• Journal of Korean language education
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• v.29 no.4
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.

• Journal of the Korean Society of Food Culture
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• v.34 no.1
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• pp.34-43
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• 2019

The aim of this study was to develop and evaluate a nutrition education program that was designed to increase the knowledge, attitudes, and skills of Korean adults regarding nutrition labeling. The education program was 45 minutes of short-term training, which was conducted in the form of lectures and exercises. The contents of the program were as follows: in the introduction stage, talking about status and reasons for checking nutrition labels; in the development stage, explanation of nutrition labeling and their content, reading, and identifying sample nutrition labels, as well as comparing nutrition labels and selecting better foods; in the closing stage, summary of nutrition labeling and a pledge to check nutrition labels when purchasing processed food. A total of 53 adults (88.5% female) aged 30 years and over participated in this study. The nutrition labeling awareness of the subjects was increased significantly from 55.8 to 96.2% after the education. After the education, the correct recognition rate of a nutrition label was increased significantly from 26.9 to 78.8% for the amount of food, from 25.0 to 73.1% for the calorie content, from 36.5 to 69.2% for the nutrient contents, and from 30.8 to 82.7% for the percent daily value. The self-efficacy of checking nutrition labels was also increased significantly compared to that before the education. The overall satisfaction score of the nutrition education program was 4.2 out of 5. The outcome showed that the nutrition education program of nutrition labeling improved the participants' awareness and self-efficacy towards checking nutrition labels.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.653-662
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• 2020

In this study, the content and level of the elements of Computational Thinking in the Software Education area of elementary practical textbooks were analyzed, and also the computing ratio for each textbook learning activity was analyzed. The elements of Computational Thinking were defined based on the components and definitions of Computational Thinking skills suggested by the Ministry of Education. The contents of Software Education area in practical arts textbooks published by six publishers were analyzed. As a result of analyzing the elements of Computational Thinking for each textbook according to the achievement criteria, there was a difference in whether sub-elements of Computational Thinking were included for each textbook. Second, as a result of analyzing the level of Computing of learning content, the proportion of textbooks presenting Abstract activities connected to Computing was relatively low. When the curriculum is reorganized or the textbook is revised in the future, it is necessary to complement the elements of Computational Thinking in a balanced way, and to include general Abstraction activities and Abstraction activities that can lead to Automation.

• The Journal of the Korea institute of electronic communication sciences
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• v.16 no.6
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• pp.1317-1322
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• 2021

Software in the era of the Fourth Industrial Revolution is becoming a key foundation in an intelligent information society. Therefore, it is necessary to study the new direction of manpower training and education that can cope with the times. To this end, the Ministry of Education reorganized the curriculum and is implementing software education based on a logical problem-solving process based on computing thinking skills rather than acquiring general ICT knowledge. However, there is a lack of securing high-quality educational content for software education, and there is also a lack of teaching aids that can be taught in connection with advanced IT technologies. To overcome this, this paper proposes the development of external expansion devices to expand educational content and functions capable of convergent software education such as artificial intelligence using coding robots for software education. Through this, effective software education is possible by improving the curriculum of the existing simple problem-solving method and developing various learning materials.

• Human Ecology Research
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• v.60 no.3
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• pp.359-376
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• 2022

Based on an ecological model of teacher agency, the purpose of this study was to examine the relevance of HE (home economics) subjects and CSE (comprehensive sexuality education) for HE teachers, and their implementation in HE classes. To achieve this, a survey was conducted with HE teachers nationwide for which 243 responses were collected, and interviews were conducted with five HE teachers who were actively practicing CSE. The results of the survey and interview were as follows. First, HE teachers strongly recognized the relevance of HE subjects and the topic of CSE with an average score of 4.63 (out of 5 points), and practiced CSE at an average of 72.23% (97.12%~43.21%) in their class. Second, based on the ecological approach model of teacher agency, the factors facilitating the CSE practice of HE teachers included: childbirth and parenting experienced as parents, experiences of students encountering sexual problems in school, the philosophy and content of HE subjects, positive feedback from students and support from fellow teachers, and intention to help students in their lives. Conversely, HE teachers cited a lack of sexual education experience as learners, complaints from parents, weakness of HE teacher networks, lack of specific statements in curriculum and textbooks, insufficient class content and teacher training, and lack of absolute class time. This study is significant in revealing that CSE is highly relevant to the contents of HE subjects and is already being practiced in HE classes.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.59-67
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• 2021

The development of AI technology has brought about a big change in our lives. As AI's influence grows from life to society to the economy, the importance of education on AI and data is also growing. In particular, the OECD Education Research Report and various domestic information and curriculum studies address data literacy and present it as an essential competency. Looking at domestic and international studies, one can see that the definition of data literacy differs in its specific content and scope from researchers to researchers. Thus, the definition of major research related to data literacy was analyzed from various angles and derived from various angles. In key studies, Word2vec natural language processing methods, along with word frequency analysis used to define data literacy, are used to analyze semantic similarities and nominate them based on content elements of curriculum research to derive the definition of 'understanding and using data to process information'. Based on the definition of data literacy derived from this study, we hope that the contents will be revised and supplemented, and more research will be conducted to provide a good foundation for educational research that develops students' future capabilities.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.951-962
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• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.15-23
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• 2008

This study analyzed the thinking types of pre-service chemical cell chemistry teachers according to grade and tried to find out how the education for pre-service teachers had influenced their thinking types. This study found that the pre-service education had failed to form scientific conceptions. Some pre-service teachers thought that college education couldn't help them understand the knowledge about chemical cell. In addition, they are lacking in scientific conception. Even some of them who thought college education was helpful had wrong conceptions. Most of the pre-service teachers' thoughts could not exceed the level of the high school chemistry textbooks. But, Juniors had more scientific conception than other grades through the group discussions about chemistry textbooks' contents in the course of "Theory of Science Teaching Materials". So, Pre-service education should include the pedagogical knowledge with content knowledge treated in secondary school science textbooks for educational effects.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1364-1368
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• 2015

This study was performed to evaluate mineral contents of catfish Silurus asotus. As a result of mineral content, the mean content of the macro mineral was (in descending order): K (310.36-412.66 mg/100 g), P (186.42-223.02 mg/100 g), Na (35.32-57.87 mg/100 g), Mg (22.88-31.87 mg/100 g), Ca (9.05-13.07 mg/100 g). In comparison, the mean content of the micro mineral was (in descending order): Fe (0.26-0.95 mg/100 g), Zn (0.26-1.02 mg/100 g), Cu (ND-0.08 mg/100 g), Mn (0.01-0.03 mg/100 g). A proportion of mineral intakes with the dietary reference intakes for Koreans (KDRIs) set by the Korean Nutrition Society. Nutrient uptake proportion of mineral intakes was (in descending order): P (62.16%), K (20.71%), Mg (16.82%), Fe (13.02%), Zn (11.38%) Cu (10.94%), Na (6.59%), Ca (3.09%), Mn (0.96%). The mineral content was compared with the major protein food sources according to the Korea Health Statistics (2013) such as polished rice, pork, chicken, beef, eggs and milk. The calcium content contains; lower level of milk and eggs, chicken whereas higher levels of rice, pork and beef. Catfish has less iron content than major protein food source. Phosphorus and potassium contain higher level of major protein food sources.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.1
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• pp.19-34
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• 2024

This study analyzes the art and questions presented in the secondary school teacher certification examination from 2018 to 2024, according to the art and evaluation area and evaluation content elements presented by the Korea Institute for Curriculum and Evaluation. In order to achieve the purpose of the study, 159 questions from the art and appointment examination over 7 years were collected and the ratio of evaluation content elements was analyzed for each of the 7 basic subjects and fields. As a result of the study, the proportion of evaluation content elements in each of the seven basic subjects and fields is also balanced at a considerable level. In other words, from 2009 to 2013, 55(50%) evaluation content elements were presented, compared to 71(64.5%) evaluation content elements from the 2018 teacher selection test to the 2024 school year. Despite this improvement, 39(35.5%) evaluation content elements were excluded, so improvement measures were discussed.