• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.119-134
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• 2014

This research looks at the effects of portfolio-based lessons to help female middle school students understand and develop their self identity, and to examine the influence of various factors within the school and home environment. The participants were 256 female middle school students in Gangneung-si, Gangwon-do and the analysis was done using the SPSS/WIN 12.0 program. The 6 portfolio-based teaching lessons were made with the aim of developing each subordinate scope in every module for development of self-receptiveness, uniqueness, closeness, tendency of planning the future, and independence. Results of the pre and post-test revealed that scores of self-receptiveness and uniqueness increased. Content analysis revealed that the students pursued their talents and interests through the portfolio activities, and made specific plans for their future careers. In sum, the results demonstrate that the students became specifically and systematically concerned about their future career. The results of hierarchical regression showed that self-receptiveness developed when their parents' attitudes were not rejecting and their peer relationships were positive. Uniqueness was shown to develop as the fostering attitudes of parents were receptive. Closeness developed as fostering attitudes of parents were receptive and as their relationships with peers were positive. The students' tendency to plan the future developed as fostering attitudes of parents were receptive and as their relationships with teachers were good, and independence was shown to develop as the fostering attitudes of parents were not rejecting. Results of a two-year follow-up study appeared that self-receptiveness scores decreased as time passed, so students had highest scores in their first year and lowest scores in their third year. Scores of uniqueness, tendency of planning the future, and identity increased in the students' second year and then remained steadily afterward.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.77-97
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• 2020

The purpose of this study was to develop and evaluate the sustainable housing teaching-learning process plan aimed to achieve the global SDGs through home economics class in middle school that is based on the ADDIE model. The overall objective of the plan was to contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through everyday practice. The plan consisting of 4 lessons contained various activity and visual resources(4 individual and 4 team activity sheets, 4 reading texts, 1 homework sheet and 1 evaluation sheet, and 7 videos) for students and (4 sets of ppt and 4 reading texts) for teachers. The theme and team activities of each lesson were related to 2~7 targets of 2~3 SDGs, in total 11 targets of 5 SDGs. The plan was implemented to 4 classes of 127 senior students at Y middle school in Cheongju city during the period from the 29^th of August to the 18^th of September, 2019. The results showed that students were very positive and highly satisfied with not only practical contents but also adequacy of resources and activities of the whole 4-lessons, so that they actively participated in the lessons more than usual and looked forward to learning more about it. They thoroughly enjoyed various team activities such as brain writing, mandal art, visual thinking, making UCC, and planning the sustainable village as well as writing a short reflective journal at the end of each lesson. Students also reported that they highly accomplished the goal of each lesson and the overall objective. It could be concluded that the teaching-learning process plan of 4-lessons could contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through practicing everyday life. It indicates that home economics is one of the major subjects to contribute to the attainment of global issue of SDGs for OECD education 2030 and to educate the practically acting global citizen.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.211-222
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• 2016

This article examines K-8 pre-service teachers' (PSTs) engagement in lesson plan modification using the eight Mathematics Teaching Practices (MTPs) in Principles to Actions, the most recent landmark publication of framework by National Council of Teachers of Mathematics (NCTM) in the U.S. The activity consisted of four phases that involved the analysis and modification of an existing lesson plan. Fifty-seven PSTs participated in the activity throughout the semester, and data from each phase was analyzed using the inductive content analysis approach. PSTs' initial conceptions of lesson planning reflected little on teaching practices (i.e., the MTPs) with more emphasis placed on the form - rather than function - of lesson elements. With the opportunity to interpret MTPs and analyze lesson plans using MTPs as an analytical lens, PSTs demonstrated various interpretations of MTPs, made efforts to incorporate MTPs into lessons, and attended to the interwoven nature of MTPs. This article also shares the challenges, conflicts, and tensions reported by PSTs during their participation of lesson plan modification; as such, the results from this study will inform the research examining the pedagogical (im)possibilities for utilizing MTPs in mathematics teacher training programs.

• Journal of Science Education
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• v.34 no.2
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• pp.369-382
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• 2010

The purpose of this study is to survey the need of in-service education for the professional development of middle school science teachers' teaching practice. The questionnaire was modified by Young Choi's framework(2010) to survey the level of the progression in the professional development and learning, the degree of in-service education necessity, and the degree of priority of need. The questionnaire was administered to 203 middle school science teachers in Daegu. The mean level of the progression in the professional development and learning were 2.45 and 3.15. The degrees of in-service education necessity to improve level of the progression in the professional development and learning was 3.45, and 3.16. The element and aspect highest degree of priority of need were 'element 1. planning coherent sequences of lessons' and 'aspect 1-4. planning difference among individuals', 'aspect 1-2. planning learning activity'. The degree of in-service education necessity and the degree of priority of need was a significant difference according to almost all of the teachers' characteristics.

• Journal of Wetlands Research
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• v.24 no.3
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• pp.170-184
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• 2022

The Riparian Buffer Zone(RBZ) is a sustainable social-ecological system created in the middle zone between water and land. For the RBZ, close communication with the local community is important, and it is necessary to promote it as a communicative environmental planning process. In this study, for the RBZ project, three strategies are presented as a communicative act to understand and implement planning. First, government-led projects were avoided and improved to a process in which citizens and stakeholders participated together, centered on local partnership. Second, it was intended to introduce design criterias in terms of enhancing the function of ecosystem services that citizens can sympathize with, and to increase acceptance and awareness through the planning of preferred spaces and facilities. Third, after a balanced plan for habitats, water cycle-based ecological environment, ecological experience and open space, citizens felt the restoration effect and value as an ecological resources, and a system was prepared to participate in the operation and management. This study will work as a process model based on citizens's participation. In addition, it will be possible to provide lessons for the change of the policy paradigm for the RBZ and the implementation of similar projects in the future.

• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.520-532
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• 2015

The purposes of this study were to examine what kinds of educational activities were carried out during the practice teaching based on CoRe and to identify the role of CoRe and its influence on the development of expertise of student teachers. This study was performed as qualitative case study. The subjects of this study were one practice supervisor teacher and two student teachers. Data were collected through recording CoRe discussion process, student teachers' instructional scene, and semi-constructed interview, and analyzed by an inductive method. Student teachers noticed their own misconceptions, and clarified the concepts based on CoRe during the discussion with supervisor teacher. They also supplemented their lack of knowledge and made up new strategies through the process of sharing their ideas. During the discussion, the supervisor teacher conveyed his teaching experience based on his own orientations toward science teaching. In this course, CoRe plays roles as follows. Firstly, CoRe played a role as guiding supervisor teacher's coaching process. Secondly, CoRe helped for the supervisor teacher to recognize their own PCK. Thirdly, CoRe served as a tool of helping their communication. In turn CoRe proved to be a useful frame for teaching student teachers during practice teaching. Student teachers were provided with a useful framework for preparing lessons by developing CoRe for the topic they teach. Developing CoRe with supervisor teacher at the planning stage of lessons enhenced student-teachers' subject matter knowledge and their PCK including knowledge of science curricula and knowledge of student's understanding of science. Also student teachers understood the components of PCK and experienced the positive understanding toward students, teaching activities, and themselves as a science teacher.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.192-202
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• 2017

This study analyzed the influence relations of the subjectivity of satisfaction with curriculum in food cooking area based on NCS by applying Q methodology, targeting graduates of hotel cooking department in college. This paper largely suggests two research questions like following. Research Question 1: What are the acceptance types of satisfaction with curriculum in food cooking area based on NCS? Research Question 2: What are the homogeneous characteristics and implications of each type? In the results of typological analysis based on such research questions, total four types were drawn like following: Type1(N=7): Basic Practical Classes Pursuit-type, Type2(N=5): Domestic Employment Preference-type, Type3(N=5): Famous Chef Inviting Class Pursuit-type, and Type4(N=3): Tailor-Made Lessons Pursuit-type. Each type showed its own distinctive characteristics. In this study, the graduates' perception in a specific cooking department would be used as a basis for follow-up researches. In the future, it would be necessary to have researches to establish the customized-curriculum system such as planning/operating student-centered teaching/learning guidelines and also conducting mentoring programs. Also, it is expected to have continuous follow-up researches to complement the limitations of this study.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.

• Korean Journal of Comparative Education
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• v.20 no.2
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• pp.95-128
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• 2010

This article presents a one and half-year process of Lesson Study conducted at a K-8 school in an urban district in the eastern U.S. Lesson Study, a Japanese form of professional development that centers on collaborative study of live classroom lessons, has spread rapidly in the U.S. since 1999 and has been argued as a promising alternative model for teacher-led school reform through professional development. The Lesson Study group described here was composed of five teachers, one administrator, and one instructional improvement coordinator belonging to the participant school and two instructional super-intendants from the school district. Data was collected from October 2007 to February 2009 and a qualitative case study method was employed for this study. Drawing a case of Lesson Study, this article intended to show how Lesson Study group members participated in planning, teaching, observing, discussing, and improving lessons collaboratively for student learning by enhancing teacher professional competence so that find directions for future implementation in Korea. This article investigates (1) process of Lesson Study, (2) issues Lesson Study group members mainly dealt with, and (3) changes have taken place in Lesson Study as it is conducted over time. (4) Finally, this article concludes with challenges to adopting Lesson Study successfully in Korea.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.95-112
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• 2017

The competence of teachers, comes out through their lesson, is one of the key factors of school education. The purpose of this study is comparing the viewpoints on the science lessons in the elementary classrooms between pre-service teachers and highly experienced teachers in order to draw implications on pre-service teacher educating system. The participants of the study are 14 junior students in a university of education and 9 elementary school teachers who are highly educated and have much career experience. Each student participant observed one video clip with science lesson of their classmate. The total number of the video subject to observation is 4. Meanwhile experienced teachers observed 1 or 2 videos which are the same to those the students watched. The participants made a class criticism according to the General Standards for Class Critique made by KICE. The in-depth analysis of the criticism yielded the following conclusions; First, pre-service teachers had narrow views on the science class mainly limited in the practical part of class, but experienced teachers had wide views covered to class-knowledge, plan, and practice. Second, most experienced teachers thought that learning is the process by which students acquire knowledge or concepts by themselves, and the main purpose of the class is to help students' learning. Meanwhile, there were many pre-service teachers who thought that conveying knowledge or concepts to students was the main purpose of the class. Third, experienced teachers thought that a good science class should maintain consistency around the learning goals from the planning, implementation, and evaluation. However, many pre-service teachers did not take the learning objectives so seriously.