• Korean Journal of Community Nutrition
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• v.25 no.6
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• pp.451-463
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• 2020

Objectives: The purpose of this study was to develop and evaluate booklets and video clips to prevent children from picky eating. Methods: Based on a survey conducted on food preferences of preschool children aged 2 to 5 years, 14 kinds of less preferred vegetables were selected. Accordingly, educational videos, activity books, and teaching-learning guides were produced for preschool children using the 'food bridge' theory, and the educational materials were named "Friendly vegetables". Educational materials were distributed to childcare institutions, and their effectiveness was investigated for preschool children who were instructed on these materials once every 30 days from March to November, 2019. The children were examined for changes in their knowledge of names, colors, taste/texture, methods of cultivation, and preferences for vegetables before and after the instructional course. Results: The awareness of vegetables increased significantly in younger children and the picky eating group. When the assessment was carried out in terms of vegetable knowledge, it was observed that the younger the age or the pickier the in eating food, the more effective the education is compared to the counter part. The preference for vegetables also increased after the instruction compared to the pre-instruction period, but significant changes were seen only in the 2~3 year age group for boys and girls. Also, only the picky group of girls showed changes in preference. The children's average interest in the education materials was 3.85 points out of 5 points. Conclusions: Through this study, we have developed educational materials for standalone use in childcare facilities and confirmed that they have a significant effect on improving awareness and preferences related to vegetables. In summary, the younger the age or the pickier the child in eating food, the more effective the education. It is believed that additional education on mealtime guidance is needed which can alter the eating behavior of preschool children and improve their diet. It is proposed to widen the scope of use of the materials by collecting diverse opinions from child care teachers.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.445-457
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• 2022

The purposes of this research are to identify the subjective perception type of science and engineering graduates about good university and to analyze the differences of their undergraduates' experiences among types. Using Q methodology, 29 statements about a good university, reflecting on the previous research as well as quality assurance criteria in higher education, were administered to 16 science and engineering graduates for ranking using a Q-sort procedure. As a result 16 graduates were classified into three types according to their preference for 29 statements. Type 1, oriented student experience, recognized that a good university encourages students to participate in various activities and experiences. Type 2, oriented institutional outcomes, recognized that a good university is ranked high in criteria such as employment rate, research outcome, and entrance exam scores etc. Type 3, oriented educational activity, recognized that a good university is regarded as a community focusing on teaching and learning. Finally, considering the finding of the research, some pedagogical and administrational implications were suggested for quality improvement in higher education.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.321-331
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• 2023

This study aimed to develop an engineering design-based science education program for high school students and to investigate its effects on students' science-related attitudes and engineering design abilities. "Creating healthy shoes for maintaining proper posture program" was developed as an activity to come up with creative solutions using the methodology of an engineering design process to solve problems in daily life. The creating healthy shoes for maintaining proper posture program consisted of the following five stages: "defining the problem," "ingathering information related to the problem," "generating the solution," "implementing the best solution," and "evaluating the solution & reflecting." As a result of applying this engineering design-based science education program, it improved the high school students' science-related attitudes and engineering design abilities. Therefore, the program developed in this study has a positive effect on enhancing high school students' science-related attitudes and engineering design abilities. These findings imply that the continuous operation and expansion of activities incorporating an engineering design process in science education are necessary as a teaching and learning strategy for cultivating future science talents.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.111-117
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• 2023

The aim of this study is to present a practical teaching plan for liberal arts English classes that target foreign students. Foreign learners who do not have Korean language proficiency at the university level may struggle to understand the contents of liberal arts classes conducted by Korean language professors. In this study, six topics were selected (K-culture, Online game, Harry Potter, Disney, Marvel, DC) and topic-centered participatory class activities using various media were developed. A questionnaire was conducted to analyze learners' attitudes toward and perceptions regarding topic-oriented classes. It showed that learners' satisfaction with topic-based classes was high (75%), and the reasons for this high level of satisfaction were the instructors' caring attitudes, the comfortable class atmosphere, and the fun learners had in class. Learners also reported high satisfaction with various participatory class activities (81.9%), citing the learning benefits, their increased interest and motivation, and the efficiency of participatory classes. As globalization continues to increase the number of foreign students in South Korea, the need to develop realistic class plans and various class activities that are suitable for them is becoming more and more urgent.

• Journal of Korean Society of Archives and Records Management
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• v.23 no.4
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• pp.47-71
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• 2023

Korea is a record powerhouse nation with the largest number of Memory of the World in the Asia-Pacific; however, active utilization of archives for future generations has been lacking. Therefore, this study sought to enhance interest in archives and utilize them directly in school lessons. The Korean National Debt Redemption Movement's archives, which were selected as a Memory of the World, were used in the school lessons, and based on them, a library collaborative instruction design was developed. A library collaborative instruction is a collaboration between the high school Korean history subject and the library information literacy instruction, designed in three sessions. Through the literature research-based design, a library collaborative instruction plan, teaching and learning plan, and activity sheets were derived. Implementing this designed library collaborative instruction is expected to stimulate interest in the Memory of the World, linking curriculum and archives at schools and significantly expanding the users of the archives into teachers and students.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.187-208
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• 2017

This study surveyed 60 early childhood teachers at the kindergartens and day care centers in Incheon Metropolitan City to examine the contents and extent of the teachers' knowledge on early childhood history education by using the definition map designed by Novak and Gowin(1984). To be more specific, the researcher asked the participating teachers through group meetings to draw the definition maps and analyzed them. The results were as follow. First, 11 categories for high level definition of early childhood history education used by early childhood education were identified, among which the most frequently used high level definition were 'life style' followed in order by 'culture/art' and 'great men.' Second, in terms of the average number of dependent definitions included in the given high level definitions, the largest was 'life style' which was followed in order by culture/art, activity methods. It means that the widest area of early childhood teachers' knowledge on early childhood history education was about 'life style,' while it shows that the extent of knowledge on teaching-learning methods was relatively wide. However, in the case of great men, although it was frequently recognized in the high level of definition it was not so in the dependent definitions, meaning the extent of their knowledge was rather narrow. Scholars explain that the higher the teachers' attention and knowledge about the content of curriculum the more options of teaching method they tend to employ to teach in a more extensive and diverged way. Therefore, in order to improve early childhood education, efforts should be more focused on deepening and systemizing the knowledge of early childhood teachers.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.101-113
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• 2010

The purpose of this study is to develop and evaluate the practical problem-based lesson plan for high school home economics class focusing on consumer choice of genetically modified(GM) food. The ADDIE instructional design model was applied. The first analysis step, practical problems were chosen based on the previous studies and the educational goal suggested in the 2007 revised curriculum. The next design and development steps, 4 hours of lesson plans were developed by reconstitution a chapter of Food Safety. Additional learning materials(17 student activity papers, 17 student reading materials, 3 teacher reading materials) were also developed. The implementation step, the lesson plans developed were applied to the S high school students in Bundang, Geyonggi-do. The last evaluation step, the perception change about GM food and the adequacy of teaching method were evaluated. As results, the studens' attitudes and minds towards the GM food were changed. The level of concern on GM food increased, and the ratio of students who would check whether GM food or not was increased. Also students showed high level of satisfaction on teaching method and materials.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.115-140
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• 2009

Freudenthal has advocated the mathematisation theory. Mathematisation is an activity which endow the reality with order, through organizing phenomena. According to mathematisation theory, the departure of children's learning of mathematics is not ready-made formal mathematics, but reality which contains mathematical germination. In the first place, children mathematise reality through informal method, secondly this resulting reality is mathematised by new tool. Through survey, it turns out that area unit of Korea's seventh elementary mathematics textbook is not correspond to mathematisation theory. In that textbook, the area formular is hastily presented without sufficient real context, and the relational understanding of area concept is overwhelmed by the practice of the area formular. In this thesis, first of all, I will reconstruct area unit of seventh elementary textbook according to Freudenthal's mathematisation theory. Next, I will perform teaching experiment which is ruled by new lesson design. Lastly, I analysed the effects of teaching experiment. Through this study, I obtained the following results and suggestions. First, the mathematisation was effective on the understanding of area concept. Secondly, in both experimental and comparative class, rich-insight children more successfully achieved than poor-insight ones in the task which asked testee comparison of area from a view of number of unit square. This result show the importance of insight in mathematics education. Thirdly, in the task which asked testee computing area of figures given on lattice, experimental class handled more diverse informal strategy than comparative class. Fourthly, both experimental and comparative class showed low achievement in the task which asked testee computing area of figures by the use of Cavalieri's principle. Fifthly, Experiment class successfully achieved in the area computing task which resulting value was fraction or decimal fraction. Presently, Korea's seventh elementary mathematics textbook is excluding the area computing task which resulting value is fraction or decimal fraction. By the aid of this research, I suggest that we might progressively consider the introduction that case. Sixthly, both experimental and comparative class easily understood the relation between area and perimeter of plane figures. This result show that area and perimeter concept are integratively lessoned.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.