• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.117-135
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• 2010

This study examined the nature and directions of dietary life education (DLE) in school education. The major interest and contexts of this study is to reveal the functions and communication ways of DLE in the children and youths' educational systems including: a. meaning of eating in human life, meaning of DLE, and meaning and responsibilities of school education, b. re-defining school DLE in terms of social changes and learners' developmental characteristics and comparing with FSE parts in the existing curricular such as the Practical Arts Education and Home Economics Education, c. what should be taught in DLE with orientation, structures, elements, educational philosophy and backgrounds, and instructional techniques of DLE, and d. effective strategic plans for DLE by suggesting the New DLE's paradigms and educational aims, programs in the curriculum, reinforcement of teacher education for the elementary school teachers and home economic educational teachers, school facilities expansions, diverse program, materials and networking development.

• The Mathematical Education
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• v.49 no.2
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• pp.125-148
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• 2010

This study was to find the perception of mathematical & scientific learning of North Korean students who lived in Korea. To understand their perception, three groups as the focus group for clinical interview, consisting of North Korean students, their teaches and their parents, were investigated through narrative description of qualitative method, North Korean students experienced the gap between what they had learned and what they learned in Korea, due to visiting the 3rd country before they came to Korea. So they were in need of well developed instructional instruments based on a precise diagnosis of language ability to help them get over their difficulties. Second, they have difficulties in math & science classes due to differences between curricular and to the differences between the ways of expression of terminologies used in two countries. They expressed that the group work in learning and a great deal of number of problems could be helpful for their needs. Third, the community-service center should be operated in a systematic way to compensate their lack of getting a private education. Fourth, they thought that the supplemental materials should provide some sources that might help them to get over the language barrier and difficulties from the differences, because they depended on them.

• Cartoon and Animation Studies
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• s.49
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• pp.425-464
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• 2017

The Knowledge of the Channel (e) is often used as educational materials; it delivers very short but compelling message of strong or interesting timeliness. However, as the media environment changes, expectations and demands for The Knowledge The Knowledge of the Channel (e) is used in school education and what should be improved upon to increase utilization of educational resources. We surveyed 361 elementary, middle and high school teachers and analyzed the frequency of using, approach and learning activities of The Knowledge of the Channel (e) in school education. We also analyzed difficulties in using it in the school and what improvements should be made. Result show that the frequency of using The Knowledge of the Channel (e) in school is highest in elementary schools, followed by middle school, and then high school. Teachers strongly consider curricular relevance when selecting broadcasting contents for education, and among programs of EBS(Educational Broadcasting System), most frequently use The Knowledge of the Channel (e). The The Knowledge of the Channel (e) is mainly used as an incentive for increasing motivation. When examined by elementary school curriculum, this material is highly utilized in subjects with content such as society, morality, and science, or with approaches that require various perspectives. However, it is difficult for teachers to find materials directly related to their classes, and since other media content similar to The Knowledge of the Channel (e) is abundant, the utilization of The Knowledge of the Channel (e) is decreasing. To improve this, The Knowledge of the Channel (e) needs to improve its platform and transformed the type of The Knowledge of the Channel (e) content being provided on social media.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.422-431
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• 2002

Because of the gap between the cognitive levels of the students and the curricular materials for the students to understand, the secondary school students feel science difficult and they get to avoid science as they go up to the higher grade. So it is absolutely needed to take the active measures to improve the cognitive development of the students through some special programs stimulating their cognitive process. This study investigated the effects of thinking science activity program devised for cognitive acceleration of the students. After implementing thinking science program to 181 7th grade students, the effectiveness of this program was examined through the analysis of covariance of both experimental and control groups. The result of the study showed that the cognitive level of the students in experiment group dealt with thinking science program was more accelerated than that of the students in control group who were just taught regular science curriculum. Especially, the effect was clear to the students in stages 1 and 2B. It was also found that the percentage of the students who promoted from concrete operational stage to formal operational stage was higher in experimental group than in control group. The results of the study implied that cognitive acceleration of the students might be possible through the specially designed materials such as thinking science program.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.149-171
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• 2007

This study is aimed at development of pedagogical content knowledge on fraction in the elementary school mathematics. Elementary students regard fraction as the difficult topic in school mathematics. Furthermore, fraction is the fundamentally important concept in studying mathematics. So it is important to develop the pedagogical content knowledge on fraction. The reason of attention to the pedagogical content knowledge is that improving the quality of teaching is the central focus of a high quality mathematics education. Shulman suggested that various knowledges are required for teacher to improve their classes. Of course, pedagogical content knowledge is the most valuable in teaching mathematics. Pedagogical content knowledge is related to the promotion of students' understanding about the learning. Pedagogical content knowledges are categorized by five factors in this study. These are understanding about curriculum, understanding about students and students' knowledge, understanding about teachers and teachers' knowledge, understanding about the methods, contents, and management of class, and understanding about methods of assessments. I develop the pedagogical content knowledge on fraction according to the these categories. I concentrate on the two types of pedagogical content knowledges in developing. That is, I present knowledges which teachers have to know for teaching fraction effectively and materials which teachers can use during the teaching fraction. Pedagogical content knowledges guarantee teachers as the professionalists. Teachers should not teach only content knowledges but teach various knowledges including the meta-knowledges which have relation to fraction.

• Journal of Korean society of Dental Hygiene
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• v.9 no.2
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• pp.207-220
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• 2009

This study researched into literature materials in order to utilize basic data on job importance in dental coordinator, and analyzed questionnaire on job importance in dental coordinator for about 2 months from August and September in 2008 targeting dental hygienists and other manpower for dental hospitals & clinics where are located in D region and neighboring region. The following are the results: 1. Dental hospital & clinics where dental coordinators work were surveyed to be totally 66.9%. Dental coordinators were indicated to be 71.1% as for dental hospital$^{\circ}{\S}$clinic(women), and to be 28.4% as for a case with none. There was significant difference according to final academic degree and working place(P<.001). 2. License holders(women) for dental hygienist as dental coordinator accounted for 39.8%. The opposite case accounted for 60.2%. A case of doing duty of dental coordinator given not dental hygienist was indicated to be high. There was significant difference according to working place(p<.01). 3. The task importance on job that a dental coordinator directly performs was indicated to be averagely 3.24, thereby having been recognized to be important. 4. As for the recognition on job importance according to working-year number, it was indicated to have higher recognition on task importance in the more working-year number regarding customer management(p<.01), organization management(p<.05), and self-management(p<.01). 5. Given seeing difference in recognition on task importance according to medical institution, it was indicated to be 3.34 for dental clinic and 3.25 for dental hospital. Thus, the task importance was indicated to be slightly high in a person who works for dental clinic. There was no significant difference. In light of the above results, in order to educate dental coordinator who can successfully perform a role at dental hospital & clinic, a dental hygienist is required who is equipped with dental-clinic career rather than a person without a major. A professionally educational program for dental coordinator needs to be developed. Even in a dental coordinator's task, there is necessity for the curricular development and the specialized education.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.113-139
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• 2008

The purpose of this study is to analyze the operating case of admission officer system of colleges and universities in USA, and to deduce its implications to Korean colleges and universities. In order to accomplish the purpose of this study, following methodologies were adopted: review on the related literatures, statistical data, and previous studies concerning admission officers of colleges and universities in USA, and in-depth interview with them. Historical and cultural background of university admission system of USA was analyzed. Case study on USA colleges and universities was divided with four parts such as determining factors of admission and admission methods, organization for admission affairs and its number of persons, work of admission officer and admission process, and cost of admission and salary. Implications to Korean colleges and universities were presented with three points such as overall implication, implication on materials for admission process, and implication on managing system of admission. Based on the analysis, discussion and implications, the conclusion and further suggestion of this study are as follows: First, actual authority of admission should be grant to admission officer. Second, not only non-curricular factors but also scholastic factors should be emphasized in role of admission officer. Third, education and training about work of admission officer and unification of criteria for admission should be held. Fourth, admission officers with various occupation background are needed. Fifth, work of admission officers should be extended to various work concerning university entrance. Sixth, cross-checking on marks of over two admission officers is needed. Seventh, in order to stabilize admission process, status of admission officer should be stabilized. Eighth, part-time admission officers are need to employ in season of admission. Ninth, authority of weighting high schools should be grant to admission officers in long term perspective.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.77-93
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• 2006

As our current society is increasingly demanding a Home Economics Education curriculum that projects the recent changes around us, in this study we hope to present which fundamental materials would be needed in Home Economics Education to satisfy the needs of learners in schools and to Provide actual practice and information crucial to live in the future society. A reform of the present Home Economics regime is needed, and as a result of critical analysis on the subject we found that it did not portray the plurality of family relations and cultures owing to the sudden changes in society, nor did it present an active curriculum that could be applied to the changes in social environments. This was partly because of the matter of establishing a proper academic identity of Home Economics Education, the matter of specializing curriculums and general methods of applying them, the academic conservatism in the field of Home Economics, and ineffectiveness of teacher reeducation as well as a lack of leadership on the part of administrative departments. The objective and content structure of Home Economics Education should be reformed to adjust to the current society by taking an approach focused on family and the consumer. In the family part, curriculums should include the formations of various family structures and home cultures to portray a more open concept of family, which should promote gender equality in matters of child upbringing and housework. From a humanitive perspective, Home Education should he dealing with the mediation and decision-making of individuals caught between social advancement and household functions. their communication skills in choosing and deciding, and furthermore their participation in their living communities which may present more material basis of critical scientific philosophies to be discussed in class. Additional themes such as sustainable consumption for earth environment and resource preservation and ways of application to rebuild our diminishing society must also be included in the education curriculum. We should look to find a more integrated approach to Home Economics Education rather than the present field based and specialized regime.