• Korean Journal of Child Studies
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• v.35 no.6
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• pp.25-46
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• 2014

The purposes of this study were to demonstrate whether a Physical Rhythm Education Program can alter children's rhythm perception and rhythm expression. To solve the questions posed by this study, 60 5-year-olds and 60 6-year-olds (a total of 120 children) from one child-care center in Kyunggi-province were selected. An experimental group participated in the Physical Rhythm Program which was carried out 10 times over the course of 4 weeks. The results indicated that the Physical Rhythm Program positively improved the children's rhythm perception and rhythm expression. In particular, the Physical Rhythm Program was more effective in producing effects upon six-year-olds' rhythm perception and rhythm expression (verbal, instrumental and physical expression) than five-year-olds' rhythm expression (instrumental and physical expression).

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.47-69
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• 2016

The purpose of this study was to examine teaching competency for character education of early childhood teachers and their demands to improve their capacities. 152 kindergarten and child care teachers responded to 30 survey questionnaires, which included 3 sub-factors(commutative, practical, instrumental) of teaching competency for character education of the teachers, as well as 16 detailed components, designed to check their current competency for character education and to investigate the priority elements that they desired to improve. The data were analyzed based on the Borich request formula, the locus for focus model, and the independent sample t-test across the teacher groups. The results were as follows: Firstly, the most highly demanded teaching competency by the teachers was using tools interactively for character education. And the teachers, among the sub-elements, requested (a) recording and evaluating character education systematically, (b) using local or national resources, (c) planning member's participation, and (d) performing character education related activities systematically. Secondly, more new teachers demanded instrumental competency and answered the need of parents' participation among the sub-elements, more than the more experienced teachers, respectively. The study discussed the implications of promoting early childhood teachers' teaching competency for character education.

• Journal of the Korean Home Economics Association
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• v.51 no.2
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• pp.241-251
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• 2013

The purpose of this study was to investigate marital satisfaction, parenting attitude and the practice of Taegyo and to examine the relationship between marital satisfaction, parenting attitude and the practice of Taegyo for pregnant women. The sample included 234 pregnant women who participated in Pregnant Education Programs in Seoul and Gyeonggi Province. We analyzed the data which were collected by means of a questionnaire from June to September, 2012 and the data was analyzed with the t-test, ANOVA, Pearson correlation analysis, and Regression analysis by SPSS 19.0. The results were summarized as follows: First, the level of marital satisfaction and practice of Taegyo was relatively high. On the other hand the level of emotional value of parenting attitude was higher than that of instrumental value. Second, the group of higher marital satisfaction revealed a higher practice of Taegyo and also in the group of higher emotional and instrumental value of parenting attitude, the practice of Taegyo was high. Third, there was a positive relationship between marital satisfaction(respect, care, parent role, and housework role), parenting attitude(emotional value, instrumental value) and the practice of Taegyo such as food Taegyo, place Taegyo, language Taegyo, emotional Taegyo and behavior Taegyo. The significant factors influencing the practice of Taegyo was connected with parent role, housework role of marital satisfaction, and instrumental value of parenting attitude.

• School Mathematics
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• v.11 no.3
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• pp.527-546
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• 2009

This study was designed to gain insights into instrumental genesis process of CAS in Korean high school students and to explore its practical potentials in secondary mathematics education. Two activities, such as Concept-Centered Mathematics Activity based on CAS and Problem Solving Activities, were constructed and executed to 10th Grade seven students for twelve class hours. The finding on the students' activities are as follows : it is meaningful in mathematics education, especially in algebra education, in that the CAS based concept centered mathematics activity offers great opportunities to deal with high-qualified application problems. The problem solving activities based on the instrumented CAS may have an influence on the sequence of mathematics curriculum, e.g. the optimization problems may precede the calculus problems such as derivatives in high school. The results of this study to investigate the instrumental genesis of CAS in mathematical activities will give insights into the secondary mathematics curriculum to prepare the CAS in Korea.

• Journal of Information Technology Applications and Management
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• v.28 no.5
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• pp.1-16
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• 2021

This paper attempts to explore the need and importance of values integration in educational activities to mitigate learning crisis and promote sustainable learning achievement. The traditional approach, commercial motive, focus on instrumental knowledge coupled with many other contemporary issues have collectively smothered the fundamental humanistic principles of education. To avert the situation and execute the core objectives, we need to shift our focus: a shift from instrumental knowledge to humanistic-transformational knowledge; a shift from the traditional approach of supplying and storing information to learning to deal with the real-world problems; a shift from head to heart. Values integration is an attempt to initiate and promote this shift. Rather than teaching values and moral principles under a particular subject heading, values need to be a part of everyday in-school and out-school activities. To concretize this concept, a model is proposed in this study as a holistic model of values integration via whole school ambiances and community support.

• East Asian mathematical journal
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• v.40 no.4
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• pp.435-450
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• 2024

This study analyzed the effects of a math-based AI curriculum on middle school students' computational thinking, perception of the practical value of AI, and appreciation of the value of mathematics as a subject. We developed an AI education program based on mathematics for the 5th and 6th grades of elementary school and the first semester of the 1st year of middle school. The program was taught to 146 1st-year students in eight middle schools in Metropolitan City B from March to June 2023 under a free semester system. A pre- and post-survey was conducted to analyze changes in the perception of participating students. The developed AI education program improved students' computational thinking, perceptions of the practical value of AI, and perceptions of mathematics education. Korean students need more instrumental motivation to learn mathematics than their high mathematical literacy. Recognizing the practicality of mathematics can contribute to the formation of instrumental motivations for learning mathematics. This research suggests introducing an AI education program based on mathematics is necessary. Such an educational program allows students to experience practical aspects of mathematics, enhancing their understanding of AI and recognizing the value of mathematics subjects. Therefore, this study is meaningful to improve students' instrumental motivation for learning mathematics.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.191-197
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• 2010

Students' emotional attitude not only affects their achievement in a meaningful way but also is an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle and high-school students based on a survey and reviews of previous research results. We analyzed students learning attitude in terms of interest in and enjoyment of science, instrumental motivation in science, science learning anxiety, and self-concept in science. Major findings are students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to students' explanation, science classes got bored in a higher grade because of difficult contents, lack of experiments and activities, and teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Human Ecology Research
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• v.52 no.6
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• pp.617-627
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• 2014

The purpose of this study was to investigate the effects of the instrumental activities of daily living (IADL) and depression on the life satisfaction of the rural elderly. The research subjects of this study were 1,000 people aged 65 years and over living in the rural areas of Korea. The data were collected using a questionnaire with direct interviews and analyzed using SPSS ver. 18.0 for Windows. The results of this study were as follows: First, the rural elderly's depression was affected by the IADL, cost of living, education level, and farming variables. The higher the IADL, the more sufficient the cost of living, the higher the education level and the more the farming time that the rural elderly had, the lower was the level of depression that they had. Second, the life satisfaction of the rural elderly was affected by the cost of living, depression, IADL, need for life services, and gender. The more sufficient the cost of living, the lower the level of depression, the higher the IADL, the less the need for life services, the higher was the life satisfaction that they experienced. Third, the results of the path analysis revealed that life satisfaction was influenced both directly and indirectly. The factors that affected life satisfaction directly were the cost of living, IADL, need for life services, and gender. The factors that affect life satisfaction indirectly were the IADL, cost of living, education level, and farming. Among them, farming and education level influenced life satisfaction indirectly through the parameter variables of depression.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.611-626
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• 2010

The purpose of this study is to explore the composite properties of linear functions using CAS calculators. The meaning and processes in which technological tools such as CAS calculators generated to instrument are reviewed. Other theoretical topic is the design of an exploring model of observing-conjecturing-reasoning and proving using CAS on experimental mathematics. Based on these background, the researchers analyzed the properties of the family of composite functions of linear functions. From analysis, instrumental capacity of CAS such as graphing, table generation and symbolic manipulation is a meaningful tool for this exploration. The result of this study identified that CAS as a mediator of mathematical activity takes part of major role of changing new ways of teaching and learning school mathematics.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.177-192
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• 2015

This paper examined the longitudinal changes observed in the emotional and instrumental values of children of primiparous mothers during the first to fourth year of childhood. Using latent growth modeling, the authors analyzed the four waves of data collected from 937 mothers and their firstborn babies nationwide in South Korea. This data was harvested from the Panel Study on Korean Children conducted by the Korea Institute of Child Care and Education. The results indicate that emotional and instrumental values of children showed decreasing patterns. When each year's parenting stress was controlled, the emotional value of children tended to increase, whereas the instrumental value of children showed no significant change. Generally, it was found that the higher the parenting stress of each year, the corresponding year's value of the children tended to be lower, except in the case of the first year's emotional value of children. How these results can be best interpreted as well as the implication of these results is also discussed.