• Child Health Nursing Research
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• v.14 no.1
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• pp.79-89
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• 2008

Purpose: The purpose of this study was to investigate the attitude of fathers of preschool children to child rearing and to provide basic data to develop parent education programs. Method: The participants were 84 fathers of preschool children and the measurement tool was the Korean Parent As A Teacher Inventory self-report questionnaire and data were collected from 1 kindergarten and 1 child care center located in Gyeonggi Province. Results: 1) Child-rearing attitudes of the fathers was above average at $2.80({\pm}0.19)$. 2) There were significant difference statistically according to father's occupation (F=3.14, p=0.03) and child characteristics (F=4.87, p=0.01). 3) There were significant correlation between child rearing attitudes of the fathers and their age (${\tau}=-0.16$, p=0.04), and child characteristics (${\tau}=0.21$, p=0.02). Conclusion: The results of this study indicate that attitudes of fathers to child rearing are important and it is necessary to develop a systemic parenting education program.

• Child Health Nursing Research
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• v.12 no.4
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• pp.478-485
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• 2006

Purpose: The purpose of this study was to examine the relationships between safety knowledge, health beliefs and self-efficacy in child care teachers. Method: The participants were 394 teachers from child care centers in Seoul city. Data collection was done using a questionnaire that included a Safety Knowledge Test, Health Belief Scale and Self-efficacy Scale. Descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient were used to analyze the data. The SPSS 11.0 Win program was used for analysis. Results: The mean was 12.11 for safety knowledge, 38.31 for health belief, and 91.07 for self-efficacy. There were statistically significant differences in the degree of safety knowledge according to safety education, in the level of health beliefs according to length of service as a teacher and in the degree of self-efficacy according to age, and length of service as a teacher. There were statistically significant positive correlations between safety knowledge and health belief, and between safety knowledge and self-efficacy of child care teachers. Conclusion: According to the results, programs to improve safety knowledge, health beliefs and self-efficacy of child care teachers should be developed and used to decrease the proportion of accidents involving children in Korea.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.173-185
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• 2024

Mathematics is a subject that is closely related to ensuring basic academic abilities. As the importance of basic academic abilities has emerged recently, various policies and programs have been implemented to ensure basic academic abilities in mathematics. In this study, we extracted the programs related to mathematics from the Implementation Plans of the Basic Academic Abilities Guarantee of 17 city and provincial education departments and analyzed the actual status of the programs. We divided the programs into diagnosis and support. Regarding diagnosis, we analyzed what types of diagnostic tools are used, who chooses diagnostic tools, who is diagnosed, and when students are diagnosed. Regarding support, we classified it as in-class, in-school, and out-of-school support, and further analyzed the type of the learning support program and the expertise of the instructor. The results of this study showed that there was room for improvement in the timing of diagnosis and diagnostic expertise. This study also found the problems with the lack of preventive programs, ensuring teacher expertise, and support for dyscalculia. This study is expected to contribute to the implementation of programs to ensure basic academic abilities in mathematics and to promote research on basic academic abilities in mathematics education.

• Journal of the Korean Society of Food Culture
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• v.36 no.1
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• pp.40-55
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• 2021

The purpose of this study was to provide basic information on the development of nutrition education programs to improve the mealtime behavior of children with autism spectrum disorder (ASD) by investigating the mealtime behavior and food preferences of children with ASD through the perception of special education teachers. Surveys were given to 108 special education teachers in special education schools in Korea regarding the demographic characteristics, nutrition education support needs, mealtime behavior, and food preferences of children with ASD. Most of the special education teachers responded that nutrition education in special schools had not been conducted properly and nutrition education for ASD children is necessary. Mealtime behavior analysis classified the behavior into three clusters: cluster 1, 'less problematic mealtime behavior'; cluster 2, 'general feature of autism'; cluster 3, 'difficulty in self-directed diet'. The age, eating habits, and food preferences were different according to each mealtime behavior cluster. Therefore, it will be necessary to develop a nutrition education program based on the characteristics of mealtime behavior.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• Journal of Practical Engineering Education
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• v.16 no.1_spc
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• pp.65-70
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• 2024

As the interest in AI education grows, researchers have made efforts to implement AI education programs. However, research targeting pre-service teachers has been limited thus far. Therefore, this study was conducted to develop an AI literacy education program for preservice secondary teachers. The research results revealed that the weekly topics included the definition and applications of AI, analysis of intelligent agents, the importance of data, understanding machine learning, hands-on exercises on prediction and classification, hands-on exercises on clustering and classification, hands-on exercises on unstructured data, understanding deep learning, application of deep learning algorithms, fairness, transparency, accountability, safety, and social integration. Through this research, it is hoped that AI literacy education programs for preservice teachers will be expanded. In the future, it is anticipated that follow-up studies will be conducted to implement relevant education in teacher training institutions and analyze its effectiveness.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.145-165
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• 2007

The purpose of this study is to investigate items for improving environmental education in elementary school for the more efficiency policies of environmental education. In this study, we investigated the relative importance of each items through Analytic Hierarchy Process for the various groups of the expert who is related with environmental education. We made hierarchical structure for efficiency education through brainstorming process. The hierarchical structure consisted of 3 high-level items and 8 low-level items. The questionnaires were distributed to 4 groups with 187 experts. After the consistency test of returned questionnaires, we gained 60 available questionnaires of experts. According to the generalization results of all groups, "The pro-environmental attitude of the teacher" is the most important. The second important thing is "The pro-environmental attitude of the schoolmaster" and the third is "Experiential learning and on-the-spot study concerning environment". And the following are "Budget for environmental education" and "Environmental education in discretionary activity", "Teaching materials for environmental education", "The cultivation of the experts on environmental education", "Environment event in school" in order. As the result, we have to intensify the pro-environmental attitude of the teachers and schoolmasters and develop experiential learning and on-the-spot study programs concerned environment to improve environmental education. At the same time, we need the more politic support related with budget for environmental education.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.147-160
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• 1994

The purpose of this study was to review the literatures on designing and developing the CAI program and to develop the middle school students’CAI program for tutorial and instructional game. For these purposes, the learning and instructional theories and the developing phases and strategies for the program were reviewed to design the CAI program. And then the developing unit was selected and the CAI types and the developing direction were set according to the analysis of the CAI programs and related literatures on home economics teaching, The four phases-analysis, design, development, and formative evaluation-were carried out in this study. The results of this study are as following: 1. The CAI porgram was developed on health and food life units. The program contains 12 classes on health and food life in two floppy diskettes. It consisted of total 9,000 lines and 76 frame and takes two hours to study this program. This program could be used in educational computers an could be utilized for unit learing tutorial. It was composed of three parts-unit learning, finding maze, and finding food. In the unit learning part, the learning contents in health and food life units were structured and presented. In finding maze and food part, the basic and the applied problems were presented with game. The characteristics of this program were as followings: (1)This program was able to bring learners’motivation due to the strategies of tutorial and instructional game and they can interestingly learn the program for themselves. (2) The learner could practive the learning contents repeatedly and unit learning while playing the gaming, (3) The learner himself can review and supplement the learning contents without teacher’s help. (4) This program was developed to unit learning on health and food life, on the other hand so far many CAI programs for home economics teaching were developed for studying separate learning units. 2. To effectively utilize this program, the guide book for the student and the teacher was developed. It contained method of using the program, introduction of the program, review of the program, the program objectives, the learning contents, and the keys to progress the program.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.615-633
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• 2023

This study analyzed Korean studies up to August 2023 to suggest the direction of future research on basic academic abilities in mathematics. For this purpose, frequency analysis and LDA-based topic modeling were conducted on the Korean abstracts of 197 domestic studies. The results showed that, first, 'academic achievement', 'impact', 'effect', and 'factors' were all ranked at the top of the TFs and TF-IDFs. Second, as a result of LDA-based topic modeling, five topics were identified: causes of basic academic abilities deficiency, learning status of math underachievers, teacher expertise in teaching math underachievers, supporting programs for math underachievers, and results of National Assessment of Educational Achievement. As a direction for future research, this study suggests focusing on the growth of math underachievers, systematizing the programs provided to students who need learning support in mathematics, and developing teacher expertise in teaching math underachievers.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.514-525
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• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.