• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.192-212
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• 2022

The purpose of this study is to analyze scientific attitude and its components in the general remarks and in the particulars of one government-designated and seven authorized elementary school science teacher's guides for the 3rd~4th grades which were developed according to the 2015 national science curriculum, and to derive implications for future development of teacher's guide. The results of the study are as follows: First, in their general remarks, five of eight teacher's guides (62.5%) give a very brief explanation on the components of scientific attitude, and the remaining three teacher's guides give a relatively detailed explanation on the components but they lack practical information on teaching and assessing of the components; Second, in the case of unit objective in the four units of the area of 'Earth and Universe', five of eight teacher's guides (62.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity', 'critical mindedness', or 'respect for evidence', and one of the remaining three teacher's guides contains only the component of 'curiosity', another guide doesn't have any component, and the other guide doesn't have unit objective itself; Third, in the case of unit assessment, only one of eight teacher's guide (12.5%) has independent unit assessment, includes several components of scientific attitude in the unit assessment, and is broadly consistent between the components of scientific attitude in unit objective and in unit assessment; Fourth, in case of lesson objective, three teacher's guide (37.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity' and 'critical mindedness', and the remaining five teacher's guide (62.5%) include only 'curiosity'; Fifth, in the case of lesson assessment, among eight teacher's guides, five (62.5%) evaluate 3~4 components of scientific attitudes, two (25.0%) evaluate only 'curiosity' and 'cooperation', and one (12.5%) does not evaluate anything.

• Industry Promotion Research
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• v.7 no.3
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• pp.27-42
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• 2022

Local education autonomy aims to improve the quality of life of local residents and to realize education considering local characteristics. For this purpose, it is necessary to strengthen the competency of local education administrative officials. This study intends to derive the competency of level 6 public officials who should play a central role in local education administrative officials, and to devise the subjects cluster and subjects of the long-term education program. The purpose of this study is to prepare a basic plan so that the education program for level 6 educational administrative officials can be developed in the future. For this study, an expert panel was composed of 20 people including education administrative officials and education program development experts. In addition, the Delphi survey was conducted three times to obtain opinions on the competency of level 6 educational administrative officials and the subjects cluster and subjects of the long-term education program. For the competency of level 6 educational administrative officials, the validity of the survey data was evaluated in the Delphi 1st survey and the validity of the revised data in the 2nd Delphi survey was conducted. And for the subjects cluster and subjects of the long-term education program for level 6 educational administrative officials, the validity of basic data was evaluated in the Delphi 2nd survey and the validity of the revised data in the 3rd Delphi survey was conducted. As a result, the competencies of level 6 educational administrative officials were extracted into nine competencies including coordination and integration competencies. And the long-term education program for level 6 educational administrative officials was developed with 13 subjects cluster and 43 subjects. And the relationship model between the competency of level 6 educational administrative officials and the subjects cluster and subjects of the long-term education program was derived. Based on the results of this study, it was proposed to operate a flexible curriculum for a long-term education program. In addition, the necessity of establishing a system that can reflect the educational training results in the actual educational field was suggested.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.19-41
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• 2022

This study aims to confirm the effect of the 'Meal and Cooking for Single-Person Households' education program on improving the dietary management competency of high school students. In order to achieve this research purpose, 'Meal and Cooking for Single-Person Households' education program was developed, implemented, and evaluated based on the ADDIE instructional design model. The results of this study are as follows. First, an analysis was conducted on literature and prior research related to the dietary life of single-person households and dietary education programs of the home economics subject. Based on this, the theoretical background for the 'Meal and Cooking for Single-Person Households' education program was established. Then, teaching-learning process plan and student workbooks for a total of 16 unit classes were developed. The expert validity of the program was verified by 6 experts who are current high school home economics teachers and have experience in conducting research related to dietary education programs. As a result, the average of all items was 4.89 (out of 5 points) and the CVI was 0.98, securing very excellent content validity. Second, the researcher directly implemented 'Meal and Cooking for Single-Person Households' education program for 100 students in Y high school located in Sejong city. Considering the school's situation, the 16th session of teaching-learning process plan was shortened to 6th sessions while all the core topics. A survey was conducted on students who participated in the program and the pre- and post- results were analyzed. As a result of the survey analysis, the 'Meal and Cooking for Single-Person Households' education program had a positive effect on improving the dietary management competency of high school students. This study is meaningful in that it has implications for the development of a new subject in home economics in preparation for the high school credit system and improving dietary management competency in accordance with social changes in the era of single-person households, and the 'Meal and Cooking for Single-Person Households' education program developed in this study can be used as a mini-subject in the 2022 revised curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.210-223
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• 2023

This study developed elementary and middle school career education programs linked to science subjects and local natural resources, and explored learning effects and implications for developing and operating career programs. In order to achieve the research purpose, a 10-hour career education program using local natural and social resources was developed and applied to 25 elementary and middle school students in rural areas. As a result of the study, most of the elementary and middle school students who participated in this study were not well aware of the natural and social resource value of the area where they lived. Therefore, when developing and operating a regional-based career education program for elementary and middle school students in rural areas, it is necessary to operate a separate teaching/learning activity time so that students can fully know the natural and social information and resource values of the region. In addition, in order to enhance students' participation and interest in career education programs, it is necessary to organize the operation of the program in groups, not individuals, and to guide students in detail by dividing the program's performance process into several sub-steps. Finally, the core material of regional-linked career education-related programs focused more on their own content, that is, agricultural products grown by parents, and future job settings were higher in start-ups that directly operate companies such as travel agencies and manufacturing companies. Given the recent emphasis on career education in the curriculum, it is suggested that local students should pay more attention to finding materials with local resource value in the field of geoscience, which is closely related to natural resources, and developing and operating them as career education programs linked to local resources.

• (The) Research of the performance art and culture
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• no.43
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• pp.121-143
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• 2021

The Aim of the this paper is to figure out impetus of the Naeseo Traditional Folk art Conservation Association. This Preservation Society derived from Hogaeri farmers' band. Through aging and hollowing out Hogaeri farmers' band got into a period of stagnation. In order to overcome slump villager and people of a township organized a conservation society in 1994. Members restored and directed folk song which from age to age for performance. are designated as cultural asset in 2017. Sutguldeong song is only song in inland area. This song are worthy of notice in . which is consist of various agricultural work songs experienced two changes. Rice-planting songs are characteristic. Especially, Executive playing a central role harden foundation of the Preservation Society. The mainspring of activity is the sense of responsibility. Preservation Society laying emphasis on recruiting new members. Preservation Society is planning to develop curriculum for Jurisdiction elementary and middle school students. This Preservation Society is made up of First generation members and Second generation members. First generation members who are born and bred in Hogaeri have been good friends both in joy and in sorrow Early days of Preservation Society. So, They has a strong family bond. In order to induce membership Members are practicing Nongak, popular folk songs, dancing program. Second generation members are not conversant with a folk song. Nonetheless They have a strong mind on a member line.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.427-434
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• 2022

This study aims to develop design elements for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities, which is a key area in the practical support system for independent life support for individuals with developmental disabilities. As for the research method, a procedure for conducting FGI by forming two teams for professors majoring in special education and rehabilitation science was formed. The research was presented in three upper categories (universal cultural convergence elements, field-centered cultural convergence elements, and policy-centered cultural convergence elements) that should be designed for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. In addition, subcategories were specifically composed for each upper category. First, as a universal cultural element, "open creative convergence" was presented in principle, which can be explained as a principle of exploring and practicing the validity of convergence between related fields for rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. Second, field-centered cultural factors included development of joint practice model between fields of rehabilitation science and special education, subject matter education knowledge and skills, teaching and learning methods, learning career roadmaps, employment and job career development roadmaps, and the formation of an independent life development history certification system. Third, as policy-centered cultural elements, the formation of a curriculum integration composition system between local related institutions, the establishment of a qualification development path for coordinator-professional teacher-type personnel, and the organizational systematization between school-center types were presented. The study concluded that independent life support for individuals with developmental disabilities should not only be guaranteed for the entire life of adulthood, but also a lifelong education for individuals with disabilities based rehabilitation support system for individuals with developmental disabilities should be established through cultural convergence.

• Journal of Christian Education in Korea
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• v.74
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• pp.107-134
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• 2023

The purpose of this study is to provide a foundation for establishing the correct direction of education that utilizes artificial intelligence, a key technology of the Fourth Industrial Revolution, in the context of Christian education. To achieve this, theoretical and literature research was conducted. First, the research analyzed the historical development of artificial intelligence to understand its characteristics. Second, the research analyzed the use of artificial intelligence in convergence education from an educational perspective and examined the current policy direction in South Korea. Through this analysis, the research examined the direction of Christian education in the era of artificial intelligence. In particular, the research critically examined the perspectives of continuity and change in the context of Christian education in the era of artificial intelligence. The research reflected upon the fundamental educational purposes of Christian education that should remain unchanged despite the changing times. Furthermore, the research deliberated on the educational curriculum and teaching methods that should adapt to the changing dynamics of the era. In conclusion, this research emphasizes that even in the era of artificial intelligence, the fundamental objectives of Christian education should not be compromised. The utilization of artificial intelligence in education should serve as a tool that fulfills the mission permitted by God. Therefore, Christian education should remain centered around God, rooted in the principles of the Bible. Moreover, Christian education should aim to foster creative and convergent Christian nurturing. To achieve this, it is crucial to provide learners with an educational environment that actively utilizes AI-based hybrid learning environments and metaverse educational platforms, combining online and offline learning spaces. Moreover, to enhance learners' engagement and effectiveness in education, it is essential to actively utilize AI-based edutech that reflects the aforementioned educational environments. Lastly, in order to cultivate Christian learners with dynamic knowledge, it is crucial to employ a variety of teaching and learning methods grounded in constructivist theories, which emphasize active learner participation, collaboration, inquiry, and reflection. These approaches seek to align knowledge with life experiences, promoting a holistic convergence of faith and learning.

• Journal of Christian Education in Korea
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• v.74
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• pp.227-253
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• 2023

Purpose of the Study: This paper focuses on a significant historical event, namely the Bremen teachers' movement of 1905, which aimed to abolish religious classes in public schools. By examining an incident in the German history of religious education that remains unfamiliar to the Korean Christian Association, I aim to explore the interconnected diachronic and synchronic influences involved in this particular event. Contents and Method: The religious controversy sparked by the Bremen Teacher's movement of 1905 marked the first official call for reform towards neutral religious education in schools. Several factors contributed to this debate, including the rise of civil society in the 19th century, advancements in science and scholarship, the emergence of social democracy, and the conflict between the Lutheran and Reformed Churches. This paper delves into the historical context of the controversy and analyzes its impact on the develop of religious education in Germany. As reflected in the Bremen Document, the official outcome of the Bremen Teacher's Movement, educators argued for the separation of religion and education, emphasizing that religion is a deeply personal matter. The document called for the adoption of value-neutral moral education in public schools, achieved through objective Bible-History classes. This paper explores the impact of the Bremen School Dispute of 1905 on the development of religious education in Germany. Specifically, the provisions of the Bremen State Constitution of 1948 and the German Basic Law of 1949 were influenced by the controversy, with Article 141 of the Basic Law - known as the 'Bremen Clause' - providing a legal basis for the exclusion of churches from religion-classes at Schools in Bremen. The Bible-History Classes advocated in the Bremen Documents served as the basis for the present-day Bremen religious education curriculum well known for neutral objective religion-classes. Conlusion: This study analyzes the background, content, and influence of the Bremen School Controversy, which remains relatively unknown in Korea. The findings of this study can contribute to the ongoing discussion of Christian school education in Korea, with an emphasis on maintaining a Christian identity while promoting religious publicity in the classroom.

• Journal of the Korean Society of Food Culture
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• v.24 no.3
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• pp.331-337
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• 2009

The principal objective of the present study was to survey the demands of an education program for evaluations of the efficacy of health functional foods. A questionnaire was developed and sent to 2,225 members of the Biofood Network Center. A total of 101 (4.6%) individuals responded, 54.5% of the respondents were male and 45.5% were female; the respondents' occupations (in order of prevalence) were as follows: company worker (48.5%)>researcher (27.7%)>student (13.9%)>professor (5.0%)>pharmacist (2%), and dietitian (2%). The businesses in which the respondents worked were (again in order of prevalence) as follows: research & development (64.4%)>marketing (11.9%)>consultation and education (5.9%)>manufacturing and others (17.9%). 41.6% of the respondents reported experience in businesses relevant to KFDA approval for functional ingredients and health functional foods. The results showed that 63.4% of the respondents had previously been educated about functional foods; the types of education program reported were (in order of prevalence): 'overview and acts of health functional food' (n=49)>'standards and specification for health functional food' (n=41)>'efficacy evaluation-human study' (n=24)>'safety evaluation' (n=21)>'efficacy evaluation-in vivo study' (n=13)>and 'others' (n=10). Respondents preferred off-line education programs (62.4%) to on-line programs (22.8%). The preferred duration of an educational program was '$2{\sim}3$ days: total $14{\sim}24$ hours' (30.7%); thus, short-term programs were favored. The primary requirements of a program, from the perspective of the learner, were as follows (scored on a 7-point scale); 'efficacy evaluation and case study-human study' (5.80 points)>'standards and specification for health functional food' (5.72 points)>safety evaluation' (5.7 points)>'overview and acts of health functional food' (5.67 points) and 'efficacy evaluation methods of health functional food by efficacy (intensive)' (5.67 points). Preference for functionality was as follows; 'body weight & body fat' (21.8%), 'immune function' (18.8%) > 'blood glucose' (10.9%). In summary, the educational demand for 'efficacy evaluation and case study' was highest among the curriculum options provided, and with regard to functionality, 'body weight & body fat', 'immune function' and 'skin care' were considered most important by respondents. These results differed among respondents with different jobs and duties, and this suggests that customized education programs for health functional food should be developed.

• Journal of Korean Academy of Dental Administration
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• v.5 no.1
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• pp.22-30
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• 2017

Objective: The purpose is to study the factors to impact on the satisfaction of field practice among dental hygiene students and to provide the basic data for the quality improvement of the field practices for dental hygiene students. Methods: A self-reported questionnaires were filled out by 108 dental hygiene students in C city. Questionnaires were composed with the general characteristics, satisfaction to major, and satisfaction to field clinical practice. The data was analyzed by chi-square statistics using SPSS 20.0 program. Results: The higher satisfaction to communication with professor or seniors in department was associated with the higher satisfaction to field clinical practice (p<0.05). The higher satisfaction to field clinical practice hours per week was associated with the higher satisfaction to field clinical practice (p<0.05). The higher interest to major subjects and the satisfaction to the laboratory environment were associated with the higher satisfaction to field clinical practice (p<0.05). Conclusions: The higher satisfaction to major was associated with the higher satisfaction to field clinical practice. Therefore, the systematic curriculum development is needed to improve the satisfaction with major and clinical practice.