• Journal of the Korean Home Economics Association
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• v.49 no.8
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• pp.85-95
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• 2011

The purpose of this study was to examine the relationship between preschool teachers' multiple intelligence and their teaching and learning plans. For this purpose, multiple intelligences test(K-MIDAS) was conducted on 80 teachers in kindergartens located in Seoul and Gyeongsangnam-do and they were asked to map out teaching and learning plans about topics. The data were analysed with descriptive statistics and Pearson's correlation using SPSS PC program(16.0 version). Major findings were as follows: Teachers had the highest levels in interpersonal intelligence, followed by musical intelligence and linguistic intelligence; interpersonal intelligence and linguistic intelligence accounted for an especially high proportion of their teaching and learning plans. The higher a preschool teacher's physical activity intelligence, the greater the proportion of physical exercise, music, and logic and mathematics in their teaching plans. It was also found that preschool teachers with higher levels linguistic intelligence made more plans on self-understanding, whereas preschool teachers with higher levels of intelligence in the observation and investigation of nature made more plans on spatial area.

• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.21-39
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• 2018

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• Journal of the Korea Fashion and Costume Design Association
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• v.4 no.3
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• pp.65-73
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• 2002

The purpose of this study was to prepare lesson plans, study aids and multimedia learning materials for the clothing units in TechnologyㆍHome economics of the 7th national curricula. It's also meant to utilize these materials in instruction in order to provide students with more direct and practical learning experience and make them capable of leading a successful life in the 21st century. 1. The teaching plans were mapped out for the clothing units in TechnologyㆍHome economics class for middle school grade 2, which were all covered by eight textbooks: clothing and life(the function of clothes, my attire, wearing a suit, and wearing Korean traditional dress), the preparation of garments(the type of fiber, understanding of stuff, and preparing garments), and cloth care and storage (washing, storage, alteration and recycling). 2. The lesson plans included information on the name of units, period, learning objectives, teaching environment, materials, learning content, introduction, development, remarks, topping off, announcement for next session, and related Web sites. 3. To raise the effect of education, study aids were developed to be appropriate for the units. The lesson plans and study aids for the clothing part of TechnologyㆍHome economics class for middle school grade 2 would serve to help students build the right clothing habits, and are expected to serve as good teaching materials.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.67-77
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• 2013

The purpose of this study was to develop teaching-learning plans for the 7th grade technology-home economics classes, applying situated learning theory. In addition, the effect of developed teaching-learning plans were examined, in terms of students' perception and attitude toward clothing habits and the degree of satisfaction with the lessons. In order to carry out the research, the teaching-learning plans for the 3 lessons on "clothing and self-expression" unit were developed. Experimental study was done at a middle school in Seoul to examine the effect of the teachig-learning plans developed based on the situated learning theory. Two classes taught with the developed teaching-learning plans served as a experiment group, and another two classes taught with traditional lecture-based plans served as a control group. As a result, teaching-learning plans developed based on situated learning theory had a positive impact on students' satisfaction with the lessons and the perception and attitude toward clothing habits.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.111-118
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• 2010

There are various studies about Internet addiction in psychological or social point of view. In this study, teaching plans are introduced using e-learning project-based learning for elementary school students. These teaching plans are applied to the Cyber home study system.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2021.05a
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• pp.87-88
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• 2021

Due to the effects of COVID-19 and the Fourth Industrial Revolution, construction engineering education has been required to change. As part of efforts to respond to changes, innovative teaching methods such as team-based learning have been introduced, but specific measures are still lacking. In this regard, this study proposed plans for building construction curriculum operation applied with team-based learning, building construction course operation applied with team-based learning, and building construction course grade evaluation applied with team-based learning. It is expected that the proposed operation plans can be used in educational settings where team-based learning is to be applied in a changing class environment.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.149-167
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• 2022

The purpose of this study was to identify learning topics linked to Sustainable Development Goals(SDGs) in the dietary life unit of middle school technology and home economics textbooks and to develop teaching-learning plans and learning materials to verify the feasibility and field suitability. This study was carried out through analysis, design, development, and evaluation stages, and the results are as follows. First, in the analysis stage, the dietary life contents of the five home economics textbooks written based on the 2015 revised curriculum were analyzed, and dietary life-related goals were extracted from the 169 SDG targets to reorganize the learning topics linked to the contents of the textbooks. Second, in the design stage, the overall goal of the entire class was set and each session was designed by selecting the learning goals, learning topics, and learning contents, reflecting the SDGs related to the session to be developed. Based on the analyses of textbooks and the SDGs related to dietary life, the themes of 'desirable eating habits of adolescents', 'food production', 'food distribution', and 'food consumption and disposal' were extracted. Third, in the development stage, a total of 11 teaching-learning plans and student worksheets were developed, and an evaluation sheet was developed for expert verification. Fourth, in the evaluation stage, the feasibility and field suitability of the teaching-learning plans were verified by 5 home economics teachers. Learning goals, learning contents, connectivity to related SDGs, and feasibility of teaching-learning plan were evaluated, and based on the assessment results, teaching-learning plans were revised.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.91-109
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• 2018

This research aimed to develop teaching-learning plans applying character education components and STAD cooperative learning strategy focusing on the 'Housing and residential environment' unit in accordance with the 2009 revised Technology·Home Economics curriculum. In order to achieve the purpose of the research, this study was conducted in order of analysis, design, development, and evaluation. The results of this study is as follows. First, at the analysis stage, relevant literature, Technology·Home economics curriculum, and the contents of "housing and residential environment" unit from 12 textbooks published by 12 publishers were analyzed. Second, at the design stage, teaching-learning plans, teaching materials, and learning activity sheets applying character education components and STAD cooperative learning strategy were designed to increase the interest degree of the learner and character of middle school students. Third, at the development stage, a total of 8 classes of teaching-learning plan was developed. In the evaluation stage, the primary and secondary validity evaluation procedures were done by Home Economics education professors and Home Economics teachers. Teaching-learning plans and learning activity sheets were revised and complemented based on the feedback from the first validity evaluation. As a result of secondary validity evaluation, it can be seen that the teaching-learning plans and learning activity sheets developed in this research are reasonable and suitable for improving character of middle school students. It is expected that these teaching materials applying STAD and character education components will be utilized as a helpful source for curriculum developers and in-service teachers.