• Title/Summary/Keyword: curriculum development

Search Result 3,055, Processing Time 0.033 seconds

Instrument Development and Analysis for Mathematical Learning Motivation and Causal Attribution (수학 학습 동거와 귀인의 측정 도구 개발 및 분석)

  • Lee, Chong-Hee;Kim, Bu-Mi
    • Journal of Educational Research in Mathematics
    • /
    • v.20 no.3
    • /
    • pp.413-444
    • /
    • 2010
  • The purpose of the present study is to develop an instrument of mathematical learning motivation and causal attribution for students and to analyze the results of the instrument. Based on the literature review, mathematical learning motivation is the cumulative effects of self-assessment and self-regulation in mathematical learning and achievement experience. Three factors of mathematical learning motivation is identified as self-regulatory efficacy, task difficulty and mathematical anxiety with 17 self-regulatory efficacy items, 9 task difficulty items and 9 mathematical anxiety items. Three factors of causal attribution for success is identified as ability/effort, luck, and other person with 6 ability/effort items, 4 luck items and 3 other person items. Also, four factors of causal attribution for failure is identified as ability, effort, luck, and other person with 3 ability items, 7 effort items, 3 luck items and 4 other person items. The instrument of mathematical learning motivation and causal attribution for success and failure was administered to 919 middle school students from eight different middle middle schools in Seoul, Gyeonggi-Do, Busan, jeolla-Do area. The correlation of three factors of mathematical learning motivation was calculated. As a result, a positive correlation between self-regulatory efficacy and task difficulty was appeared but mathematical anxiety has a negative correlation with self-regulatory efficacy and task difficulty. This study also examined the differences about mathematical learning motivation's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of self-regulatory efficacy and task difficulty was higher than that of lower level group. Students of lowest achievement level showed significantly higher mathematical anxiety degree than that of middle and high group. Students that have higher degree of self-regulatory efficacy and task difficulty preference were attributed into ability/effort cause toward success of mathematics achievement. Also, Male students preferred more difficult task and higher degree of self-regulatory efficacy in mathematics learning than female students. On the contrary, Female students showed higher mathematical anxiety level than male students.

  • PDF

Science Teachers' Diagnoses of Cooperative Learning in the Field (과학교사들이 진단한 과학과 협동학습의 실태)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
    • /
    • v.22 no.5
    • /
    • pp.360-376
    • /
    • 2001
  • This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

  • PDF

A Study on Selection and Organization of Educational Contents of Invention.intellectual property in secondary Vocational Education (중등단계 직업교육에서의 발명.지식재산 교육 내용 선정 및 조직 연구)

  • Lee, Chan-Joo;Lee, Byung-Wook;Lee, Sang-Hyun
    • 대한공업교육학회지
    • /
    • v.40 no.1
    • /
    • pp.1-22
    • /
    • 2015
  • The purpose of this study was to select and organize educational contents needed to achieve systematic education of Invention intellectual property in secondary vocational education and ultimately to provide basic data for development of national-level curriculum. For this, the study, based on literature research, selected and organized educational contents of Invention intellectual property and learning elements in secondary vocational education, which served as the first draft. Then, the study verified its validity through experts' meeting and prepared its final draft. The experts' meeting comprized three teachers engaged in education of Invention intellectual property, two researchers (including a professor) and one person in charge of intellectual property. This study had following findings. First, the first draft of selection and organization of educational contents of Invention intellectual property in secondary vocational education as per the literature research suggested nine subject and 39 educational contents. The result of validity analysis for the suggested first draft turned out to be generally valid at 4.4 on average. Opinions modified and added by the experts' meeting were 30 in total with 5 altered, 20 modified and 5 added. Second, the result of validity analysis of learning elements in educational contents by the subject turned out to be generally valid. Average validity by the subject was revealed as Basics of invention 4.4, General invention/patent 4.5, Invention & problem solving 4.3, General intellectual property 4.5, Invention & design 4.6, Particulars of patents 4.4, Patent drawings 4.5, Patent & own business 4.5. Third, the final draft of educational contents of Invention intellectual property in secondary vocational education selected and organized eight subjects and 40 educational contents. The finally-suggested subjects included Basics of invention, General invention/patent, Invention & problem solving, General intellectual property, Invention & design, Particulars of patents, Patent information, Patent & own business.

Development and Application of STEAM Education Program for Informal Science Learning in Elementary School: Focused on Theme of 'Light' (초등학교 비형식 과학 교육을 위한 융합인재교육(STEAM) 프로그램의 개발 및 적용 - '빛' 주제를 중심으로)

  • Lee, Hyonyong;Baek, Soyeon;Lee, Hyundong
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.10 no.2
    • /
    • pp.122-139
    • /
    • 2017
  • The purposes of this study are to develop the STEAM program grounded on curriculum and to investigate educational effects of the developed program on students' attitude of science and science self-efficacy by application to elementary informal science education environment. In order to develop this program, the literature reviews were conducted and then STEAM education program based on the theme 'light' is developed. The developed program was revised and complemented through preliminary applications and consulting with experts, and applied to 65 students. A single group pre-post paired t-test was conducted through the students' attitude of science and science self-efficacy test. The semi-structure interviews were used to gather focused and additional data. The results of this study were as follows: firstly, STEAM education program was developed with the theme 'light' for elementary students in order to increase their interest related to real life. Secondly, the results indicated that the program was statistically significant on the attitude of science for the group of third and fourth graders. However, the effects of science self-efficacy did not appear a significant result for the third and fourth graders. They expressed one possible reason. The theme of light was not familiar with them because the theme was scheduled to teach in the second semester of the fourth graders. Some of students in this group did have a chance to learn the theme. Thirdly, the program was very effective for the fifth and sixth graders on their attitude of science and science self-efficacy. In conclusion, STEAM education program developed with the theme of light is contributed to elementary students' attitude of science in the informal science education. Students' learning experiences of relevant concepts can influence on students' science self-efficacy. It could be very important factor to consider students' grade level and previous learning experiences when the educational programs develop.

A study on the operation realities of the teenager internet shopping malls and the entrepreneurship education (청소년들의 인터넷 쇼핑몰 운영 실태 및 창업교육에 관한 연구)

  • Yi, Bo-Young;Oh, Kyung-Wha
    • Journal of Korean Home Economics Education Association
    • /
    • v.22 no.2
    • /
    • pp.115-131
    • /
    • 2010
  • The object of this study is to compare the cognitive differences between teenagers who are operating the internet shopping mall and those who are not operating to analyze the effect of the enterprise experience on the career maturity of teenager. And we are to present the operation methods of teenager entrepreneurship education at school by identifying the difficulties of teenager internet shopping malls and investigating demands of teenagers for the entrepreneurship education. The results of this study are as following. First, the internet shopping malls established by teenagers were mostly operated with small scale and capital dealt with clothing and fashion accessories. It is difficult for most of teenagers to inform the shopping malls and understand the flow of fashion and demands of consumers. They acquired the informations on enterprise using internet or acquaintances. This is because there are no professional teenager entrepreneurship education. And they chose the confidence and spirit of challenge which are mostly needed for success of the internet shopping malls. Therefore, they can acquire the confidence and spirit of challenge by effective entrepreneurship education on resource management, team management, business plan and marketing. Second, teenagers who are operating the internet shopping malls got higher scores on career maturity and degree of need in the entrepreneurship education than those who are not. Thus the expansion of the systemed and diversified entrepreneurship education at school is needed to increase business practice and entrepreneurship. Third, most teenagers wanted the entrepreneurship education at school. They preferred external lectures who can teach them with professional experiences and practical knowledges using discretional activity classes or club activity classes. Dividend classes of creative experience activities including career, voluntary and club activities are increased in 2009 revised education curriculum. Using these classes, it requires to operate the entrepreneurship education which make students decide their career themselves through concrete education and experience. Consequently, the expansion of the systemed and diversified teenager entrepreneurship education at school is needed using development of practical entrepreneurship education program, professional teacher training and revitalization of entrepreneurship club activities.

  • PDF

Task Analysis of Paramedics of Korea Based on DACUM Method (DACUM 기법에 의한 1급 응급구조사의 직무분석)

  • Bae, Ki-Sook;Koh, Bong-Yeun;Lee, Jung-Eun;Lee, In-Mo;Choi, Keun-Myoung;Kim, Soo-Tae
    • The Korean Journal of Emergency Medical Services
    • /
    • v.15 no.1
    • /
    • pp.5-23
    • /
    • 2011
  • Objective : This study grasps specific task on paramedics who plays a great role in the emergency scene, thereby eliciting definition of job called paramedics and analyzing occupation by DACUM method. Thus, the aim is to suggest working-level guidelines on the task of paramedics. Methods : It targeted paramedics who are working at hospitals, fire stations, and industries in Seoul and Gyeonggi area from Oct. 11, 2010 to Nov. 30. A total of 608 copies of questionnaire were analyzed by DACUM method. A research tool on occupational analysis consisted of 8 pieces for duty, 43 pieces for task, and 149 pieces for task elements. In order to survey performance frequency, importance, and difficulty by element, each task was developed by this research team, and each task was analyzed and finally elicited through workshop of DACUM method. Results : The occupational definition of paramedics, which was defined through this DACUM, was elicited as 'professional job of performing emergency medical care on the scene, during transferring, or within medical institution in order to maintain life and prevent wound deterioration, targeting a person who is put in emergency situation.' Task element, whose performance frequency was indicated to be the highest, was in order of checking mental status($2.76{\pm}0.497$), checking vital signs($2.70{\pm}0.578$), and airway/c-spine immobilization($2.69{\pm}.546$). Especially, defibrillation stood at $2.23{\pm}.655$ points. Task element, whose performance frequency was low, was in order of caring sexual abuse victims($1.32{\pm}0.563$), performing cricothyrotomy($1.36{\pm}0.618$), and caring cardiac arrest victims($1.40{\pm}0.636$). Importance of task was in order of airway/c-spine immobilization ($2.88{\pm}0.338$), maintenance of respiration($2.88{\pm}0.351$), caring cardiac arrest victims($2.87{\pm}0.349$), and performing CPR($2.87{\pm}0.361$). Task element, whose importance is low, was indicated to be in order of enema($2.29{\pm}0.736$), urinary catheterization($2.35{\pm}0.664$), and nasogastric intubation($2.35{\pm}0.667$). Task element, whose difficulty was shown to be the highest, was indicated to be in order of caring cardiac arrest victims during pregnancy ($2.60{\pm}0.559$), caring cardiovascular injury($2.59{\pm}0.546$), and labor management($2.53{\pm}0.533$). Conclusion : Based on the results of this study, the job performance work table(Dacom chart) of paramedics is suggested to be used, thereby being applied to development in education and curriculum of paramedics. It is necessary to evaluate usefulness of the job performance work table by estimating effect of education for paramedics based on the job performance work table of paramedics.

Analysis of Knowledge and Competency for the Fourth Industrial Revolution Based on Anderson's Revision of Bloom's Taxonomy: Focused on Achievement Standard in the 2015 revised Practical Arts(Technology·Home Economics) (Bloom의 신교육목표 분류체계에 기초한 4차 산업혁명 시대에 요구하는 지식과 역량 분석: 2015 개정 실과(기술·가정) 교육과정의 가정과 성취기준을 대상으로)

  • Yang, Ji Sun;Lee, Gyeong Suk
    • Journal of Korean Home Economics Education Association
    • /
    • v.30 no.3
    • /
    • pp.129-149
    • /
    • 2018
  • This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

The Process of the Quickening and Development of Science-Technology- Society Education in the United Kingdom (I) - Between the Beginning of the 19th Century and the Middle of the 20th Century - (영국에서의 과학-기술-사회 교육의 태동과 발전 과정( I )-19세기 초반에서 20세기 중반까지를 중심으로-)

  • Song, Jin-Woong
    • Journal of The Korean Association For Science Education
    • /
    • v.19 no.3
    • /
    • pp.409-427
    • /
    • 1999
  • The aim of this study was to illustrate how STS-related ideas in science education have been developed historically in the context of British education, particularly focused on the period of the 19th century and the first half of the 20th century. It has been hardly considered that the basic ideas of the STS education, one of the two paradigms of current science education together with constructivism, can be traced back to the beginning of the school science education itself. far beyond some of the programs which are largely regarded as the first-developed STS programs in Britain, such as Science in Society and SISCON. The movement of Mechanics' Institute during the first half of the 19th century would be the first systematic attempt to bridge the gap between the knowledge of pure science and its practical applications, although the main target was working-class adults rather than school pupils. At the end of the first half of the 19th century, this application-focused approach of science teaching was echoed in the elementary schools by Richard Dawes, one of the early experimenters of school science. The second half of the century was in large the period of the establishment of science as one of the core elements of school curriculum, mainly by emphasizing the aspect of pure science as a means for mental training. During this period, the elements of STS education-related appeared in the subject called 'Object Lesson' in elementary schools which was practically a separate subject from those of science. After the turn of the century, triggered by the experience of World War I, the growing appreciation of the impacts of science upon society and of the necessity of the teaching of science for wider audience gave a great impact towards two new main movements, i.e. for General Science and Citizen Science. The later illustrates a typical example of the STS movement in school science during the first half of the 20th century, particularly driven by the socialistic ideas towards the relation between science and society.

  • PDF

Development of Children Food Safety Education Program for 4th and 5th Grade Elementary School Students in Daegu and Evaluation of Its Effects (대구지역 초등학교 4, 5학년 대상 어린이 식생활 안전관리 교육 프로그램 개발 및 효과 평가)

  • Kim, Jung-Mi;Lee, Nan-Hee
    • Journal of the Korean Society of Food Science and Nutrition
    • /
    • v.41 no.2
    • /
    • pp.213-220
    • /
    • 2012
  • This study was conducted on 4th and 5th grade elementary school students in Daegu, Korea for the purpose of promoting health and proper dietary habits. A children food safety education program was developed and its effects evaluated on 4th and 5th graders (3,932 students for 4th year, 4,438 students for 5th year) at 46 elementary schools, which were under the jurisdiction of the four educational bureaus of Daegu city. Education was conducted in accordance with an education design plan, of which there were two goals, including know the contents of 'special act on children's dietary life safety management' and 'practice proper hand-washing'. 'Special act on children's dietary life safety management' was explained, and the education curriculum included proper hand-washing for prevention of food poisoning, quality certification mark on children's favorite foods, harmful foods such as unsanitary and adulterated foods, and green food zone. Flash songs, PowerPoint, 'glitter burger' notice note, and banner were used as education media. It was found that the awareness level of items related to 'special act on children's dietary life safety management' increased significantly after education (p<0.001). 'Necessity of nutrition education and children's food safety' also increased significantly (p<0.05) after education. Lastly, children answered that they washed their hands more often after education (62.9%) than before (60.7%).

The Research about the Classification System Improvement and Cord Development of Korean Classification of Disease on Oriental Internal Medicine (한국표준질병사인분류중 한방내과영역의 분류체계 개선 및 진단명 구성에 관한 연구)

  • Lee, Won-Chul
    • The Journal of Internal Korean Medicine
    • /
    • v.31 no.1
    • /
    • pp.1-10
    • /
    • 2010
  • Objectives : It is necessary that the international classification of diseases (ICD) be examined in order to comprise the third revision of the Korean Classification of Disease on Oriental Medicine (KCD-OM) and disease classification in the oriental internal medicine field. It is essential that the selection, classification and definition of disease and pattern names of oriental concepts in internal medicine be clear. Since 2008, the fifth revision of the Korean Classification of Disease (KCD-5) has been used in Korea. It was required to use the reference classification from the Oriental medicine area based on the ICD-10. Methods : In this review, the necessity for, meaning of and content of the third revision are briefly described. The ICD system was reviewed and KCD-OM was reconstructed. How diagnosis in the oriental internal medicine area had changed is discussed. Review and Results : In 1973, the disease classification of oriental medicine was established the basis on the contents of Dongeuibogam. It was irrespective of the ICD. As to the classification system in the Oriental internal medicine field, systemic disease was comprised of wind, cold, warm, wet, dryness, heat, spirit, ki, blood, phlegm and retained fluid, consumptive disease, etc. Diseases of internal medicine comprised a system according to the five viscera and the six internal organs and followed the classification system of Dongeuibogam. The first and second revisions were of the classification system based on the curriculum in 1979 and 1995. In 1979, in the first revision, geriatric disease and idiopathic types of disease were deleted, and skin disease was included among surgery diseases. This classification was expanded to 792 small classification items and 1,535 detailed classification items to the dozen disease classes. In 1995, in the second revision, it was adjusted to 644 small classes and 1,784 detailed classification items in the dozen disease classes. KCD-OM3 did KCD from this basis. It added and comprised the oriental medical doctor's concept names of diseases considering the special conditions in Korea. KCD-OM3 examined the KCD-OMsecond revised edition (1994). It improved the duplex classification, improper classifications, etc. It is difficult for us to separate the disease names and pattern names in oriental medicine. We added to the U code and made one classification system. By considering the special conditions in Korea, 169 codes (83 disease name codes, 86 pattern name codes) became the pre-existence classification and links among 306 U codes of KCD-OM3. 137 codes were newly added in the third revision. U code added 3 domains. These are composed of the disease name (U20-U33, 97 codes), the disease pattern name (U50-U79, 191 codes) and the constitution pattern name of each disease (U95-U98, 18 codes). Conclusion : The introduction of KCD-OM3 conforms to the diagnostic system by which oriental medical doctors examine classes used with the basic structure of the reference classification of WHO and raises the clinical study and academic activity of the Korean oriental medicine and makes the production of all kinds of nation statistical indices possible. The introduction of KCD-OM3 promotes the diagnostic system by which doctors of Oriental medicine examine classes using the association with KCD-5. It will raise the smoothness and efficiency of oriental medical treatment payments in the health insurance, automobile insurance, industrial accident compensation insurance, etc. In addition, internationally, the eleventh revision work of the ICD has been initiated. It needs to consider incorporating into the International Classification of Diseases some of every country's traditional medicine.