• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.45-64
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• 2009

The purpose of this study was to develope issue-centered teaching learning process plan for environment-friendly housing education and to apply it to the housing section of Technology Home Economics in a middle school. PRO-CON cooperative group model was used for the teaching learning process plans of 2-session lessons according to the ADDIE model. In the development stage, 7 activity materials and 20 teaching learning materials (4 reading texts, 12 pictures and photos, & 5 moving pictures) were developed for 2-session lessons. The plans applied to the 7 classes, 222 students, in the third grade of the G middle school in Gyeonggi-do during July 10th-17th, 2008. The results showed that the final pro-con was influenced by the rationals of juries' pro-con of each team and the representative's discussion besides one's environmental perspective. The intention to implement environment-friendly housing activities was significantly increased between before and after the lessons. The contents, methods, goals, and process of the 2-session lessons were evaluated over medium to somewhat higher levels. Those evaluations except methods and general satisfaction with the lessons were differed by sex, students' and their families' interests in environments but not by the type of housing. These results might support that pro-con cooperative group model of controversial issues on parking lot would be appropriate to environment-friendly housing lessons and could apply to broad issues on housing and various schools in other areas.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.416-429
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• 2018

In social constructivist teaching, knowledge construction is achieved through learners' collective social interaction. Vygotsky argued that this process is mediated with language use, and the development of higher order thinking is realized through the transition from inter-personal psychological functions to intra-personal psychological functions. In so doing scientific concepts are internalized to learners. This study examined the third grade elementary students' inter/intra-personal psychological functions and their internalization processes during social constructivist teaching plan about strata and fossils. The lessons were designed along with Wells' dialogic inquiry and Leach and Scott's social constructivist teaching-learning sequences. Results showed that a teacher's utterances of talking with questioning to switch attention, creating cognitive disequilibrium, and expanding the width of students' opinions could make effective inter-personal psychological function. In addition, a learner's inner speech expressed into social discourse through talking about personal experiences, comparing epistemic idea with visual representation, or applying to different situation showed his/her intra-personal psychological function. Some cases of learners' internalization through language use could be at the stage of knowledge building and understanding of the spiral of knowing, but not all. Thus it is argued that a teacher's deeper insight into Vygotskian social constructivist teaching can make elementary science classroom teaching more effective in their inter/intra-psychological functions.

• Journal of Korean Home Economics Education Association
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• v.28 no.3
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• pp.1-16
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• 2016

The purpose of this study was to develop and evaluate the teaching-learning process plan of senior cohousing to improve understanding of active and independent living in later life through Home Economics subject. The plan consisting of 5 lessons has been developed and implemented according to the ADDIE model. Various activity materials (28 individual activity sheets, 2 working sheets, and 26 teacher's reading texts) and visual materials (4 sets of pictures & photos and 10 moving pictures) as well as questionnaire were developed for the 5-session lessons. The plans were implemented to 6 classes 150 freshmen of P high school in Jeju-do during August 17th to 3rd of September, 2015. Students were highly satisfied regardless of gender with the whole 5-lessons in the aspects such as the level of participation in the lesson, understanding of the contents, adequacy of materials and activities, and usage in their future life. Students also reported that they highly accomplished the goal of each lesson to reinforce the understanding on necessity of preparing later life, senior cohousing, and senior friendly business. It can be concluded that the teaching learning process plan for senior cohousing would improve understanding and practical competency of active and independent living in later life with senior neighbors through the home economics subject.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.15-33
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• 2017

The purpose of this study was to develop and evaluate a practical problem-based teaching learning process plan for safety in residential environment to raise safety awareness of middle school students. The plan consisting of 4 lessons has been developed and implemented according to the ADDIE model. Various activity materials (26 student's activity sheets and 8 reading texts, and 8 teacher's reading texts) and visual materials (4 sets of pictures & photos and 8 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented by the researcher to 4 classes 121 freshmen of M boy's middle school in Kyeongbuk during December 21st to 29th, 2015. Students were highly enjoyed and satisfied with the whole 4-lessons in the aspects such as the level of participation in the lesson, understanding of the contents, adequacy of materials and activities, and usefulness in own's daily life. Students also reported that they were highly aware to practice the contents learned from the lessons in daily family life at home with one's family and recommended to teach the lessons to other schools, too. It can be concluded that the teaching learning process plan for safety in residential environment would raise safety awareness of middle school students through the Home Economics subject.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.465-489
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• 2015

The purpose of this study is to suggest implications for the development and revision of future teaching materials for mathematically gifted students by using network text analysis of secondary mathematics materials. Subjects of the analysis were learning goals of 110 teaching materials in a gifted education center in science attached to a university from 2002 to 2014. In analysing the frequency of the texts that appeared in the learning goals, key words were selected. A co-occurrence matrix of the key words was established, and a basic information of network, centrality, centralization, component, and k-core were deducted. For the analysis, KrKwic, KrTitle, and NetMiner4.0 programs were used, respectively. The results of this study were as follows. First, there was a pivot of the network formed with core hubs including 'diversity', 'understanding' 'concept' 'method', 'application', 'connection' 'problem solving', 'basic', 'real life', and 'thinking ability' in the whole network from 2002 to 2014. In addition, knowledge aspects were well reflected in teaching materials based on the centralization analysis. Second, network text analysis based on the three periods of the Mater Plan for the promotion of gifted education was conducted. As a result, a network was built up with 'understanding', and there were strong ties among 'question', 'answer', and 'problem solving' regardless of the periods. On the contrary, the centrality analysis showed that 'communication', 'discovery', and 'proof' only appeared in the first, second, and third period of Master Plan, respectively. Therefore, the results of this study suggest that affective aspects and activities with high cognitive process should be accompanied, and learning goals' mannerism and ahistoricism be prevented in developing and revising teaching materials.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.1
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• pp.153-172
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• 2023

We look into the theory of experiential learning, which allows learners to design and organize their own lives, as well as to develop the necessary competencies for students who will be living in intelligent information society. We also investigate the teaching and learning methods, as well as the educational contents of artificial intelligence education, and develop an approach to artificial intelligence education that will develop learners' capabilities. As a result, we have investigated the pedagogical needs for artificial intelligence education in elementary and secondary schools, critically reviewed the discussions on experiential learning-based education for artificial intelligence education in elementary and secondary schools, and proposed a plan. Experiential learning achieves comprehension and knowledge acquisition naturally, as well as subject connection and integration. When preparing for artificial intelligence education, practical methods and procedures for developing capabilities in artificial intelligence education, focusing on in-depth learning, inter-subject linkage and integration, life-related learning, and reflection on the learning process, should be considered unavoidable.

• Journal of Digital Convergence
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• v.9 no.3
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• pp.249-260
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• 2011

This study aimed to develop a problem-based learning model for mind study based on the insight into a general problem-based learning and contemplation of mind study. Focusing on the main stages commonly regarded important in precedent studies on problem-based learning process, the procedures were designed as follows: 1) choosing a text 2) setting a goal for learning 3) developing a problem 4) preparing a set of learning materials 5) developing an assessment tool 6) designing a plan for teaching and learning. The content and range of the stages were presented and how the main activities should be conducted was also discussed in a main body. These procedures were specified through examples of problem-based learning on the subject of 'mind'. It also suggested how to play a role of teacher as a guide or coach with presenting various examples of teacher talk and specific activities for learners to keep the intention of primary problem-based learning by performing a set of procedures.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.41-68
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• 2020

The purpose of this study is to analyze the cognition of per-service teachers, who experienced a teacher education process for developing their discursive competency, about relations between class plan and class practice as well as discursive competency required in class process. For this purpose, 15 pre-service teachers participated in the course of mathematics teaching theory for developing discursive competency and their final projects including the process of analysing their own teaching discourse after actually teaching middle or high school students were collected as data and analyzed. Results show that they realized that there were differences between class plan and class practice after having experienced unexpected teaching and learning situations, recognized the importance of discursive competency learned from the course, and reflected on their discursive competency in conjunction with their classes. These results imply that the course contributed to pre-service teachers' cognitions of the existential possibility of discursive competency. which helps to develop a teaching method combining teachers' knowledge and practice, the importance of discursive competency, and the need for developing it. The course also provided practical ideas about a teacher education program to develop prospective teachers' discursive competency

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.67-90
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• 2018

The purpose of this study was to develop and apply the practical problem-based teaching·learning process plan for 'interacting with neighbors' of home economics subject. The plan consisting of 3 lessons has been developed and implemented according to the ADDIE model. Various activity materials (7 student's activity sheets, 3 reading texts, 1 homework sheet, 3 sets of ppt, 6 videos, and 3 teacher's reading texts) as well as questionnaire were developed for the 3-session lessons. The plans were implemented by the researcher to 204 freshmen, 8 classes, of C middle school in Seoul during september, 2017. The result, of students' lower level of actual participation in interacting with neighbors comparing to their interests in, supported the need of this study. Students were satisfied with the whole 3-lessons in the aspects such as beneficial usage of the contents in their daily life and in building the sense of community, as well as adequacy of materials and activities. Students also reported that they would highly aware to the importance of interacting with neighbors and to practice the contents learned from the lessons in daily life at community. They had an opportunity to reflect one's own attitude to neighbors and recommended to teach it to other schools, too. It can be concluded that the teaching·learning process plan for 'interacting with neighbors' would raise students' housing values living together and attain the overall objective and achievement standards of 2015 home economics middle school curriculum.