• Journal of Engineering Education Research
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• v.26 no.6
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.19-38
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• 2024

This study aims to analyze the characteristics of students' understanding of artificial intelligence and mathematical concepts by developing and applying an artificial intelligence education program for mathematics convergence using robots. To this end, we analyzed the content standards of elementary artificial intelligence education to extract conceptual elements of artificial intelligence and identified mathematics achievement standards that can effectively integrate them. In particular, a five-session (15 classes in total) program was developed by selecting the units 'angle' and 'quadrilateral' suitable for utilizing the robot's movement and reorganizing the lesson to integrate the mathematics achievement standard with the artificial intelligence content elements. As a result of applying this to 22 fourth grade elementary school students over five months and analyzing the students' understanding revealed by topic of artificial intelligence content, the artificial intelligence education program for mathematics convergence using robots was helpful in students' understanding artificial intelligence principles and mathematical concepts. In addition, the use of robots was confirmed to improve students' understanding of artificial intelligence and mathematics as well as their participation in class by making them visually check a series of performing procedures.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.449-458
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• 2004

There have not been extensive studies on the objectives and contents for computer education, although the computer became a required subject in the 7th Curriculum. Since the success of education greatly depends on the established educational goals, it is important to set up refined objectives related to information communication technology and to educate children accordingly in a systematic way. In this respect, this paper analyses objectives of each elementary subject and curriculums of foreign schools, suggests new objectives for computer education, and discusses methods for selecting contents that are fit to the objectives. Our work can be used as a basis for conducting research on elementary computer education.

• Korean Journal of Health Education and Promotion
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• v.9 no.2
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• pp.52-63
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• 1992

The Purpose of this study is to develop the efficient ways of Computer Eduaction on Health Administration Related Department. The materials were collected from 23 directors of Health Administration Related Department with a structed questionaire by mailing. The efficiency program of Computer Education on Health Administration Related Department as follows : 1. A solution of Computer Anxiety 2. The modification of Computer Education Content 3. The reinforcement of Computer Practice 4. The development of Computer Education text for Health Administration Related Department 5. The CAI education method has to introduce.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.281-300
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• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.57-70
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• 2017

The purpose of this study was to examine the pedagogical content knowledge(PCK) and teaching efficacy levels of prospective Home Economics teachers. Also of interest were the relationship between PCK and teaching efficacy, as well as the personal factors that influence PCK and teaching efficacy. A survey was administered to students majoring in Home Economics in colleges of education or graduate schools of education in South Korea, and a total of 202 complete responses were analyzed. The prospective Home Economics teachers showed moderately low levels of PCK and teaching efficacy. Among the PCK subcategories, the mean score for content knowledge was the highest, those for expression knowledge and environmental situation knowledge were the lowest. Expression knowledge and content knowledge showed significant effects on teaching self-efficacy, and expression knowledge and environmental situation knowledge on teaching result expectation. As for students' personal characteristics, years in college showed significant effect: Sophomores were the highest in PCK and teaching efficacy levels. Also, those who plan to become Home Economics teachers showed significantly lower levels of PCK and teaching efficacy perception than those who do not. Besides, the more basic required courses they took, the lower their perception of PCK or teaching efficacy. This study suggests that teacher education programs should develop a program that can enhance prospective teachers' teaching efficacy by providing advice and assistance to those students who plan to become teachers, and more hands-on opportunities to practice teaching.

• Quality Improvement in Health Care
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• v.20 no.1
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• pp.76-88
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• 2014

Objectives: Parents of a premature baby feel a pressure on their baby's growth and they are highly in need for proper education. However, the lack of proper education can cause the difficulty of follow-up care and rehospitalization. Currently, methods of education among each nurse are based on verbal explanation and can be often different. Therfore, it is true that the psychological burden is great during education. Hence, by enforcing discharge education activities, we intend to provide information; induce participation of parents; promote the level of performance; standardize education program; and increase the job satisfaction of nurses. Methods: NICU conducted a questionnaire survey of the demand and satisfaction for discharge education among mothers that left hospital. And before and after the improvement activity, the satisfaction level of mothers and nurses were studied, and rehospitalization rate were analyzed. Results 1)The survey results of the satisfaction level of mothers towards education program as followes: The level of understanding of content, general babysitting, special situation, education method, and educator attitude showed statistically significant increase. 2)The survey results of the satisfaction level of nurses towards education program as followes: While, the need for education program decreased, the adequacy of education content and method, consistency of education, understanding of learner, and learner's performance increased. All the factors except for the need for education program and the adequacy of education content showed statistically significant difference. 3)Rehospitalization rate of premature babies decreased. According to analysis of the cause of rehospitalization, breast-feeding related apnea turned out to be the highest. Conclusion: Through QI, satisfaction of mothers and nurses improved more than 10%. And rehospitalization rate of premature babies decreased by the same amount as well. Therefore, with the help of the standardized discharge education program, mothers who is not easy to take care of after leaving hospital can be seen to significantly affect their healthy growth and development.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.67-85
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• 2005

This study investigated elementary teachers' subject matter knowledge and pedagogical content knowledge of fractions. The subject for data collection were 12 in-service elementary teachers and data were collected through written test problems. The finding imply that most elementary teachers understand fraction construct as part-whole, show low level of understanding of operator, ratio, and measurement constructions and word problem posing, using models, and developing the algorithms to divide fractions. The research results indicates that experienced teachers possess poor knowledge of fractions against novice teachers.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.73-88
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• 2023

Since the enactment of the School Meal Support Act in 2009, South Korean dietary education has been evolving, placing health, environment, and consideration as its core values. The 3rd Basic Plan for Dietary Education (2020-2024) aims to achieve a sustainable dietary lifestyle that civic agriculture for collective consumption, healthy citizens, and an inclusive society. However, the digital civilization of the Fourth Industrial Revolution is significantly impacting dietary education in schools. Therefore, this study examines sustainable dietary education content in South Korean school meals, diagnoses the phenomena of dietary education facing digital transformation in education due to the Fourth Industrial Revolution, and explores directions for inclusive dietary education through concrete structures and content systems for inclusive dietary education that foster sustainable dietary capabilities. To achieve inclusive dietary education, a structure and system that allow cognitive, normative, and practical learning to be combined in an inclusive way is required. Furthermore, to practice sustainable dietary education, alternative approaches that emphasize the development of learners' core competencies are necessary in the direction of inclusive dietary education that fosters inclusivity.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.87-101
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• 2016

This study analyzes the content validity of descriptive tests developed for elementary schools, in order to acquire basic data to improve them. Various descriptive tests were collected and tested for differences in proportions between two-dimensional classification of educational objectives and the level of behavioral objectives. Results show that the descriptive tests developed by elementary school teachers mainly focused on "knowledge" and "understanding," and that content validity for behavioral levels to be low. Nine elementary school teachers were interviewed to understand the result. From the interviews, we found both internal and external factors that cause low content validity. The main internal factors were teachers' ability to make two-dimensional classification of educational objectives, the teachers' consideration of students' level, item level of difficulty, the ease of scoring, and path dependence. The main external factors were curriculum, parents, and administration. Based on the results, we suggested the factors related to elementary school teachers' PCK of descriptive tests.