• Journal of the Korean Society of Marine Environment & Safety
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• v.23 no.4
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• pp.365-375
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• 2017

Approximately 250 marine pollution accidents involving oil and HNS spills are reported every year in the Republic of Korea. It is necessary that a strengthen of specialization of marine pollution response personnel on marine pollution response due to a diminution of damage when a major oil and HNS spill incident occurred, as in the case of the M/V Heibei Spirit and the M/V Maritime Maisie. In regard to this, the International Maritime Organization (IMO) has planned to revise the OPRC Model Training Course to strengthen expertise for oil spill incident responses. Through a comparison of curriculum with the Korea Coast Guard Academy (KCGA) program, a revised IMO Model Course and the OSRL training institute, this study recommends the following improvements for the education program of the KCGA in response to oil spills. This study suggests several options in line with this approach to revise the oil spill response education curriculum, exercise, discussions and making materials. Accreditation of the KCGA as an institute that provides an IMO Model training course developed according to the revised IMO Model Course material is proposed.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.173-187
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• 2021

The purpose of this study was to investigate high school students' needs for home economics elective courses in line with the introduction of the high school credit system and the development of the next home economics curriculum. To this end, 1,689 high school students across the country were analyzed for needs of home economics elective courses (eighteen elective courses and six sub-disciplines of home economics) and differences in the needs of home economics elective courses based on gender, grade levels, and completion of home economics science subject. The research results were as follows. Among the six sub-disciplines, the preference for 'dietary life' was the highest, and in terms of teaching types, experiment and practice class had significantly higher preference in 'dietary life' than other sub-disciplines. Girls showed higher preferences for home economics elective courses than boys, and the third graders showed significantly higher preferences only for the 'dietary life' sub-discipline than the first graders. High school students who are learning or have learned the home economics science subject showed higher preference for home economics elective courses in all the sub-disciplines than those who have not learned it. Based on the results of this study, it is suggested for the national curriculum development that further researches should be actively carried out to develop home economics career elective subjects.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.255-262
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• 2019

The informatics curriculum which was revised in 2015 presents the growth of creative and convergent talents as a main goal, and what is essential in the growth of creative and convergent talents is Computational Thinking(CT). In this study, in line with the goal of the growth of creative and convergent talents, the subject of IoT technology and liberal arts and natural sciences integration course was combined with the contents of informatics textbook, and the teaching-learning program was developed. In order to verify the effect of the developed teaching-learning program, the experimental research was conducted, and as a result of study, the mean of the experimental group was 10 points higher than that of the control group. Therefore, it could be known that there was an effect in the teaching-learning program suggested in this study. It is expected that the teaching-learning program suggested in this study can induce the learning motive and interest in SW education by directly implementing SW skill to the various fields of a real life through CT education based on Iot as well as a programing language, and improve convergent and scientific thinking through the experience of solving the problems which are blended with many subjects through liberal arts and natural sciences integration course, and designing them creatively.

• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.216-225
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• 2006

Teaching methods should focus on enabling the students to adopt an open mind towards new experiences and to be flexible to change. Moreover, their purpose lies in encouraging the students to build their ability to discern values so that they can make the right decisions when they are at a crossroad. However, traditional teaching methods were centered on textbooks and on the teachers. This type of teaching method needs to change so that the new teaching method will focus on the students themselves, taking levels of individual students into consideration to enable development of their creativity in line with the demands made during the 21st century, an era of information and globalization. Projected learning method is appropriate for the Physical Education (PE) classes where various activities aim to increase the level of cooperation among students and their investigative skills. Moreover, PE classes pay special attention to the practical aspect. Accordingly, this research makes recommendations for the class execution methods based on projected learning by improving the curriculum for the PE classes, and the effect of these methods are subject to verification.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.307-312
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• 2022

In line with the 4th industrial revolution and the innovative changes of the 21st century knowledge and information society, the education field where the 2015 revised curriculum is applied is facing a situation where it is necessary to consider various teaching and learning methods. Among them, interest in instructional design applying flipped learning suitable for future education is growing, but studies on classes using flipped learning in actual music and education are rare. In general music classes currently conducted in the elementary education field, it is insufficient to learn the musical function targeted in the class. Therefore, this study developed and validated an instructional design model for elementary school music and classes that applied flipped learning based on the ADDIE model, which is a systematic instructional design model, using the design and development research methodology. Based on the developed instructional design model, major issues for each stage were presented, and major educational implications in the development process were discussed.

• The Mathematical Education
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• v.56 no.2
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• pp.131-145
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• 2017

The representation of irrational numbers has a key role in the learning of irrational numbers. However, transparent and finite representation of irrational numbers does not exist in school mathematics context. Therefore, many students have difficulties in understanding irrational numbers as an 'Object'. For this reason, this research explored how mathematics textbooks affected to students' understanding of irrational numbers in the view of process and object. Specifically we analyzed eight textbooks based on current curriculum and used framework based on previous research. In order to supplement the result derived from textbook analysis, we conducted questionnaires on 42 middle school students. The questions in the questionnaires were related to the representation and calculation of irrational numbers. As a result of this study, we found that mathematics textbooks develop contents in order of process-object, and using 'non repeating decimal', 'numbers cannot be represented as a quotient', 'numbers with the radical sign', 'number line' representation for irrational numbers. Students usually used a representation of non-repeating decimal, although, they used a representation of numbers with the radical sign when they operate irrational numbers. Consequently, we found that mathematics textbooks affect students to understand irrational numbers as a non-repeating irrational numbers, but mathematics textbooks have a limitation to conduce understanding of irrational numbers as an object.

• Korean Institute of Interior Design Journal
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• no.3
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• pp.46-57
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• 1994

Today, it is a fact that interior design plays a very important role as much as architecture on contributing to our society as a rising new professional field. On the other hand, our interior design education is still in immagture stage unlike the graudal development of the mood of interior design line , If the interior design field has any educational value to invest to be noticed as an environmental design that creates the human environment. There are great deal of meanings to indicate the direction for better education after recognizing the manu different problems on presently offering interior design education. Therefore, the objectives of this study is , after establishing the innovative methods of education and course contents of the four year interior design program, to produce the interior designers of manifold abilities, who is able to fit well in the professional practice, in order to materialize the settlement of interior design education which will be the key point in our circumstances, which has ow social recognition toward interior design. There were four phases in this study. First was to gather and to analyze information from printed materials, such as curriculum and catalog from each institution. Secondly, we had collected existing previous studies in all interior design area in order to sude as references. Thirdly, we have managed to suggest ideal improvement for better basic design program in the area of interior design education after the arranging and analyzing . Finally, we were able to persuade the importance of improved basic design program to the interior design education parties and to suggest the direction for the future. Because interior design as a scholastic pursuit is combined practical application study by the art and technology, it emphasizes specialty . From that reason interior design education must be performed as professional specialist education instead of vocational education. In another words, the ultimate goal of the interior design objectives must be in producing professional specialist.