• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.159-171
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• 2021

In order for young people to be interested in tradition, a specialized experience program that can be frequently encountered is needed. We have developed an after-school traditional gift-wrapping design program in relation to the subject of home economics for the purpose of enabling students to become interested in tradition and deepen their traditional knowledge. The research process was comprised of analysis, development, and evaluation. We analyzed the home economics curriculum, authentic designs from blogs and department stores along with books published by gift-wrapping associations, and interviews with three gift wrapping specialists. Contemporary traditional packaging design is not limited to the reproduction of the traditional design but also creates designs that strongly express unique Korean identity using traditional symbol patterns, colors, traditional decorations, and small items along with modern materials. A 16-week after-school program was developed based on the analysis results. After the implementation of the after-school program in a middle school, survey results showed students who were indifferent toward tradition showed interest and acquired a positive image towards tradition.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.63-77
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• 2021

Given that music is not part of the national/regular curriculum and how music therapy is a new endeavor in the United Arab Emirates (UAE), this study aimed to investigate parents' perceptions of the music therapy given to their children with disabilities in the UAE. A survey was administered to 33 parents of children with disabilities living in Sharjah, UAE. The survey consisted of 43 questions related to characteristics of the music therapy sessions that the participants' children received and the parents' satisfaction with their children's music therapy. The results showed that participants reported a high level of satisfaction with the music therapy provided to their children. In terms of their participation in music therapy sessions, 33.3% of parents co-participated in music therapy sessions with their children, and 45.5% of parents observed their children's sessions. Parents who had direct participation in music therapy sessions were significantly more satisfied with their children's music therapy (p < .05) and perceived greater positive changes in their children as a result of the therapy (p < .05). Parents perceived their children as being able to positively respond to music, leading to positive changes in behavior. Despite these benefits, participants also reported the need for formal opportunities for family members to learn about the applications and outcomes of music therapy. The findings of this study supports the implementation of music therapy throughout the UAE and point to the need for future studies as music therapy expands across the country.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.59-68
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• 2021

The purpose of this study is to provide basic data to derive the direction of future elementary science curriculum books through delphi study of science education experts. To this end, a panel of 18 experts was formed and two delphi investigations were conducted. By analyzing the mean, median, and CVR values for each item in the Delphi survey, the priorities of changes in science education for the future society and the validity of each item's implementation method were verified. In addition, by synthesizing this, the direction of future elementary science textbooks was derived. As a result, the future elementary science textbook can be 'fun and interesting science study', 'exploration performance-oriented learning' and 'science that enjoys and participates even as an adult'. It should be developed to prepare for culture. For this, it is necessary to use materials in real life, and it is necessary to present an experiment that stimulates curiosity and easy access using materials and preparations with high accessibility. In addition, it is necessary to develop a textbook for learning that science is a discipline that is highly connected with real life, and that it is also related to future career paths.

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.163-173
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• 2021

This study tried to develop and implement a class model that can apply the teaching method that can operate learner-centered classes in university education to the class operation of the entire university, not individuals. For the development of the instructional model, the final model was derived through analysis of prior research, expert review, derivation of instructional model and design principles, pilot operation, primary questionnaire analysis, model and design strategy revision, and secondary questionnaire analysis. Shift_N⁺¹ class consists of 6 models, and each model was divided into 3 parts. It was a preliminary learning using video, a face-to-face class for question-and-answer and in-depth learning on the core content, and feedback and process evaluation for individual student. We have built our own computer system so that we can implement this every week. The teaching method model that can apply the learner-centered curriculum to all classes at the university was standardized. The Shift_N⁺¹ teaching method seeks to maximize the learner-centered learning effect by reflecting the characteristics of the subject, and to improve the quality of education by identifying students' achievements by week.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.309-317
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• 2023

The purpose of this paper is to investigate how Japan tried to dominate Chosen through educational policies by analyzing three official English texts published by the Japanese Government-General of Korea: the First Chosen Educational Ordinance declared in 1911, the Manual of Education of Koreans(1913), and the Manual of Education in Chosen 1920(1920). In order to pursue this purpose, the present study carried a corpus-based diachronic analysis, rather then a qualitative analysis. Facilitating text analytics such as Word Cloud and CONCOR, this paper derived the following results: First, the first Chosen Educational Ordinance(1911) includes overall educational regulations, curriculum, and operations of schools. Second, the Manual of Education of Koreans(1913) contains the educational medium and contents on how to educate. Finally, it can be proposed that the Manual of Education in Chosen 1920(1920) contains specific implementation of education and the subject of education.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.136-147
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• 2024

It has recently be emphasized in science education that lessons that can develop "scientific participation and action" should be implemented to scientifically recognize various problems and respond to them as well as risks that occur in real life. This study aims to analyze the characteristics of scientific participation and action lessons as perceived by the preservice primary school teachers. To do that, the researchers collected and analyzed the lesson plans designed by the preservice teachers based on the achievement standard related to noise for grades 3-4 in 2022 revised science curriculum. Focusing on the stages of "problem recognition," "data collection and analysis," and "implementation and sharing," the results identity the four main characteristics as problem-solving activity, inquiry activity, investigative activity, and activity that encourages practical actions. The two or three features were found to be combinated in a lesson depending on its context. In some cases, only one feature was seen in a lesson. Based on the results, educational implications were discussed in terms of the teaching and learning methods and teacher education for implementing scientific participation and action.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.450-462
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• 2009

In this study, we investigated the influences of teaching practices upon pre-service secondary teachers' perceptions on the learning cycle by their understanding of it. Surveys on their understanding and perceptions of the learning cycle were administered to 37 seniors at the department of chemistry education in two colleges of education before teaching practices, and the survey for perceptions of the learning cycle was given to them after teaching practices. In addition, we selected seven pre-service teachers with decreased perceptions after teaching practices, and interviewed them thoroughly to investigate the factors influencing the decrease of their perceptions. The results revealed that the degree of pre-service secondary teachers' understanding of the learning cycle was not high, but their perceptions on the advantage/disadvantage of the learning cycle, their willingness to implement it, and the external aids influencing implementation were relatively positive before they practiced teaching. However, their positive perceptions more or less decreased after entering the teaching practice and the degree of decrease for those having a higher understanding of the learning cycle was larger than those having a lower understanding of it. The results of the interviews suggested the factors of pre-service teachers, students, curriculum and outside conditions as the causes of the decrease. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.359-372
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• 2009

The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.121-144
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• 2024

This study analyzes how the academic achievement of students in Korea changes as they transition from 4th grade of elementary school to 2nd grade of middle school, considering that the 4th graders in the previous TIMSS cycle become 2nd graders in the next cycle. In particular, this study selects and compares the eight main countries in the TIMSS math evaluation (Korea, Singapore, Taiwan, Japan, USA, UK, Australia, and Russia) to analyze the trend of change in academic achievement of Korean students according to school grade transition. The trend of change in academic achievement of students was analyzed not only overall but also by content area (number, geometry and measurement, data representation (data and probability/data and probability), gender, and regional scale. The analysis focused on the average score and the proportion of students by achievement level. The results of the study are as follows. First, there was no significant change in the average score of Korean students' academic achievement as the school grade transitioned, but the achievement gap widened in terms of the proportion by achievement level. Second, there were differences in students' academic achievement by content area according to school grade transition, and the pattern differed depending on the evaluation cycle. Third, there was a significant gap in students' math academic achievement depending on gender and regional scale of school location. This study reveals that the achievement gap among students in our country widens as they transition between school levels. The gap is found to vary in terms of achievement level, math content area, student gender, and school location. To alleviate these disparities, more substantial research and support are proposed in addition to policy implementation by the government or provincial offices of education.