• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.65-77
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• 2018

The purpose of this study is to investigate how to strengthen the formation of relationship competence through the lesson in the housing of the 2015 revised Technology Home Economics curriculum. In order to achieve this goal, we analyzed curriculum documents, achievement standards of curriculum, achievement standards of assessment, and assessment standards of the 2015 revised Technology Home Economics curriculum. Then, we analyzed whether or not the curriculum could be truly reflected in the school site by comparing and analyzing verbs of the assessment standards and curriculum content system. In addition, we suggested the plan to ensure that 2015 revised curriculum can be implemented well by proposing a method of teaching-learning and assessment standards to cultivate the formation of relationship competence among the housing lessons. The results of the study are as follows. First, the 2015 revised Technology Home Economics curriculum are categorized into three subject competences according to the content, but eventually show the content is not mutually exclusive with the three subject competences. It can be said to demonstrate the characteristics of human ability development, that is, one learning can't be related only to one competency. Second, it is difficult to reflect the assessing subject competencies system in school education, where evaluation is carried out based on the assessment standards. This is because the skills of the 2015 revised curriculum documents are partially reflected in the assessment standards. Therefore, this study shows that teachers need to cultivate various subject competencies. In order to overcome the fundamental limitations of the competency-centered curriculum, it is necessary to retrain the teachers as well as to improve teaching and learning methods for operating the curriculum.

• International Journal of Computer Science & Network Security
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• v.21 no.5
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• pp.69-72
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• 2021

The article discusses the features of the use of distance technologies to intensify the learning process of students. The advantages and disadvantages of distance learning are shown. The role and functions of the teacher in distance learning have been adjusted. Information and methodological support for distance learning of students is proposed. Analyzed pedagogical, psychological, methodological and philosophical literature, educational standards, charters of higher educational institutions and other documents. Studied foreign experience in conducting classes using information technology.

• Proceedings of the KIEE Conference
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• 2004.07d
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• pp.2465-2467
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• 2004

In this paper we present the guideline to evaluate the easiness of using personal robots and their learning abilities based on the analysis of their built-in commands, user interfaces, and intelligences. Recently, we are breathing with robots that can be able to do lots of roles. cleaning, security, pets and education in real life. They can be classified as home robots, guide robots, service robots, robot pets, and so on. There are, however, no standards to evaluate their ability, so it is not easy to select an appropriate robot when a user wants to buy it. Thus, we present, as a guideline that can be a standard for the evaluation of the personal robots, the standards by means of analyzing existing personal robots and results of the recent research works. We will, also, describe how to apply the evaluation method th the personal robot.

• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.203-223
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• 2009

The standards for school library in America affected school library policy in US as well as worlds. The America standards for school library established by NEA for the first time in 1920. After the first standard established, America standards revised about 10 times to accommodate educational and technological changes. The Americas new school library standards 'empowering learners: guidelines for school library media programs' established by AASL in 2009. The guidelines are relevant to the 'standards for the 21st-century learner', 'standards for the 21st-century learner in action'. The guidelines expected to affect US as well as school library policy of worlds. Thus, this study aimed to analyze the 'standards for the 21st-century learner' and 'standards for the 21st-century learner in action'. The standard for 21st-century learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school. The standards for the 21st-century learner in action offer how are AASL's new learning standards, the standards for the 21st-century learner, incorporated into the school library.

• Journal of Information Technology Applications and Management
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• v.31 no.3
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• pp.149-163
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• 2024

As conversational AI systems such as ChatGPT have become more advanced, researchers are exploring ways to use them in education. However, we need effective ways to evaluate these systems before allowing them to help teach students. This study proposes a detailed framework for testing conversational AI across three important criteria as follow. First, specialized benchmarks that measure skills include giving clear explanations, adapting to context during long dialogues, and maintaining a consistent teaching personality. Second, adaptive standards check whether the systems meet the ethical requirements of privacy, fairness, and transparency. These standards are regularly updated to match societal expectations. Lastly, evaluations were conducted from three perspectives: technical accuracy on test datasets, performance during simulations with groups of virtual students, and feedback from real students and teachers using the system. This framework provides a robust methodology for identifying strengths and weaknesses of conversational AI before its deployment in schools. It emphasizes assessments tailored to the critical qualities of dialogic intelligence, user-centric metrics capturing real-world impact, and ethical alignment through participatory design. Responsible innovation by AI assistants requires evidence that they can enhance accessible, engaging, and personalized education without disrupting teaching effectiveness or student agency.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.504-513
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• 2011

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.163-175
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• 2020

The purpose of this study is to propose a method for analyzing suitable achievement standards for the nature of science curriculum. This can be done by introducing various analysis methods, as well as using practical examples to analyze the achievement standards that are the starting point for teaching and learning in the 2015 revised curriculum. In this paper, three methods are shown: ① the method suggested by the Gyeonggido Office of Education, ② the method using understanding verbs of backward design, ③ the method using Bloom's revised taxonomy. In addition, we propose a method to analyze the achievement standards of science curriculum utilizing the characteristics of science curriculum. This method takes advantage of the above three analysis methods. After separating the content and performance verbs, subdividing the performance verbs into the performance verbs of six aspects of understanding and restatement of the achievement standards, the restatement of achievement standards enabled the analysis of in-depth achievement standards by linking to a process-focused assessment plan considering the level of thinking by utilizing the two-dimensional framework of Bloom's revised taxonomy. Through this study, I hope that elementary school teachers will develop meaningful teaching and learning methods that utilize the essence of the subject through in-depth analysis of the achievement standards of science as a subject.

• International Journal of Computer Science & Network Security
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• v.24 no.1
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• pp.187-195
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• 2024

This is an extended paper explaining the role of E-learning and quality development in the current situation. Amid Covid:19, E-Learning has achieved a new miles stone in imparting education and all levels of institutions have transformed their learning platform from face to face to virtual learning. In this scenario E-Learning is facing two major challenges, first to ensure the ability of computer systems or software to exchange and make use of information on virtual platform (interoperability) and secondly, developing quality learning through e-Learning. To impart learning and teaching (L&T) through E-learning, Middle East University (MEU) has adopted Learning Management Services (LMS) through Blackboard. The university has three types of L&T methods; full online, Blended and Supportive. This research studies the concept, scope and dimensions of interoperability (InT) of E-Learning in MEU then the connection and interdependence between with quality development. In this paper we have described the support and the importance of finest standards and specifications for the objectives of InT of E-Learning and quality development in MEU. The research is based principally on secondary data observed from MEU E-Learning deanship. Also sample of 20 E-Learning experts at MEU were given closed ended as well as semi closed questionnaires for evaluating the assurance of InT of E-Learning and quality development. These experts are mainly certified online facilitators and admin staff. Results provide the verification of application and presence of InT of E-Learning and assured the quality development process in MEU.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.61-72
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• 2017

The purpose of this study was to analyze elementary school teachers' implementation for the emphasis on the revision, major contents, teaching and learning method, and evaluation in the 2009 revised national science curriculum. To fulfill the purpose of this study we carried out a survey with 222 elementary school teachers. Main findings of this research were as follows: First, they highly agreed to the increase in class hours and the application of subject classroom, but they had a lower recognition for setting the subject groups. Second, the degree of necessity in discussion and STS was relatively high, but the degree of implementation in science writing, discussion and STEAM was low. Third, in teaching and learning method, they showed a high performance for mutual cooperation, student-led activities and communication, but, a low implementation for open inquiry and instruction considering individual differences. Fourth, in the evaluation of science learning, they showed a high implementation for evaluation based on achievement standards and one based on the understanding and application of basic concepts, but, a low implementation for the development of common evaluation tools. Fifth, it seemed that their recognition for amount, level and interest of science contents and inquiry activities was appropriate and positive.

• The Korean Journal of Emergency Medical Services
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• v.20 no.2
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• pp.99-111
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• 2016

Purpose: The purpose of this study is to investigate the effects of flipped learning on self-directed learning and academic achievement in national competence standards (NCS) based physical assistant skills in the emergency medical technology(EMT) students. Methods: One-group pretest-post test design was used. Flipped learning was carried out for 2 hours per week for 16 weeks. A self-reported questionnaire was completed by 56 EMT students from March 3 to June 16, 2016. Data were analyzed by paired t-test and Pearson correlation coefficient using SPSS 18.0 program. Results: After completion of flipped learning, significant improvement was found in self-directed learning(t = 6.04, p < .001), academic achievement($3.25{\pm}.79$) and academic achievement((t = 6.41, p < .001). There was a significant positive correlation among self-directed learning and academic achievement. Conclusion: Flipped learning is useful teaching and learning method to the EMT students.