provide a basis for imparting education by utilizing different media, such as a video-learning module.

• Journal of dental hygiene science
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• v.18 no.2
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• pp.113-123
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• 2018

The purpose of this study to review clinicians and educators on required communication education factors of dental hygienists using qualitative research by focus group interview. The participants were dentists, dental hygienists and professors. A questionnaire was developed on communication education to collect data. The collated data derived concepts related to communication education. After transferring the data, were analyzed by open coding and axial coding using computer-aided qualitative data analysis software. Focus group emphasized that higher education on communication should be preceded before they are put into the clinical field. However, the dental hygienist emphasized experiential education in the clinical field, the professor emphasized additional education for continuity of communication education even after graduation. Besides, focus group emphasized role play, and the professor required that the standardization of the dental communication training courses objectives and role play modules and the education environment infrastructure should be established to implement communication education efficiently. The categories of communication education stated in the focus group were time and method for the dental communication training courses, dental communication training courses standardization and educational environment, of evaluation of communication competency, of perception of the dental communication training courses. This study identified the communication education development to conform with the needs of the clinical field strengthen and cultivate communication competency dental hygienists based on factors of communication education emphasized in focus groups.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1041-1054
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• 2013

Big ideas are overarching principles that help students to build a holistic understanding of domain-specific knowledge and assimilate individual facts and theories. This study aims to design a standard-based integrated science curriculum framework based on Big Ideas. The core contents were extracted by analysing the 2009 National Science Standards curriculum of primary and middle schools. Four Big Ideas, 'diversity,' 'structure,' 'interaction,' and 'change,' were generated after the process of examination and categorization of core contents. The scientific facts, disciplinary concepts, and interdisciplinary concepts of every scientific domains included in each Big Idea are represented as a knowledge pyramid. Essential questions guiding the direction of curriculum design were proposed on each Big idea. Based on the framework, teaching modules for 'structure' were developed for grades 5~6.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.13 no.6
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• pp.611-618
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• 2020

In this paper, we propose a design and implementation method of speed quiz content that can be driven by a social robot capable of interacting with humans, and a method of developing an intelligent module necessary for implementation. In addition, we propose a method of implementing speed quiz content through the process of constructing a map by arranging and connecting intelligent module blocks. Recently, software education has become mandatory and interest in programming is increasing. However, programming is difficult for students without basic knowledge of programming languages to directly access, and interest in block-type programming platforms suitable for beginners is growing. The block-type programming platform used in this paper is a platform that supports immediate and intuitive programming by supporting interactions between humans and robots. In this paper, the intelligent module implemented for the speed quiz content was used by blocking it within a block-type programming platform. In order to implement the scenario of the speed quiz content proposed in this paper, we implement a total of three image-based artificial intelligence modules. In addition to the intelligent module, various functional blocks were placed to implement the speed quiz content. In this paper, we propose a method of designing a speed quiz content scenario and a method of implementing an intelligent module for speed quiz content.

• Journal of Korean Library and Information Science Society
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• v.53 no.3
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• pp.431-454
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• 2022

This study examined data science degree programs and courses offered by universities, and those offered by the Library and Information Science (LIS) degree programs, to understand its implications for the LIS programs in Korea. This research assessed the status of data science degrees from 439 schools using the list released by the Korea Educational Development Institute in 2022. To be specific, this study analyzed universities, colleges, majors, sub-majors, interdisciplinary majors, convergence majors, micro-degrees, nanodegrees, tracks, modules, and industry-university cooperative programs within the data science field. This research examined 1,148 courses offered by data science degree programs and 1,325 courses offered by LIS degree programs. Data science degrees in Korea offer courses such as introductory, technical, practical, applied, and in-depth subjects related to data science. Although the LIS programs in Korea do not always offer data science, the courses included topics such as the introduction to data science, database, data visualization, data curation, metadata, big data, and information technology, when courses were offered. The researchers hope the findings of this study will be useful as a starting point for the development and revisions of LIS curriculum on data science in Korea.

• Journal of the Korea Society of Computer and Information
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• v.29 no.3
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• pp.217-225
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• 2024

To foster the core talents of the future, the development of diverse and substantial SW·AI education programs is required, and a systematic system that can assist public education in SW and AI must be established. In this study, we develop and combine SW·AI education modules to construct a SW and AI education program applicable to public education. We also establish a systematic education system and provide sustainable SW·AI education to elementary, middle, and high school students through 'Job's Garage Camp' based on various sharing platforms. By creating a sustainable follow-up educational environment, students are encouraged to continue their self-directed learning of SW and AI. As a result of conducting a pre-post survey of students participating in the 'Job's Garage Camp', the post-survey values improved compared to the pre-survey values in all areas of 'interest', 'understanding and confidence', and 'career aspirations'. Based on these results, it can be confirmed that students had a universal positive perception and influence on SW and AI. Therefore, if the operation case of 'Job's Garage Camp' is improved and expanded, it can be presented as a standard model applicable to other SW and AI education programs in the future.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.33-39
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• 2018

The number of elementary school classroom's students. It will be decreased to 21.1 OECD even and furthemore to 19.8 in 2030. Therfore fore the time being the number of elementary school classroom's students will be sustained in 20~22. But nowadays the classroom's area which is fitted the number of 30 is too big compare with the number of 20~22. This reserch is finding the profit module of elementary school's classroom of the number of 20~20. Using one student's unit and various displays of class by teaching methods, I found the conclusions as follows. 1st, the horizontal length of center line is 7,100~7,500 and the vertical length of center line is 7,000~8,000 in the classroom's area of a team of 2. 2nd, if you make adjustment those lenghts to 30cm module, horizontal length is transfered to 7.2m, 7.5m, and vertical length is transferred to 7.2m, 7.5m, 7.8m. Therefore unit classroom's module are $7.2m{\times}7.2m$, $7.5m{\times}7.5m$ in square, and $7.2m{\times}7.5m$, $7.2m{\times}7.8m$, $7.5m{\times}7.8m$ in rectangular. 3rd, the areas of modules are $7.2m{\times}7.2m(51.84m^2)$, $7.5m{\times}7.5m(56.25m^2)$, $7.2m{\times}7.5m(54m^2)$, $7.2m{\times}7.8m(56.16m^2)$, $7.5m{\times}7.8m(58.5m^2)$. Therfore th area of module is from $51.84m^2$ to $58.5m^2$ compared to nowadays' classrooms.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.