• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.668-671
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• 2006

High speed internet and web was rapid grow up. There was much influence our society and education field. The growth which the superhigh speed internet is quick leads in the education which is the possibility of confront in information society the educational reform it propels. It is included in the 7th curriculum which emphasizes the ability cultivation it will can dispose in the information society and information education and education information it dos the many enterprise from national dimension. But with the clear vision which is accurate against information education the education contents against hereupon is not presented from the elementary school not to be, the computer education is become accomplished at one part of discretionary activity and the level star education of the resonable information education relation teaching materials and the elementary students does not become accomplished net to be and well information education which becomes does not become accomplished is the actual condition. This research which it use teach - studying of home page base and the student studies self lead and oneself it provides the chance it will be able to evaluate the result regarding studying and also it will provide the paradigm which is the possibility of doing level star studying, it does.

• Journal of the Korea Society of Computer and Information
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• v.28 no.9
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• pp.137-148
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• 2023

This study investigated the influence of major satisfaction on learning flow and self-efficacy of students majoring in culinary arts at local junior colleges. In the 2022-2 semester, 260 freshmen and sophomore college students majoring in culinary from five junior colleges in the Gwangju and Jeonnam regions were analyzed. For data processing, SPSS Ver. 25.0 was used. The data is used to measure reliability by Cronbach's α, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis. The results of this study are as follows : First, there was a difference in satisfaction between freshmen and sophomores in major satisfaction with cooking related departments at local junior colleges. Second, there was a significant effect of satisfaction with cooking-related majors at local junior colleges on learning immersion. Third, there was a significant effect of satisfaction with cooking-related majors at local junior colleges on self-efficacy. In conclusion, it was found that major satisfaction affects learning immersion and self-efficacy for both students enrolled in cooking-related departments at local junior colleges. In the future, we suggest follow-up research on educational measures to increase learning immersion and self-efficacy for students who are not majoring in cooking in the high school curriculum and students who are insufficient in major classes due to part-time jobs during the semester.

• Korea Science and Art Forum
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• v.21
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• pp.437-449
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• 2015

The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.527-536
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• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.177-189
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• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.63-77
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• 2006

The Purpose of this study is to provide the basic data for the improvement or the contents or clothing curriculum in the 7th technology home economics of middle school. The standard of satisfaction of students' according to the detail domains and the standard of necessity and practical use and learners' patterns of activity task suggested in textbooks were evaluated. The ninth grade 169 boy students and 336 girl students in the national capital region were participated in this survey. According to the survey results, firstly, a dress domain got the highest relative importance(28.56%) while a clothes material domain took the lowest relative importance(8.07%) among various detail domains. Secondly, the standard of satisfaction according to each detail domain fell below the average. Generally girls' satisfaction for teaching was higher than boys'. Thirdly, a clothes material domain showed the lowest necessity for textbook contents according to detail domain and other domains showed above the average. The necessity for textbook contents appeared high for boy students rather than girl students. In addition, boy and girl students did not have interest in content relevance in textbook. Especially, they could not do well and understand experiments and practices in clothing section. Finally, The degree of utilization of the activity task ill textbooks was very low. Among various activity tasks, the learning by discovering and exploring were more utilized than cooperating learning.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.15-32
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• 2017

This study investigated the effectiveness of home economics class on self-esteem and stress of middle school students. Data were collected from self-reported inventory of the middle school students in Y city of Gyeonggi province and 165 data copies were used for analyses. Data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's ${\alpha}$, t-test, corelation and dependent t-test using SPSS/PC 18.0 program. The results were as follows. First, the average of positive self-esteem was 2.74 and that of negative self-esteem was 1.90 on a 4 Likert scale. The range of stress level was 1.88~2.48 on a 5 Likert scale. Life satisfaction was 3.90 and helpfulness of home economics class was 3.89 on a 5 point Likert scale, which means moderately high. Second, examining differences in variables according to gender, there were statistically significant differences in stress regarding family for both pre- and post-tests. Third, helpfulness of home economics class had positive correlation with positive self-esteem and life satisfaction and had negative correlation with negative self-esteem and stress, which means that home economics class enhance life satisfaction and positive self-esteem and lessen negative self-esteem and stress of middle students. Fourth, as a result of comparison of pre and post-tests, positive self-esteem, life satisfaction, and helpfulness of home economics class increased statistically after home economics classes, while stress regarding school life decreased statistically. Even though students' growth and changes resulting from learning other subjects were not controlled, it was meaningful that effectiveness of home economics class were examined and helpful information for enhancing perception of home economics education were provided.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.82-93
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• 2019

The purpose of this study is to analyze the results of satisfaction for learning eco-system on the teacher training program conducted at the IS-Geo (International School for Geoscience Resources) which is KIGAM (Korea Institute of Geoscience and Mineral Resources), and to determine the satisfaction and educational effects of the teacher training programs on elementary and secondary teachers. And then, to suggest improvement points in the future operation of the teacher training program at the IS-Geo. Therefore, we conducted questionnaire of satisfaction for learning eco-system based on the data collected by a survey of 98 elementary and secondary teachers who participated in the teacher training program at the IS-Geo, from July 2017 to August 2018. The research results are as follows. First, the results of satisfaction for learning eco-system showed high values of 4.58 or higher in both the elementary and secondary programs, and the teacher training program conducted by the IS-Geo had a positive effect on the training participants. Second, internal factors indicating learning motivation and learning development were elementary teacher training 4.70 and secondary teacher training 4.64, and it is necessary to develop training contents and programs by classifying them into majors other than the earth science department. Third, intermediate factors indicating contents of education and learning curriculum were 4.67 for an elementary teacher training program and 4.72 for secondary teacher training program. In addition, in order to operate the teacher training program according to the purpose of science and technology culture, it is necessary to develop a teaching-learning model and to improve the quality of teaching. Fourth, external factors indicating learner support and quality of instructors were 4.83 for an elementary teacher training program and 4.72 for a secondary teacher training program. In particular, it is necessary to develop teaching materials that can be used immediately in school classes and can generate interest.