• 대한공업교육학회지
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• v.41 no.1
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• pp.68-87
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• 2016

This research conducted a survey for total 166 teachers of schools so as to analyze validity and satisfaction for performance objectives of SMB administration subsidy the HRDP and the CEP in Specialized High School. The results of research are as follows. First, teachers recognize that purpose of HRDP is to expand employment of specialized high school and provide human resource of SMB. And, they recognize that HRDP is important to improve school outcomes and makes a positive effect on the improvement of school outcomes. Second, teachers recognize that objectives of HRDP are improvement of student's understanding for SMB, improvement of teacher's understanding for SMB, improvement of SMB's understanding of school, cultivation of student's occupational view, systematization of career guiding program based on employment process, strengthening of industry-academia cooperation education, improvement of the level of student's skill, fulfillment of workplace experience and practice focusing workplace learning, training of customized human resource for SMB, improvement of student's adaptation to the workplace, improvement of employment rate for SMB, expansion of job opportunities for students with SMB, preparation of the base of connection between school and SMB, publicity of school, expansion of opportunities to cooperate between SMB and school, establishment of cooperative system among industrial association and school, introduction and operation of the employment connective model for joint education and employment, strengthening of field professionalism of teachers. However, satisfaction for the achievement of objectives of HRDP except for strengthening of industry-academia cooperation education and improvement of employment rate for SMB is relatively lower than the validity. Third, teachers in charge of human resource training business of middle and small sized company's specialized high school recognize that objectives of CEP are expansion of job opportunities for students with SMB, excavation of good-quality SMB, expansion of opportunities to cooperate between SMB and school, fulfillment of workplace learning, improvement of student's major foundation and in-depth skill, improvement of literacy, math, teamwork and communication abilities for students' job performance, improvement of student's working attitude and student's proper career exploration decision. However, satisfaction for achievement of objectives of CEP is relatively lower than the validity.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.177-200
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• 2015

The purpose of this study is to analyze physical activities in 'Teachers' Guidance Books for the Nuri Curriculum of 4-year-old children' through simulated instruction of pre-service teachers and, through this, to help them better perform physical activities in their field education for early-aged. The subjects of the study were 30 sophomore students in the early-aged children's Education Department in their 2ndsemester of K University located in Gyeonggi-province. For the analysis of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children', a qualitative study was conducted and data were collected through informal interviews, reflective journals of pre-service teachers and 30 sessions of education assessment sports. The results of the analysis on the physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' are as follows; first, preliminary teachers of early-aged children understood the major goal of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' as 'expressing.' Second, the teachers thought careful analysis is required on media such as 'video, illustration books, sounds, picture materials' presented together with physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children.' Third, teachers pointed out 'activities that were difficult to understand for pre-service early childhood teachers' and 'improperly presented activities different from the title' as errors and problems in the performance of the Nuri Curriculum. Fourth, as for 'points to make improvement on', pre-service early childhood teachers' requested basic physical activities before the actual activities, the provision of proper actual materials, the necessity of active demonstrations of teachers and making a regulation for the situation of physical activities by early-aged children and teachers together. The results of the study illustrate that deep contemplation and judgment is required of the teachers before conducting physical activities of the Nuri Curriculum.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.95-112
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• 2012

The research evaluated the effects of the improvements in scientific inquiry for elementary school students and focused on the development and application of the explicit and reflective learning strategy through observation and classification. The explicit and reflective learning strategy was modified and completed with the review of the experts after the development of the draft based on the theoretical approach. The students were evaluated for their academic achievements in scientific inquiry skills before and after taking the course. The results were as follows: First, the steps of the developed learning strategy (1) to motivate, (2) to explore reflectively, (3) to guide explicitly, (4) to inquire explicitly, and (5) to verify reflectively were set to reflect the verification. Second, the results of applying the developed model to the lessons based on the quantitative analysis was effective for observation and classification skills in the quest for improved performance of the whole (the sum of observation and classification, inquiry skills) and the observed features, but there was no effect on classification. Also, the lessons applied the developed teaching strategy and showed effectiveness in improving academic achievement. Particularly in analyzing the relationship between the academic achievement and exploration capabilities, in order to improve academic achievement, the importance of improving inquiry skills was found. Third, the qualitative analysis of teaching and learning strategy developed by applying the lessons of this teacher guide and small group activities through the explicit and reflective observation and classification of the student learning activities showed the significant improvement of ability of the scientific inquiry skills. In addition to the improvement in the abilities of the classification showed after the formation of the most basic observation skills of the scientific inquiry.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.99-118
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• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.

• Clinical and Experimental Pediatrics
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• v.63 no.4
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• pp.141-145
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• 2020

Background: For children and adolescents with cancer, going back to school is a key milestone in returning to "normal life." Purpose: To identify the support vital for a successful transition, we evaluated the parents' needs and the challenges they face when their children return to school. Methods: This multi-institutional study was conducted by the Korean Society of Pediatric Hematology and Oncology. The written survey comprised 24 questions and was completed by 210 parents without an interviewer. Results: Most parents (165 of 206) reported that their children experienced difficulties with physical status (n=60), peer relationships (n=30), academic performance (n=27), emotional/behavioral issues (n=11), and relationships with teachers (n=4) on reentering school. Parents wanted to be kept informed about and remain involved in their children's school lives and reported good parent-teacher communication (88 of 209, 42.1%). Parents reported that 83.1% and 44.9% of teachers and peers, respectively, displayed an adequate understanding of their children's condition. Most parents (197 of 208) answered that a special program is necessary to facilitate return to school after cancer therapy that offers emotional support (n=85), facilitates social adaptation (n=61), and provides tutoring to accelerate catch up (n=56), and continued health care by hospital outreach and school personnel (n=50). Conclusion: In addition to scholastic aptitude-oriented programs, emotional and psychosocial support is necessary for a successful return to school. Pediatric oncologists should actively improve oncology practices to better integrate individualized school plans and educate peers and teachers to improve health literacy to aid them in understanding the needs of children with cancer.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.99-120
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• 2001

The purpose of this thesis is to find the guiding direction of mathematical communication in lower grade students of elementary school and to present a new direction about the effect of using concrete material in communication. It is expected that mathematical communication increases when concrete material is used for the students of the lower grades, who are in concrete operational period. Therefore, this study ai s to investigate what characteristics there are in mathematical communication of second grade students and what effect concrete materials have on mathematical communication and learning. The analysis of the teaching record shows that the second grade students use alternative terms in the process of communication since they are not familiar with mathematical symbols or terms, which is a characteristic of communication in a mathematics class in which concrete material is used. In the process of teaming the students apply their living experiences to their teaming. Since a small number of students lead class, the interaction between students is also led by them. The direction of communication in a small group is not centered around solution of a problem, and most students show a more interest in finding answers than in the process of learning. The effect that concrete material has on communication plays an important role in promoting students' speaking activity; it allows students to identify and correct their errors more easily. It also makes students' activities more predictable, and it increases a small group activities through the medium of concrete material. However, it was also noticed that students' listening activities are not appropriately developed since they do not pay attention to a teacher who uses concrete material. The effects that concrete material has on mathematics class can be summarized as follows. Concrete material promotes students' participation in class by triggering their interest of learning of mathematics and helps them to understand the course of learning. It also helps the teaming and formation of concepts for children of low academic performance. And it makes a phased learning possible according to students' ability to use concrete material and to solve a problem. Based upon the results above mentioned, the use of concrete material is absolutely needed in mathematics classes of lower grade elementary school students since it increases communication and gives much influence on mathematics learning. Therefore, teachers need to develop teaching or learning method which can help increase communication, considering the characteristics of students' communication.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.137-152
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• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.101-127
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• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

• Journal of Science of Art and Design
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• v.7
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• pp.64-104
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• 2005

Visual media transmits image and information reproduced in large quantities, such as a photography, film, television, video, advertisement, or computer image. Correspondence to the students' reception and recognition of culture in the future. arrangements for the field of studies of visual culture. 'Visual Culture' implies cultural phenomena of visual images via visual media, which includes not only the categories of traditional arts like a painting, sculpture, print, or design, but the performance arts including a fashion show or parade of carnival, and the mass and electronic media like a photography, film, television, video, advertisement, cartoon, animation, or computer image. In the world of visual media, Image' functions as an essential medium of communication. Therefore, people call the culture of today fra of Image Culture', which has been converted from an alphabet convergence era to an image convergence one. Image, via visual media, has become a dominant means for communication in large part of human life, so we can designate an Image' as a typical aspect of visual culture today. Image, as an essential medium of communication, plays an important role in contemporary society. The one way is the conversion of analogue image like an actual picture, photograph, or film into digital one through the digitalization of digital camera or scanner as 'an analogue/digital commutator'. The other is a way of process with a computer drawing, or modeling of objects. It is appropriate to the production of pictorial and surreal images. Digital images, produced by the other, can be divided into the form of Pixel' and form of Vector'. Vector is a line linking the point of departure to the point of end, which organizes informations. Computer stores each line's standard location and correlative locations to one another Digital image shows for more 'Perfectness' than any other visual media. Digital image has been evolving in the diverse aspects, such as a production of geometrical or organic image compositing, interactive art, multimedia art, or web art, which has been applied a computer as an extended trot of painting. Someone often interprets digitalized copy with endless reproduction of original even as an extension of a print. Visual af is no longer a simple activity of representation by a painter or sculptor, but now is intimately associated with a matter of application of media. There is some problem in images via visual media. First, the image via media doesn't reflect a reality as it is, but reflects an artificial manipulated world, that is, a virtual reality. Second, the introduction of digital effect and the development of image processing technology have enhanced a spectacle of destructive and violent scenes. Third, a child intends to recognize the interactive images of computer game and virtual reality as a reality, or truth. Education needs not only to point out an ill effect of mass media and prevent the younger generation from being damaged by it, but also to offer a knowledge and know-how to cope actively with social, cultural circumstances. Visual media education is one of these essential methods for the contemporary and future human being in the overflowing of image informations. The fosterage of 'Visual Literacy' can be considered as a very purpose of visual media education. This is a way to lead an individual to the discerning, active consumer and producer of visual media in life as far as possible. The elements of 'Visual Literacy' can be divided into a faculty of recognition related to the visual media, a faculty of critical reception, a faculty of appropriate application, a faculty of active work and a faculty of creative modeling, which are promoted at the same time by the education of 'visual literacy'. In conclusion, the education of 'Visual Literacy' guides students to comprehend and discriminate the visual image media carefully, or receive them critically, apply them properly, or produce them creatively and voluntarily. Moreover, it leads to an artistic activity by means of new media. This education can be approached and enhanced by the connection and integration with real life. Visual arts and education of them play an important role in the digital era depended on visual communications via image information. Visual me야a of day functions as an essential element both in daily life and in arts. Students can soundly understand visual phenomena of today by means of visual media, and apply it as an expression tool of life culture as well. A new recognition and valuation visual image and media education is required to cultivate the capability of active, upright dealing with the changes of history of civilization. 1) Visual media education helps to cultivate a sensibility for images, which reacts to and deals with the circumstances. 2) It helps students to comprehend the contemporary arts and culture via new media. 3) It supplies a chance of students' experiencing a visual modeling by means of new media. 4) There are educational opportunities of images with temporality and spaciality, and therefore a discerning person becomes to increase. 5) The modeling activity via new media leads students to be continuously interested in the school and production of plastic arts. 6) It raises the ability of visual communications dealing with image information society. 7) An education of digital image is significant in respect of cultivation of man of talent for the future society of image information as well. To correspond to the changing and developing social, cultural circumstances, and the form and recognition of students' reception of them, visual arts education must arrange the field of studying on a new visual culture. Besides, a program needs to be developed, which is in more systematic and active level in relation to visual media education. Educational contents should be extended to the media for visual images, that is, photography, film, television, video, computer graphic, animation, music video, computer game and multimedia. Every media must be separately approached, because they maintain the modes and peculiarities of their own according to the conveyance form of message. The concrete and systematic method of teaching and the quality of education must be researched and developed, centering around the development of a course of study. Teacher's foundational capability of teaching should be cultivated for the visual media education. In this case, it must be paid attention to the fact that a technological level of media is considered as a secondary. Because school education doesn't intend to train expert and skillful producers, but intends to lay stress on the essential aesthetic one with visual media under the social and cultural context, in respect of a consumer including a man of culture.