• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.667-684
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• 2022

This study analyzed the problems of skin beauty textbooks used in high school based on the NCS ability unit, and was to improve them. By the NCS standard, it focuses on the contents which can be learned during the high school course. The main results are as follows. First, the revision of textbooks is to contain NCS competency unit, which is excluded in spite of being taught. Second, Replacement is required for NCS 5 level beyond the high school. Third, the illustrated and photographic materials is revised to improve the understanding by maintaining consistency and visibility. Fourth, the contents on the practical skill need specific explanations and instructional materials. Fifth, to revise terminology and the notation system is needed in skin care. The results of this study can be used as basic data to develop an NCS learning module in the skin care field and high school textbooks.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.1-15
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• 2017

The purpose of this study is to design a LMS(Learning Management System) dashboard for instructor feedback support based on learning analytics and to apply a LMS dashboard incorporating such taxonomy which allows an instructor to give a student personalized feedback according to the class content and a student's traits. In the dashboard design phase, usable instructional data were selected from LMS based on feedback taxonomy in terms of learning analytics. Two validity tests were conducted with 8 instructional technologists over 8 years of experience, and were revised accordingly. The final dashboard screen has three parts: A comprehensive analysis screen to provide appropriate feedback based on instructor feedback taxonomy analysis, a summary screen for learner analysis, and a recommended feedback guide screen. Detailed analysis information are provided through other dashboards that are displayed in eight screens: login analysis, learning information confirmation analysis, teaching materials learning analysis, assignment/tests, and posts analysis. All of these dashboards were represented by analysis information and data based on learner analytics through visualization methods including graphs and tables. The implications of educational utilization of the dashboard for instructor feedback support based on learning analytics and the future researches were suggested based on these results.

• Korean Journal of Health Education and Promotion
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• v.22 no.4
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• pp.17-40
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• 2005

Objective: The purpose of the this study was to test the effect of the alcohol preventive educational program for elementary school students through developing the web-based learning instruments. It will prevent the serious alcohol problem for adolescents and be the opening-learning according to learner's needs beyond the traditional classroom learning which has limitation of space and time. Method: This research designed based on web-based instructional system design by In-sung Jong(1997). This study was performed on the elementary school students who are the six grade in M city. The number of experimental group was 72 and control group's number was 72, totaled 144. Data were collected from September, 30th, 2004 to November, 5th, 2004, totaled 37days. The pretest and the posttest for web-based alcohol preventive education program were tested about knowledge and attitudes toward drinking. After the performance, the posttest was also tested the effect of this program under items by the interest of web-based learning, satisfaction, adequateness of material and so on. The data analysis was done using SPSS/Win 11.0 program. Result: The results of this study are as follows: 1) Compared with control group, experimental group which was educated the web-based alcohol preventive educational program for elementary school students was improved the knowledge on drinking, thin there was no significant difference. However, it showed significant difference between two groups after education. It was, therefore, partially supported. 2) Compared with control group, the experimental group which was educated the web-based alcohol preventive educational program for elementary school students showed significant difference in attitudes toward drinking. After education, it showed no significant difference attitudes. toward drinking between experimental group and control group. It was, therefore, partially supported. 3) The degree of learning motivation was an average.595 of 1 after learning applied to by the web-based alcohol preventive educational program for elementary school students. Then, it is relatively more higher than the result of existing studies. So, it showed that the motivation was done well. 4) Correlation among study variables It showed that there was the significantly positive correlation between knowledge and attitudes toward drinking of pretest experimental group. Also, there was the significantly positive correlation between attitudes toward drinking and learning motivation of pretest and posttest experimental group. Conclusion: I found that the web-based educational program helps the elarning process for the health education in the school field which the instructional materials lack. As a result, the web-based education motivates the learner's pleasure and promotes the learners interest. Also, it is possible for students to learn according to their own learning pace, repeated learning and active learning participation in the necessary parts. Therefore, I think the web-based educational program is worth as a intervention to get positive influence for the health education.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.144-154
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• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.109-128
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• 1992

Elementary science textbooks are the major instructional materials which contain sceientific objectives to be acquired by students. The purpose of this study is to analyze the development system, to evaluate the inquiry activity in current elementary science testbooks, and to make suggestions for the improvement of them. The questionnaires were administered to 116 subjects that participated in development of the 5th elementary science textbooks, and 86 of the subjects responded. Based on the data gathered and analyzed in this study, the major findings are as follows. First, regarding the analysis and evaluation of elementary science textbooks. 1. The instructional objectives in elementary science textbooks are analyzed. The proportions of comprehension objectives is 38%, scientific inquiry process objectives 21%, experimental skills objectives 7%, scientific attitudes and interests objectives 4%. 2. The science concepts in elementary science textbooks of the 3rd grade required the preconcrete operational level(82%) and of the 6rd grade required the postconcrete operational level (73%) by J. Piaget 3. The inquiry activities in elementary science textbooks are emphasizing gathering and organizing results and evaluation, and hypothesizing and designing an experiment Inquiry index of the elementary science textbooks is 76. This is significantly higher than 35${\sim}$50 of America and U.K.. 4. The number of questions per class hour is mostly three, and most of them require the students to explain phenomena in nature or in experiment Second, regarding the development system of elementary science textbooks. 1. The budget for and the period of the development of elementary science textbook should be expanded. 2. For the improvement of elementary science textbooks, more abundant resources and time should be used for the basic study and the field trial of textbooks. 3. The elementary science textbook must include the affective objectives as well as the scientific knowledges and scientific inquiry skills. 4. It is not desirable to assign equal number of pages to the content of physics, chemistry, biology, and earth science. 5. Closer cooperation system is needed among the ministry of education, development research center and the field trial schools.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.23-39
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• 2019

The purpose of the study was to analyze the home economics education experts' and teachers' perception of ways to align instruction with evaluation, based on the 2015 revised technology and home economics curriculum for the purpose of developing the independent living competencies, and to provide examples of alignment in practice. The analysis is based on the data from a Delphi study (10 experts) and a survey of technology and home economics teachers(n=422). The results of survey indicated that experts and teachers perceived the instruction-assessment alignment to be most appropriate for project learning-project assessment, followed by project learning-portfolio assessment, problem solving learning-portfolio assessment, and problem solving learning-project assessment, in order. Based on the survey results, a model of instruction-assessment alignment and a teaching-learing plan were presented, based on 'Development task of life cycle and Life plan' unit. This was considered to be a proper method of instructional alignment for the purpose of developing 'independent living competence' with project-learning/project-assessment. The model focuses on consistency between instruction and evaluation, unity in methods, and the availablility of feedbacks of assessment for the improvement of independent living competencies. In conclusion, this study contributes as foundational information for teaching and learning-assessment alignment. Diverse methods of instruction-evaluation alignment is expected for future research.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.51-87
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• 2018

The purpose of this study is to seek a measure to institutionalize the curriculum of Korean homeschooling by comparing and analyzing curriculums of homeschooling between the United States and South Korea. To do so, literature review was conducted to derive analysis criterion and curriculums of homeschooling between the United States and South Korea were compared and analyzed. The major findings of analyses are as follows. First, from the perspective of educational goal, homeschooling families of both countries are similar in which they preferentially seek private goal but also consider social goal as well. Second, in the perspective of educational content, a diversity in course of study, textbook and other education materials of homeschooling in the United States is substantially attained when Korean homeschooling families suffer shortage. Third, in terms of educational implementation, homeschooling of both countries attained an autonomy in instructional time and a diversity in instructional space and method, however, unlike homeschooling in the United States, homeschooling in South Korea is experiencing difficulties due to lack of homschooling organization, homeschooling co-ops and web-site space. Fourth, in the perspective of educational evaluation, homeschooling in South Korea, unlike its comparison target, has not been certified as a formal education as well as not been accepted from universities. Based on these analysis results, conclusion and discussion have been proposed.

• Journal of the Korea Society of Computer and Information
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• v.29 no.8
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• pp.223-230
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• 2024

The purposes of this study is to find out how to use Generative AI by class stage and class model so that classes can be planned using various Generative AI in elementary and secondary education. To this end, contents of using Generative AI according to general instructional stages and instructional models by school level and subject were developed, and revised and supplemented through review by 13 field experts. As for the method of using Generative AI by class stage, general class stages were divided into three stages: 'class preparation', 'in class', and 'class arrangement', and the subject of using Generative AI at each stage, the contents of using it, and the types of Generative AI that can be used are summarized. As a method of using Generative AI according to the class model, eight class contents were developed based on teaching and learning models according to the characteristics of each school level and subject. In order to expand the use of Generative AI in elementary and secondary classes, it is necessary to develop more diverse class contents by school level and subject and distribute them in the field. It is also necessary to develop educational materials on matters to consider when using Generative AI in class.