• Journal of the Korean Home Economics Association
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• v.48 no.9
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• pp.89-102
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• 2010

The purpose of this research was to elucidate the relevance of the area of home economics in practical arts (technology & home economics) curriculum to green growth education, finding applicable cases of green growth education content in the field of home economics education. Given this base, we performed a survey with people who majored in home economics education and elementary school teachers on how green growth education related to their education. We studied applied cases and performed a survey by open-ended questions that extracts the green growth education content. In synthesizing the results of these studies so far, we have concluded that home economics education is much related to green growth education, and that with a change of people's conceptions when relating school life to household life, home economics can be a very useful subject that can lead to the practice of the green growth education.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2005.05a
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• pp.255-256
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• 2005

For the students who specialize in interior design irrespective of their color susceptibility, it is prerequisite to precede a systematic curriculum in the first place on how to put the color theory to practical use. Therefore, this curriculum has its purpose to let the students study on how to put to practical use of their understanding of color as one of the finishing materials for interior design. The 16-weekschool days has been segmented into a theoretical study and practical training, This thesis has summed up the basic instance of the color theory, the first of the three basicpractical courses and presented its results to the students. In due course of this curriculum, the students were recommended to pick up one photo image of their selection out of which they could make out color palette based on their analysis of the photo image, so that they could study on how to apply their color palette to a three dimensional space. Firstly, through this course, they could experience the process for a color image that they had so far sensed subjectively and vaguely to become an objective inevitable result. Secondly, they studied on the process of how a two-dimensionalcolor image could be applied for a three-dimensional space. It is significant of this curriculum in the sense that the students become prepared through this study course with essential knowledge applicable to various interior designs in their future.

• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.217-225
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• 2019

In this paper, we proposed comparison of software education units according to 2015 Revised National Curriculum. Comparative analysis of 6 Practical Arts textbooks was conducted especially on the software education units. The analysis criteria were decided to be unit system, unit structure, learning objectives, the way of placing contents, activities, supporting materials, providing resources, and evaluation. As a result, the software education units have secured a lot of quantity compared to the total number of units. And the affective domain of the learning objectives is shown to be lacking. All the textbooks were uniformly arranged the component of contents described in 2015 revised national curriculum. Cooperative activities are strengthened compared to the previouse curriculum. On the other hand, evaluations have a large variation among textbooks and some have fewer types.

• Journal of the Korean Home Economics Association
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• v.41 no.10 s.188
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• pp.149-171
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• 2003

This study was carried out as a basic fundamental research to propose a theoretical framework for Home Economics curriculum. This research employed the Delphi Method to reach a consensus with the experts in each related educational field of study for putting forth a newly proposed theoretical framework of a Home Economics curriculum. The finally proposed theoretical framework will definitely play a crucial role in establishing a standard framework for educational goals and curriculum content for Home Economics curriculum since it is put forth with a strong agreement from a high proportion of the expert groups. Results on the nature and characteristics of, structural framework of curriculum contents, and literacy through Home Economics were drawn from the 3-round Delphi survey: 1. Home economics has a liberal and practical-critical nature and it promotes enhancement of quality of life through a practical problem-solving process in maintaining family life. 2. The structural framework of the home economics curriculum contents is organized with three-dimensional components of content area (dimension 1), process area (dimension 2), focus of organizing content (dimension 3). 3. One's empowering capability through home economics education is proposed: inquiring knowledge and understanding phenomena for future society, solving practical problems in family life, developing higher order thinking skill, cultivating a positive attitude and a values system toward life.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.33-49
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• 1996

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students’progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 identified variables. The data were analyzed by using Chi-square to compare the differences between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, coefficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Model and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.

• Journal of Technologic Dentistry
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• v.41 no.4
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• pp.337-345
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• 2019

Purpose: The purpose of this study was to enhance curriculum satisfaction of dental laboratory technology and curriculum demands. Methods: From March 5 to March 31, 2019, a self-written questionnaire was conducted for 195 students from the department of dental laboratory technology at a university in Gangwon-do. The analytical methods used were descriptive statistical analysis, frequency analysis, cross analysis, correlation analysis and reliability analysis. The collected data was used for SPSS 18.0 for Windows statistics program. Results: The demand of the school education includes systematic experiments and demand of practical training, acquisition of professional knowledge, introduction of advanced technology curriculum, reduction of national examination-oriented curriculum, and increased professionalism and professionalism as professional professionals. Investigated by the ethics. In addition, they were strongly aware of the necessity of digital education related to CAD / CAM, and there was a high demand for how to operate programs, scanning and design. Conclusion: The curriculum needs to be reorganized to cultivate dental technicians in a changing era, and in-depth centralized curriculum in fields with high practical needs, as well as vocational and ethical views as professionals.

• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.453-469
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• 2005

In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.74-80
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• 2018

This paper proposes practical teaching methods for efficient progress of project-based learning in engineering design education. Engineering design courses consist of three categories; introductory, individual and capstone design courses. This study concentrates on the case of individual design courses. Individual design courses act as bridges between introductory and capstone design courses and deal with applicable projects based on theoretical frameworks. In this study, practical teaching methods are applied to Artificial Intelligence curriculum as an individual design course for Juniors in Computer Engineering Major. The results on application of practical teaching methods show relatively positive in all aspects.

• Educational Technology International
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• v.23 no.1
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• pp.97-127
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• 2022

With the recent advancement of technology, there has been an increase in professional development activities, including teachers using blogs to share practical knowledge and reflect on teaching and learning. This study was conducted to identify the contents of practical knowledge shared through the K-12 teachers' blogs. To achieve the research objective, 70,571 blog posts were collected from 329 blogs of K-12 teachers in Korean and analyzed using text mining techniques. The results of the study are as follows. First, practical knowledge sharing activities using teacher blogs have increased. Teachers posted a lot of blogs during the semester. Second, primary school teachers share various curriculum activities, reflections on project classes, class management, opinions related to education, and personal. Third, secondary school teachers share summaries and reviews of curriculum, materials related to college entrance exams, various instructional materials, opinions related to education, and personal experiences on their blogs. This study suggested that blogs are widely used as a venue for sharing practical knowledge of teachers, and that blogs can be a useful way to develop professionalism.

• Journal of Arbitration Studies
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• v.30 no.3
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• pp.47-66
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• 2020

Due to the division of China's departmental laws, the disconnect between theory and practice, and the influence of traditional academic thinking on the understanding of the knowledge structure of arbitration legal talents in practice, the construction of law school colleges, teaching teams, and research centers mostly revolves around departmental laws, tearing the connection of the arbitration legal system. The student-centered, process-guaranteed, and result-oriented arbitration master of law training model is "virtualized," the shaping of arbitration professionalism is ignored, the coverage of practical teaching is narrowed, and the arbitration legal profession is mostly formalized. The prevalence of specialized curriculum systems shortage, single faculty, formalized practical teaching, outdated curriculum settings, unsuitable curriculum system design for development, and inaccurate professional curriculum standards and positioning renders it difficult to integrate the "Belt and Road." The cutting-edge, the latest research results, and practical experience cannot reflect the connotation, goals, and requirements of "Entrepreneurship" education, as well as arbitral issues such as the ineffective monitoring of practical education and the inconsistent evaluation of standards and scales. Under the background of the "Belt and Road," based on system theory and practice and through training goals that innovate and initiate organizational form, activity content, management characteristics, assessment and support conditions, etc., the arbitration law teaching curriculum system is gradually improved and integrated. Through the establishment of a "Belt and Road" arbitration case file database and other measures, a complete arbitration law theory and practice teaching guarantee system has been established. Third parties are introduced, arbitration law experimental modules are developed, students are guided how to discover new knowledge, new contents are mastered, solidarity, cooperation, and problem-solving capabilities are cultivated in the practice of the "Belt and Road," and quality education, vocational education, and innovation education are organically integrated. In order to implement the requirements of arbitration law education, innovation development and collaborative management of arbitration law teaching practice base should be cultivated, thus giving full play to the effect of collaborative education between universities and arbitration institutions.