• Journal of the Korean BIBLIA Society for library and Information Science
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• v.14 no.2
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• pp.27-40
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• 2003

In the society of lifelong learning, a school library has to play an important educational role in improving self-directed learning ability that school education is seeking. First of all, This study makes it clear that the goal of school library use education is to develop self-directed learning ability. It carries out a research into the present condition of school library use education which is an important educational role of a school library. Finally this study proposes some improvement plans in school library use education, as mentioned below : 1. Building an administration system of school library media center. 2. Re-establishing information literacy as culture education 3. Team teaching by a curriculum based approach

• English Language & Literature Teaching
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• v.7 no.1
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• pp.89-112
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• 2001

The purpose of this study is to verify the effect of the method of English teaching and learning through the student-centered environmental instruction. I've been skeptical about the traditional instruction, which is composed of the teachers-centered instruction, because of the lack of creativity. Until now, I've always wished to have an alternative method that can be substituted for routine's style. To achieve it, I selected 90 students from 2 classes, in the 3rd year at a girls' high school in Chungnam as the subject of study. I divided them into two groups, the student-centered environmental instruction and the teacher-centered traditional instruction. The tools used in this study are a preliminary English achievement test, a self-directed learning attitudes test and two teaching plans. For this test, a high school text book was assigned. I have treated 20 times of the test each for two groups using two types of teaching-learning plans which I made for this purpose. To verify the hypotheses after administrating the test, I selected t-verification for post test result. Based on this test result, I could conclude that there was a significant improvement of English proficiency and a change in the self-directed learning attitudes; also the student-centered environmental instruction is more effective than teachers-centered instruction.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.1-17
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• 2007

The purpose of this study was to establish objectives for ninth grade studies of heredity and evolution in middle school in an attempt to foster students' consciousness of bioethics, and it's additionally intended to develop and apply lesson plans handling different points at issue and to determine the effects of the lesson plans on the bioethics of middle school students. The subjects in this study were 152 ninth graders in a middle school, whose science scores were similar. An experimental group and a control group were made up of 76 students respectively, and a pretest was conducted with test paper developed by this researcher to assess their awareness of bioethics. The experimental group took lessons by using the teaching plans prepared in this study, and the control group received typical education according to the curriculum. And then a posttest was implemented with test paper developed in this study to compare the two groups. In addition their science grades were compared as well. The findings of the study were as follows: First, seven learning objectives were selected from three units related to bioethics in the third-year 8th category of heredity and evolution of middle school. Second, in order to attain the selected learning objectives, four session lesson plans were prepared. Third, the experimental group that studied using by the lesson plans made better progress in bioethics awareness and the gap between the two was statistically significant(t=6.61, p<.001). The former were ahead of the latter in consciousness about species equity(t=7.71, p<.001), the dignity of life (t=3.78, p<.001), human rights(t=2.99, p<.01) and equity among generations(t=2.66, p<.01), but not in awareness of the diversity of species. Fourth, there was no significant gap in science scores between the students studied according to the curriculum and those who received instructions by using the lesson plans developed in the study.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.1
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• pp.83-94
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• 2018

UNESCO has continued to work in Africa, especially in the six southern sub-Saharan countries, and Asia, where international cooperation is needed. The CLC (Rwanda Community Learning Center) covered in this study aims to create a regional learning center in Rwanda and to recover local communities and provide learning environment. During the course of this study, we conducted field trips for actual planning and reviewed the current state of educational and cultural facilities that recently opened and are operated, and found implications. In consultation with the Rwandan Educational Commission, the site for CLC was decided, the building was designed, and the construction is about to start. The results of this study are as follows. First, in addition to the efforts of the activists in the village, which can be considered the smallest unit of a local community, the approach for establishing an architectural space and active education and community environment can be evaluated as a result of experimental efforts. Second, we can pay attention to the attempts to realize local communities. The bridge business is based on the multi-purposes such as early childhood education, technical education for adults, and community restoration of local residents and it reflects space and program plans for this purposes. It also reflects detailed plans such as differentiating the flow planning depending on users' time of use. Third, we can explain the characteristics of architectural planning considering local characteristics such as active use of local materials. Due to the characteristics of a developing country, there were significant considerations on maintenance, and to this end, the plan included plans for the environment and use of materials that are easily maintained. In addition, the participation of local residents in the process of establishment was suggested as a possibility to serve an educational role.

• Human Ecology Research
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• v.56 no.3
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• pp.283-300
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• 2018

This study examined the effects of a practical problem based home economics instruction using multiple intelligences teaching and learning methods for the prevention school violence by high school students'. The contents of this study are as follow. 1) Develop the practical problem-based instruction using multiple intelligence and teaching and learning strategies for each protective factor both in teaching method aspects and learning content aspects during the 29-period of lesson plans. 2) Examine the effects of the instruction in the changes of pre- and post- impulsivity and aggression, self-esteem, empathy and attitudes to school violence after implementing home economics lesson plans. 3) Evaluate the instruction. The subjects of this study were 288 first grade students (124 male and 164 female students). The study utilizes a quasi-experimental pre-post design. The effect of the instruction by the paired t-test results showed that the aggression and impulsivity by the learners had been lowered; however, empathy and self-esteem increased; in addition, learners' attitudes toward school violence had changed positively. In conclusion, self-esteem in school as sub-variables of self-esteem increased; however, there was no statistically significant difference.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.87-111
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• 2011

The purpose of this study was to develop and evaluate practical problem-based Home Economics lesson plans applying to the multiple intelligence teaching learning strategy, focused on the unit 'Nutrition & Meals' of middle school Home Economics subject matter. To achieve this purpose, the lesson plans were developed and evaluated from the 72 middle school students in Chongju after implementing the instruction. The data from the questionnaire were analyzed by SPSS/WIN 12.0 and content analysis. The results were as follows: First, the objectives of practical problem-based 'Nutrition & Meals' Instruction using multiple intelligence teaching strategy were to understand the importance of nutrition and health in an adolescent period and to develop good eating habits. The Practical Problem was 'What should I do for good eating habits?' and the learning contents were healthy life, the kinds and functions of nutriments, food pyramid and a food guide. The learning activities were progressed by various types of teaching and learning methods including 8 types of multiple intelligence teaching strategy. The lesson plans were developed according to the process of practical problem solving model. 6 periods of lesson plans and worksheets were developed. Second, the practical problem-based instruction using multiple intelligence teaching-learning strategy were evaluated to increase students' positive learning attitudes, motivation, and good eating habits.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.61-79
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• 2010

The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.

• Human Ecology Research
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• v.61 no.4
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• pp.543-563
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• 2023

The purpose of this study is to design and develop a Metaverse ZEP platform-based teaching and learning process plan by selecting learning topics that are commonly dealt with among the core concepts of the "family" area of practical (technical and home) subjects. To this end, a teaching and learning process plan was developed through planning, Metaverse platform design, expert review, and revision stages. The Metaverse ZEP "Open Class Day" platform, a virtual learning space, was created and developed to further utilize EduTech programs, such as Padlet, Mentimeter, Jamboard, Miricanvas, and Spatial. The teaching and learning process plan developed in this study consists of a total of seven sessions, including approaching EduTech, Changing Families, Exploring Our Family, and Counseling Centers 1, 2, and 3. Among them, Geumji Counseling Center 1, 2, and 3 was designed as a class in which parents and children participate together in open classes using the ZEP platform. This platform can be used as part of parent classes as well as to encourage online participation in the open classes held periodically at each individual school. In terms of the content validity ratio (CVR) of the developed teaching and learning process verified through five experts, 12 out of 15 questions had a CVR of 1, while the remaining three questions had a CVR of 0.6. The three questions with lower validity were revised and supplemented.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.47-66
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• 2013

This study aimed to develop a music teaching-learning program for secondary students with intellectual disabilities in special education settings based on music therapy approach. Designed lesson plans included three learning domains based on the guidelines from 2008 amendments to the special education music curriculum: Perception, expression, and appreciation. Within the domains, instruction topics and its corresponding contents were re-structured as considered more appropriate and effective for implementing music classes for this population. With consideration of therapeutic goals as well as educational goals, student activities and teacher activities were designed and the activities were presented at three levels depending on students' functional levels. Integrating these instructional components into an actual plan, this study presented yearly (for 20 hours of classes) and monthly lesson plans. The developed lesson plans were reviewed and verified by related professionals including special class teachers and music therapists. As systematic and well-organized lesson plans, the results from this study would provide basic music education resources for students with intellectual disabilities in special education settings. It would also enable the discussion on the music therapy-based teaching-learning program as new methodological and strategic ideas applicable to future special education.