• Journal of Science Education
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• v.48 no.1
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• pp.1-14
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• 2024

The Korean Science Education Standards (KSES) were developed to support the establishment of a domestic national science curriculum to respond to future social and environmental changes as an action plan to improve scientific literacy in the context of science education. In this study, we analyzed the relationship between KSES and the 2022 revised middle science curriculum focusing its learning contents and learning objectives and sought effects of the successful implementation of the curriculum. As a result, the content system of the 2022 revised middle science curriculum was highly related to the categories of knowledge in KSES. Attempts to deal with the content related to the nature of science was also confirmed through content elements in science and society domains. In the case of achievement standards, it was focused on some areas of the performance expectations in KSES, but the level of statement of the achievement standards closely matched the level of middle school students as suggested by KSES. From these results, it was possible to confirm the high relationship between the 2022 revised middle science curriculum and KSES, as well as the possibility of using KSES as an international indicator for establishing future science education plans.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Journal of the Korea Society of Computer and Information
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• v.29 no.6
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• pp.121-130
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• 2024

In this paper, we propose and design an NCS-based job matching system for individuals with disabilities. This system allows users with disabilities to access it, input basic information (personal and disability-related details), and take a simple test related to job performance. The system then provides NCS job-related information appropriate to their type and degree of disability. To effectively link various NCS-based jobs, it is essential to consider the degree of disability for each type of disability. However, most evaluation tools target specific types of disabilities or assess the vocational abilities of individuals with disabilities in a limited manner, focusing only on cognitive levels or certain physical functions. This makes it challenging to apply these tools to an NCS-based job matching system for individuals with disabilities. Therefore, in this paper, we utilize the ICF coresets for VR to assess the cognitive levels or physical functions required for performing specific jobs. Additionally, we use the NCS vocational competency evaluation tools to determine the levels of vocational competencies required for performing specific jobs. By doing so, we match NCS-based jobs according to the type and degree of disability. The proposed NCS-based job matching system relies on the user's interaction with the system, which may pose challenges for visually impaired individuals or those with intellectual and autism spectrum disabilities who have low literacy levels. Enhancing the accessibility of this system could enable individuals with disabilities to receive recommendations for NCS-based jobs that suit their vocational abilities.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• Cartoon and Animation Studies
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• s.29
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• pp.129-149
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• 2012

The purpose of this study was to investigate the clustering and Big Five Personality domains in discriminating groups by level of school-related adjustment, as experienced by Social Sims game users. Social Games are based on web that has simple rules to play in fictional time and space background. This paper is to analyze the relationships between social networks and user behaviors through the social games . In general, characteristics of social games are simple, fun and easy to play, popular to the public, and based on personal connections in reality. These features of social games make themselves different from video games with one player or MMORPG with many unspecific players. Especially Social Game show a noticeable characteristic related to social learning. The object of this research is to provide a possibility that game that its social perspective can be strengthened in social game environment and analyze whether it actually influences on problem solving of real life problems, therefore suggesting its direction of alternative play means and positive simulation game. Data was collected by administering 4 questionnaires (the short version of BFI, Satisfaction with life, Career Decision-.Making Self-.Efficacy, Depression) to the participants who were 20 people in Seoul and Daejeon. For the purposes of the data analysis, both Stepwise Discriminant analysis and Cluster analysis was employed. Neuroticism, Openness, Conscientiousness within the Big Five Personality domains were seen to be significant variables when it came to discriminating the groups. These findings indicated that the short version of the BFI may be useful in understanding for game user behaviors When it comes to cultural research, digital game takes up a significant role. We can see that from the fact that game, which has only been considered as a leisure activity or commercial means, is being actively research for its methodological, social role and function. Among digital game's several meanings, one of the most noticeable ones is the research on its critical, social participating function. According to Jame Paul gee, the most important merit of game is 'projected identity'. This means that experiences from various perspectives is possible.[1] In his recent autobiography , he described gamer as an active problem solver. In addition, Gonzalo Francesca also suggested an alternative game developing method through 'game that conveys critical messages by strengthening critical reasons'. [2] They all provided evidences showing game can be a strong academic tool. Not only does a genre called social game exist in the field of media and Social Network Game, but there are also some efforts to positively evaluate its value Through these kinds of researches, we can study how game can give positive influence along with the change in its general perception, which would eventually lead to spreading healthy game culture and enabling fresh life experience. This would better bring out the educative side of the game and become a social communicative tool. The object of this game is to provide a possibility that the social aspect can be strengthened within the game environment and analyze whether it actually influences the problem solving of real life problems. Therefore suggesting it's direction of alternative play means positive game simulation.

• Journal of Food Hygiene and Safety
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• v.31 no.2
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• pp.74-84
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• 2016

Literacy on food additives of elementary school teachers (ET) and nutrition teachers (NT) could be influential factor on safe dietary education for school children. Therefore, the perceptions and information needs on food additives were surveyed from 351 elementary school teachers and nutrition teachers in metropolitan area of Korea, and the basic data for the promotion of risk communication on food additives among them were obtained. Compared to ET who consider 'taste' (39.1%) as the most important factor while purchasing food, NT considered 'safety' (68.1%) first (p < 0.001). Among the food labelling items, the level of understanding on food additives was the lowest both in ET (3.53) and NT (4.17), and NT showed better levels of understanding overall on food labels. Both ET and NT regarded hazardous factors of food as environmental pollutants, foodborne pathogens, and food additives in order, and tended to select 'no additives' or 'no artificial color' products while purchasing processed food. Although NT answered that they know all food additives had been passed the evaluation of safety and effectiveness tests (100%) and have standards of use (81.9%), majority of them (87.5%) believed the consumption of food additives are harmful on human health. ET (75.2%) also regarded food additives as dangerous materials. Above results suggested the necessity of proper and enough risk communication for both ET and NT. Both ET and NT wanted to have information on the safety or hazard of food additives. Most preferred media to get the information on food additives was TV (3.80) among ET and lecture (3.65) among NT. ET and NT trusted hospital, research institution/universities or the personnels working in these institutions as the provider of information on food additives. The result that the trust levels of ET and NT on government were relative low suggested the weakness of risk communication in Korean government. Although ET and NT answered that they do not trust mass media, their behaviors were affected by them such as reading food labels in ET (39.4%) and reducing the consumption of food additives in NT (50%). They also indicated mass media's problem of sensitive approach on food additives and asked the urgent reaction of government by providing sound information through experts on food additives. Above results revealed that ET and NT have different perceptions and information needs on food additives, therefore, proper risk communication should be provided for them to serve as dietary educators for elementary school children.

• 대한공업교육학회지
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• v.39 no.2
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• pp.1-18
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• 2014

This study took existing invention intellectual property related textbooks being utilized in secondary vocational education, analyzed the formation status of 'key learning elements' reflection ratio and drew optimum key learning elements formation ratio by invention intellectual property education content required in secondary vocational education in the future. For this, the study task was set up as 'what kind and how much of invention intellectual property key learning elements are in the invention intellectual property textbook education content now and what is the desirable ratio of each key learning elements in the future'. To resolve this task, 3 specialists analyzed the invention intellectual property education content reflection status and optimum reflection ratio by invention intellectual property education content required in the future is suggested by Delphi survey. The results of this study are as following. First, the result of analysis on invention intellectual property key learning elements included in the invention patent recognition books being utilized in secondary vocational education was that the books included all key learning elements; however, some textbooks have the trend of concentrating in D area (problem-solving activities). Second, the result of analysis on the reflection ratio by invention intellectual property education content area in the invention patent recognition books being utilized in secondary vocational education was that there was the trend in most textbooks that they concentrate in intellectual property creation area; while some textbooks deal with intellectual property protection area and intellectual property utilization area. Regarding by achievement type, knowledge area was main in all textbooks. Meanwhile, function area is dealt in invention patent basic, invention and problem-solving and design textbooks. Attitude area is not dealt or is dealt insufficiently in most textbooks. Third, the optimum reflection ratio of invention intellectual property education key learning elements required in secondary vocational education in the future as obtained by specialists' delphi survey was that it is necessary to decrease D (problem-solving activities) 17.7% area, E(invention fusion knowledge) 2.9% area, K(patent application) 6.9% and L(patent information investigation) area 9.6%. Regarding the optimum reflection ratio of invention intellectual property education content, it is suggested that the invention literacy area 3.1%, intellectual property creation area 4.5% and intellectual property protection area 10.6% would be decreased; while intellectual property utilization area 17.7% would be increased. Regarding optimum reflection ratio of achievement type, it is suggested that knowledge area 52% would be decreased; while function area 32.3% and attitude area 19.6% would be increased.

• Journal of the Korean Society for information Management
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• v.30 no.1
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• pp.7-32
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• 2013

The goal of the present study is to identify the topic trend in the field of library and information science in Korea. To this end, we collected titles and s of the papers published in four major journals such as Journal of the Korean Society for information Management, Journal of the Korean Society for Library and Information Science, Journal of Korean Library and Information Science Society, and Journal of the Korean BIBLIA Society for library and Information Science during 1970 and 2012. After that, we applied the well-received topic modeling technique, Latent Dirichlet Allocation(LDA), to the collected data sets. The research findings of the study are as follows: 1) Comparison of the extracted topics by LDA with the subject headings of library and information science shows that there are several distinct sub-research domains strongly tied with the field. Those include library and society in the domain of "introduction to library and information science," professionalism, library and information policy in the domain of "library system," library evaluation in the domain of "library management," collection development and management, information service in the domain of "library service," services by library type, user training/information literacy, service evaluation, classification/cataloging/meta-data in the domain of "document organization," bibliometrics/digital libraries/user study/internet/expert system/information retrieval/information system in the domain of "information science," antique documents in the domain of "bibliography," books/publications in the domain of "publication," and archival study. The results indicate that among these sub-domains, information science and library services are two most focused domains. Second, we observe that there is the growing trend in the research topics such as service and evaluation by library type, internet, and meta-data, but the research topics such as book, classification, and cataloging reveal the declining trend. Third, analysis by journal show that in Journal of the Korean Society for information Management, information science related topics appear more frequently than library science related topics whereas library science related topics are more popular in the other three journals studied in this paper.

• Journal of Nutrition and Health
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• v.49 no.2
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• pp.111-124
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• 2016

Purpose: The current study was conducted for evaluation and comparison of dietary behavior and food intake in different regions of Lao PDR. Methods: The survey was conducted on 979 people aged 40~59 years old living in 25 urban provinces and 25 rural provinces in four districts (VTE Capital-Chanthabuly, Xaysetha, VTE Province-Phonhong, and Thoulakhom) of Laos. General demographic information, health status, and dietary behavior were surveyed using a questionnaire. Results: The literacy ratio (p = 0.000), education level (p = 0.000), asset ownership level (p = 0.000), and government and private employee ratio (p = 0.000) were higher in urban subjects compared with rural subjects. The mean value of weight (p = 0.000), waist circumference (p = 0.000), and diastolic blood pressure (p = 0.009) and alcohol consumption (p = 0.000), self-rated health status (p = 0.001), and the rate of obesity (p = 0.000) were significantly higher in urban subjects compared with rural subjects. However, the rate of current smoker was significantly higher in the rural group (p = 0.023). Meals are becoming more westernized by higher frequency of eating out, consumption of fatty meat and fried or stir-fried food in urban areas compared to rural areas. Urban subjects had relatively better balanced meals compared to rural subjects whereas they consumed insufficient meals per day and consumed meals irregularly compared to rural subjects. Intake of fruit and milk was significantly higher in urban subjects compared with rural subjects. However, the intake of vegetables was significantly higher in rural areas than urban areas. Conclusion: The result of this study showed that the traditional Lao diet is being replaced by an unhealthy western dietary pattern, which may be a risk factor for increasing development of non-communicable disease (NCD) in Lao PDR. Planning of proper personalized nutritional intervention and education in each area is needed to decrease the health risks of NCD.