• Title/Summary/Keyword: Literacy Content Elements

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Development of Middle School Home Economics Teaching-Learning Plans for Digital Literacy Cultivation: Focusing on the 'Prevention of Sexual Violence' (디지털 리터러시 함양을 위한 중학교 가정과 '성폭력 예방' 교수-학습과정안 개발)

  • Jeong, Jiwoo;Yu, Nan Sook
    • Journal of Korean Home Economics Education Association
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    • v.35 no.2
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    • pp.21-40
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    • 2023
  • The aim of this study was to develop a comprehensive home economics teaching-learning plan, following the stages of analysis, design, development, and evaluation. The focus was on the 2015 revised home economics curriculum, specifically the 'prevention of sexual violence,' to enhance students' digital literacy competencies. In the analysis stage, the necessity of developing digital literacy competencies was confirmed by analyzing the 2022 revised national curriculum. Extracting elements from the 2015 revised home economics curriculum and textbooks, a digital tool utilization plan was designed in the subsequent design stage, aligning with learning goals, content composition, and digital literacy competency for each class. The development stage involved creating teaching-learning materials and digital tools for six sessions, centered around the topic of 'prevention of sexual violence.' In the evaluation stage, six content experts assessed the teaching-learning plans using a 5-point Likert scale and open-ended questions. The validity evaluation confirmed the effectiveness of the teaching-learning plans in improving middle school students' digital literacy competencies. Based on feedback from the experts, the plans for the six sessions were revised, with an additional session added, resulting in a total of seven sessions. It is envisioned that the home economics teaching and learning plans developed in this study can be implemented in home economics classes to foster students' digital literacy capabilities.

Perception Survey on Characteristics of Scientific Literacy for Global Science-Technology-Society for Secondary School Students (글로벌 과학기술사회에 대비한 중등학생들의 과학적 소양 특성에 대한 인식)

  • Ryu, Hyo-Suk;Choi, Kyung-Hee
    • Journal of The Korean Association For Science Education
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    • v.30 no.6
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    • pp.850-869
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    • 2010
  • This study investigated middle and high school students' perceptions of scientific literacy in the $21^{st}$ century through the survey. Subjects were 952 students from 13 participating schools. 482 middle school students and 470 high school students, 471 male students and 481 female were involved. The survey questionnaire asked which elements they thought would be important to be scientifically literate in the $21^{st}$ century and why they chose the elements. The results showed that most of the students tended to focus on orientation, content knowledge, and mindset. A large portion of female students showed orientation was the most important element. On the other hand, male students showed that scientific knowledge as well as orientation was important.

A Study on Analyzing the Difference Factors Occurred in the Secondary School Mathematics Teachers on the Mathematical Knowledge of Teaching and on Exploring the Enhancement on the Statistical Literacy (수학 중등 교사들 간의 수학교수지식(MKT) 차이 발생 요인 분석 및 이를 통한 통계적 소양 신장 방안)

  • Kim, Seul Bi;Hwang, Hye Jeang
    • East Asian mathematical journal
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    • v.39 no.2
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    • pp.141-166
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    • 2023
  • The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the in-service mathematics teachers on the statistics(Representative value, Degree of scattering) through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 12 secondary in-service mathematics teachers, in this study the test items of the MKT on the statistics were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) and SCK(Specialized Content Knowledge) of the mathematics teacher was confirmed as a high score, whereas the and KCS(Knowledge of Content and Students) and KCT(Knowldge of Curriculum and teaching) were confirmed as low scores. In addition, through these results, it was shown that the difference in MKT's elements the middle school and high school teachers obtain occurred slightly.

A Model for Teaching Film Literacy through Movie English (영화영어를 통한 영화리터러시 교육방안)

  • Seo, Ji-Young
    • The Journal of the Korea Contents Association
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    • v.21 no.6
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    • pp.779-790
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    • 2021
  • Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

Directions of Science Education for the Gifted and Scientific Creativity (과학적 창의성과 과학영재교육의 방향)

  • 서혜애
    • Journal of Gifted/Talented Education
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    • v.14 no.1
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    • pp.65-89
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    • 2004
  • The article attempts to suggest s a direction of science education in terms of development of creative human resources based on discussion about scientific literacy and scientific creativity. Students are supposed to develop scientific attitude, inquiry skills, problem solving ability through science learning, and be prepared for the 21st century of rapidly developing age. The paper introduces definitions of scientific literacy and scientific creativity and discuss their meanings within science education in general as well as for the gifted. To enhance students' scientific creativity, science education should strengthen content of science related to technology, integrated science content, personal and social views, social inquiry for problem solving. In particular, science education for the gifted should emphasize students' holistic views in interpreting data, ability to connect artistic aspects to science process, intuitions to explain scientific phenomena and pursue of personal satisfaction. It may be said that science education and science education for the gifted is realized when students have opportunities to experience such elements in their science learning.

Development of Citizenship Promoting Home Economics Education Curriculum through Critical Literacy: Focusing on Housing Area of Middle School (비판적 리터러시를 통한 시민성 함양 가정과 교육과정 개발: 중학교 주생활 영역을 중심으로)

  • Oh, Kyungseon
    • Journal of Korean Home Economics Education Association
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    • v.33 no.2
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    • pp.57-80
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    • 2021
  • The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.

A Study of the Teaching-Learning Collaboration Between Subject Teacher and Teacher Librarian Based on TPCK Framework (TPCK 프레임워크를 기반으로 한 교과교사와 사서교사 간의 교수-학습 협력에 관한 연구)

  • Lee, Hye-Won
    • Journal of Korean Library and Information Science Society
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    • v.39 no.2
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    • pp.449-467
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    • 2008
  • In this study, collaboration of teacher librarians and subject teachers in school libraries has been investigated(tried, attempted, suggested) in order to improve the information literacy. The effective teaching-learning can be conducted by extending student's roles, which are essential elements in school education. Above all, the model. focused on direct exchange of knowledges in communications between teachers and students has been suggested with consideration of content knowledge, pedagogical knowledge, and technological knowledge.

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Educational Contents for Concepts and Algorithms of Artificial Intelligence

  • Han, Sun Gwan
    • Journal of the Korea Society of Computer and Information
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    • v.26 no.1
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    • pp.37-44
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    • 2021
  • This study is to design and to develop the educational contents to enhance artificial intelligence literacy. First, we designed artificial intelligence education contents and constructed education programs. The contents are composed of a total of 15 lectures in 8 AI domains. The contents contain the elements of knowledge-skill-attitude, and 5 learning steps. The developed contents were organized in the form of online materials and included simulations and worksheets to directly manipulate and explore the concepts and algorithms of AI. In addition, we provided evaluation questions for each content. To examine the suitability of content, we conducted a validity test for experts. As a result of the content validity test, the overall average was .71 or higher, and the CVI value of the class suitability was .82, indicating a high validity. We are expected to use the contents developed in this study as an effective program to improve AI literacy in university liberal arts education.

Analysis of Japanese elementary school mathematics textbooks and digital contents on programming education (프로그래밍 교육 관련 일본 초등학교 수학 교과서 및 디지털 콘텐츠 분석)

  • Kwon, Misun
    • Education of Primary School Mathematics
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    • v.27 no.1
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    • pp.57-74
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    • 2024
  • This paper analyzed the programming education specialized lessons presented in two types of elementary school mathematics textbooks according to the revised Japanese curriculum in 2017. First, this paper presented in detail how each activity is connected to Korean mathematics areas, what elements of mathematics can be learned through programming education, how each activity is structured, and how the actual programming according to the textbook activities is structured. In Japanese textbooks, geometry and measurement areas were presented the most among Korean mathematics content areas, and mathematical elements such as sequences, rules, and algorithms were most implemented for learning. Digital learning tools that make up actual programming present more elements than those presented in the textbooks and are presented in great detail so that students can do actual programming. Lastly, in blocks, motion, control, and calculation blocks were used a lot. Based on these research results, this study provides implications when conducting programming-related education in Korea.

Analysis of Finnish mathematics textbooks on movement of a point: Focused on spatial orientation elements (점의 이동에 대한 핀란드 수학 교과서 분석: 공간 방향의 요소를 중심으로)

  • Kwon, Misun
    • The Mathematical Education
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    • v.62 no.3
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    • pp.417-433
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    • 2023
  • In the 2022 revised mathematics curriculum, a new content on 'Movement of a point' was added. Therefore, this study analyzed the contents of the movement of a point presented in Finnish mathematics textbooks as elements of spatial orientation. Analysis was conducted by dividing it into direction, distance, and route. As a result of the study, in Finnish textbooks, directions were expressed in various ways, such as linguistic, visual, and coded expressions. In the case of distance, activities to move as much as the distance or compare the distance were presented using the number of cells, length, steps, coordinate points, ratio, etc. In the case of routes, activities such as moving according to instructions, making routes, finding the route, and modifying the route were presented using unconditional movement and conditional movement. In particular, the movement of a point could be linked not only to various mathematical content areas such as 'number and arithmetic' and 'change and relationship', but also to digital literacy and programming education. Knowing that the movement of a point can be presented in various ways according to the direction, distance, and route, it is expected that it can be used to organize the contents of the 2022 revised mathematics textbook.