• Journal of Engineering Education Research
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• v.8 no.3
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• pp.26-35
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• 2005

Currently social and economical situations of the world including Korea are tremendously changing because of developments of various technologies including information technology. It is well known that the current world is society of globalization, knowledge and information. In order to accomodate the engineering education of Korea to the world standards, many researches about engineering education should be studied. Therefore, the purpose of this research is to develope the course of 'Introduction to Engineering Design' for undergraduate students in engineering schools. The graduates from the engineering schools should have various communication skills such as presentation, report preparation, language skills, etc. Also the graduates have to change their mind from passivity to creativity for their works. The other important things for graduates are improvement of the teamwork skills in the team and improvement of project management skills. Therefore, this paper will present the processes of the course development and the contents of the course concerning teamwork, inventive thinking, project management, and presentation skills.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.359-367
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• 2022

Arabic skills are the tools by which children are prepared for the educational procedures on which their life depends. Deaf and hard of hearing students (DHH), must be able to grasp the same Arabic terms as hearing students and their different meanings in a context of different sentences less than what they are supposed to be due to their inability. However, problems arise in the same Arabic word and their different meanings in a context for (DHH) students since the way of comprehending such words does not meet the needs and circumstances of (DHH) students. Therefore, researchers introduce web-based method for Arabic words and their meanings in a context prototype that can overcome those problems. Methodology: The study sample consists of 30 (DHH) students at Al Amal City of Palestine, Gaza Region (GR). Those participants that agreed to take part in this study were recruited using a purposeful sampling method. Additionally, to examine the survey information descriptively, the Statistical Packages for social Sciences (SPSS) version 24.0 was used. A sign language teaching movie is utilized in the prototype to standardize the process and verify that Arabic vocabulary and their implications are comprehended. The Evolutionary Process Model of Prototype technique was utilized to create this system. Finding: The findings of this study show that the prototype built is workable and has the ability to help DHHS differentiate between phrases that have the same letters but distinct meanings. The findings of this study are expected to contribute to a better understanding and application of Development of Web-based Arabic Assessments for (DHH) Students in developing countries, which will help to increase the use of Development of Web-based Arabic for (HDD) students in those countries. The empirical models of Web-based Arabic for (DHH) students are established as a proof of concept for the proposed model. The results of this study are predicted to have a significant impact to the information system practitioners and to the body of knowledge.

• Journal of the Korean Society of Food Culture
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• v.25 no.5
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• pp.558-567
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• 2010

Changes in social, economical, and cultural environments affect the meal practices of children. The transmission of traditional Korean food culture is very important because it presents not only a well-balanced diet but also contributes to shaping identity. The purpose of this study was to investigate elementary school students' present meal practices and views, as well as demands on traditional food culture education to reflect future educational plans. Half of the students ate breakfast everyday and 72% ate a traditional Korean style breakfast. About 38% of the students participated 2-4 times per week in meal preparation and 34% participated in clean-up after the meal once a day. Although 6th graders had greater skills in basic cooking, they tended to be more passive upon applying their skills in daily meal practice. For traditional food culture education, 89% of the experienced and 86.2% of the inexperienced groups agreed on the necessity of traditional food culture education. Students attained traditional food culture knowledge through Silgwa, practical coursework within the curriculum, and by teachers leading classes. They were also educated by parents, mass media, and books outside of school. The preferred methods of class teaching were lecture and experiential learning. The preferred subjects to learn were 'cooking classes based on taste development', 'learning food ingredients through vegetable growing', 'traditional Korean food manners', and 'traditional Korean food culture and seasonal foods' as well as nutritional education. Fifth graders had more positive attitudes towards meal practices and traditional food culture education. Traditional Korean food culture and nutrition education should be integrated and developed into regular subject curricula to improve children's meal practice and inheritance of traditional food culture.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.197-206
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• 2015

The dissemination of smart appliances, along with the development of the latest information and communication technology has an effect on society. Their application can be seen in the smart learning environment, by use of digital textbooks with smart devices in the classroom. Hence in this study, the 4L-ACC activity using digital textbooks was applied in the third grade social studies class to improve critical thinking and problem solving skills of elementary school students. This study compared and analyzed the impact in critical thinking and problem-solving skills using digital textbooks versus standard social studies classes. As a result, in social studies classes that used the 4L-ACC activity compared to common social studies classes, elementary student's problem understanding, critical thinking, problem resolution, reflective thinking, and all lower areas of critical thinking and problem-solving were improved. In conclusion, using digital textbooks enhance student's ability to think critically and problem solve. This should provide learners a more comprehensive learning experience and therefore be integrated into more education environment.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.31-49
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• 2010

This study held two objectives. One was to clarify life skill differences between Japanese and Korean university students. The other was to gain suggestions for further development of Japanese and Korean home economics education. A survey on life skills was delivered to university students in Japan and Korea in 2008. The survey included 82 life skills. The participants were asked the same three questions for each life skill: if the life skill was one a participant was already practicing ("Practice"), if the life skill was one the participant wanted to learn more to improve his/her life ("To be improved"), and if the life skill was one the participant expected people should learn in Home Economics ("Expectation"). The results did not show outstanding differences with the "Practice" rates between Japan and Korea, but characterized strength and weakness of each country's life skill "Practice." Both Japanese and Korean participants mainly showed a greater desire to improve the life skills they indicated low "Practice" for. As well, the Korean participants revealed significantly lower "Expectation" to learn most of the life skills. As a result, this study created several implications for Japanese and Korean home economics education. For example, one implication is necessity to increase substantively enough class hours for all school levels. Another is promoting the social understanding for the meaningfulness of home economics education.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.12
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• pp.203-210
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• 2021

This paper explores the direct relationships between perceived support, attitude toward entrepreneurship, institutional environment, entrepreneurship education, risk-taking, and entrepreneurial intention. A survey of 1,000 students in Vietnam was conducted through face-to-face structured interviews. The confirmatory factor analysis and technique of structural equation modeling were used to explore relationships among latent constructs. The results show that entrepreneurship education, attitude, and social norms positively affect entrepreneurial intention. The findings of this study suggest that attitude has the strongest effect on entrepreneurial intention. More specifically, when students have an attitude toward entrepreneurship, they are more likely to start their own businesses. Research also showed that students are more likely to start a business when they find support from those around them and the knowledge and skills from the university. In contrast, the remaining factors, including perceived support, institutional environment, and risk-taking, do not affect entrepreneurial intention. The reasons for this result are that students cannot accurately assess risks due to lack of entrepreneurial knowledge, and start-up policies in Vietnam are currently focusing on financial support, but not on many other aspects, so that it may lead to start-up policies not being appreciated. The results provide implications for policymakers and educators for entrepreneurship development.

• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.470-480
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• 2001

The purpose of this study was to investigate the effects of science inquiry experiments emphasizing social interaction on the development of process skills of the students. The social interactions by cognitive level of the students were also analyzed. For this study, 197 8th grade students were sampled. They were divided into an experimental group and a control group. During four-month period, the experimental group received science inquiry experiments treatment emphasizing social interactions while the control group received traditional treatment. Not only science inquiry ability pretest-posttest, but also multiple data collection method such as a questionnaire, class observation, and audio/video recording were used in collecting the data. According to the results of this study, it was found that the mean score of the experimental group was significantly higher than that of the control group at 0.05 level. It was also found that the students of high cognitive level led the peers and participated in the class discussion actively with the teacher while the students of low cognitive level followed the students of high cognitive level and showed inactive interaction with the teacher. Analysis of the students' perceptions on inquiry experiments showed that students participated in discussion actively in the class as these experiments gave an opportunity for them to discuss and were able to solve the problems with peers' help through discussion.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.11-22
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• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

• Journal of the Korea Convergence Society
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• v.6 no.5
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• pp.315-328
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• 2015

The purpose of this study is to explore undergraduate students' self-growth experiences in a counseling skills training course. Participants of this study were seven students who completed the counseling skills course in a university. The analysis was done on the weekly reflective journals they had written during the course using Colaizzi's phenomenological qualitative method. As a result, 26 themes and 11 theme clusters which emerged: projecting oneself onto client, exploring interpersonal dynamics, approaching one's emotions, discovering oneself that he was not conscious of, examining connection between the present and the past, experiencing difficulties due to facing self, feeling concerned about performing a role as counselor, increasing growth motive, finding value of self-awareness, trying new actions, expanding acceptance of oneself and others. Likewise, undergraduate students were experiencing self-growth in a variety of aspects. This study has implications in that it shed a rich light on the self-growth of a counselor that has not received much attention so far. In the future, this study can be utilized in the development of holistic counseling training programs that would systematically facilitate counselors' self-growth.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.663-677
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• 1998

The development of Science and Technology and the social change require new paradigm in Education. In a traditional paradigm, learners have been regarded as a passive being and knowledge could be transmitted to learner. But within this paradigm, it is difficult to confront the social change and to develop problem solving skills in various context. This results in a new, alternative perspective, Constructive paradigm. As an alternative to the traditional settings, Constructive paradigm emphasizes the learner centered instruction. The reform movement in mathematics education including NCTM's standards revolves around this paradigm and the open education movement in our educational system is based on it. Open education values learner's interest, autonomy and internal motivation in learning. However, open education has been misunderstood by most of the teachers. It should be understood as the change of paradigm. In this study, as a way of helping students connect mathematics to their everyday lives and construct meaningful mathematical knowledge and concept, mathematical modelling is suggested. It consists of posing and specifying the real problem, formulation and constructing a mathematical model, analyzing and solving a mathematical problem. interpreting the solution and comparing with reality and communicating results. In this process, technology like computer can be a powerful tool. It can help students explore various problems more easily and concretely.