• School Mathematics
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• v.17 no.4
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• pp.613-632
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• 2015

In this study, we hope to reveal teacher knowledge necessary to address student errors and difficulties about ratio and rate. The instruments and interview were administered to 3 in-service primary teachers with various education background and teaching experiments. The results of this study are as follows. Specialized content knowledge(SCK) consists of profound knowledge about ratio and rate beyond multiplicative comparison of two quantities and professional knowledge about the definitions of textbook. Knowledge of content and students(KCS) is the ability to recognize students' understanding the concept and the representation about ratio and rate. Knowledge of content and teaching(KCT) is made up of knowledge about various context and visual models for understanding ratio and rate.

• Journal of the Korean Society of Food Culture
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• v.33 no.5
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• pp.444-450
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• 2018

This study was conducted to optimize the level of sugar added (20 (control), 15, 10, 5%) during the preparation of soy sauce-salted mushrooms (Pleurotus eryngii) jangachi without affecting the degree of preference. The salinity and sugar content during storage of soy sauce-salted mushrooms (Pleurotus eryngii) jangachi decreased significantly as the level of sugar added decreased. The moisture content was found to increase as the level of sugar added decreased. Additionally, the pH increased, while hardness decreased as the level of sugar added decreased during 3 weeks of storage. The L value (lightness) was not different from that of the control group until the addition of 10% sugar, while the a value (redness) and b value (yellowness) increased. The antioxidant activity of vitamin C content and DPPH radical scavenging activity increased as sugar content decreased. Upon sensory evaluation of mushrooms (Pleurotus eryngii) jangachi, the highest value in appearance was observed for the 5 and 15% treatments, while 5% had the highest flavor value, 15 and 10% had the highest taste values, 10 and 15% had the highest texture values, the control and 5% had the greatest clarification values, and the 15 and 10% groups had the greatest overall acceptance. These results suggest that a sugar level of 15% can be used without significantly affecting the overall acceptance.

• Journal of the Korea Furniture Society
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• v.23 no.1
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• pp.47-56
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• 2012

This study particularly looked at educational philosophy and content of Design Academy Eindhoven in Holland which provides multidisciplinary design education. For it might be important data for examining the educational substance and directivity in design that help construct education system in design for a new era among the varying design paradigm. The biggest feature of DAE education system designed for students to optimize their ability with systematic education of 8 contexts with 4 approaches through innovative specialty system. Besides, their interaction helps students major in what is individual specialty. Most of all, the study on the contents of DAE's multidisciplinary education is expected to be significant data for our design education that lacks integrative perspective in the respect that students might be able to develop their identity as an individual designer in changing society beyond the mere technical and formative level of design.

• Journal of Korean Library and Information Science Society
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• v.37 no.4
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• pp.271-287
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• 2006

In these days, the public library role for the lifelong education is getting enlarger. Thus the study suggested the ground of argument for the necessity that the public library should be in charge of the lifelong education through the relationship between the public library and the lifelong education. Based on this argument, the tendency or trend of the lifelong education, which has been performed overseas and domestically, was researched in the aspects of content, object, connection, basic facility and etc. As the result, the basic data needed to establish the lifelong education system in the library was suggested.

• Journal of Families and Better Life
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• v.3 no.1
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• pp.51-67
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• 1985

The purpose of the present paper is to review the content of the Consumer Education Programs, is to establish a hypothetical model regarding the contents of the consumer Education programs, and is also to analyze the contents of the Consumer Education Programs seen from the various angles of the value of our home life. For this, we have researched literatures and habe made the hypothetical model for the desirable contents of the consumer education programs, and also have conducted a case study together with and analysis bearing the actual evidence. Form what we have studied regarding the results of the research, conclusions that can be derived are as follows; First, the contents of the consumer education programs of Korea are not sufficient to improve the quality of the environments of our houses, family life, and decision making. Secondly, the contents of the consumer education do not meet the societal and economic changes. Third, since the contents of the consumer program of Korea emphasize the theory-oriented discussion, they are not suitable to educate the consumers who are really in need of consumer education.

• Journal of Families and Better Life
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• v.21 no.4
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• pp.23-39
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• 2003

The 18 housewife education experts and managers suggested various elements about the fundamental issues about the housewife education through the open-end questionnaire. In this review we first examine the education's proper direction over the three dimensions of housewife herself, family and society. In the second section, we explore the contents and the specific programs of the education. In the third section, we discuss about the various aspects of program development and operation, for example, the time schedule, program operator or lecturer, and curriculum design. In particular, all the experts and managers emphasizes the needs of housewives and tole of reproduced lecturer. In the last section, we revisit the strategies to vitalize the housewife education. They stressed the proper subjects, the encouraging methods to improve the participation rate and the government support.

• The Mathematical Education
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• v.63 no.2
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• pp.387-392
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• 2024

The use of artificial intelligence (AI) in mathematics education has advanced as a means for promoting understanding of mathematical concepts, academic achievement, computational thinking, and problem-solving. From a total of 13 studies in this special issue, this editorial reveals threads of potential and future directions to advance mathematics education with the integration of AI. We generated five themes as follows: (1) using ChatGPT for learning mathematical content, (2) automated grading systems, (3) statistical literacy and computational thinking, (4) integration of AI and digital technology into mathematics lessons and resources, and (5) teachers' perceptions of AI education. These themes elaborate on the benefits and opportunities of integrating AI in teaching and learning mathematics. In addition, the themes suggest practical implementations of AI for developing students' computational thinking and teachers' expertise.

• Journal of vocational education research
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• v.37 no.5
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• pp.25-53
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• 2018

The purpose of this study is to find out the improvement plan through the satisfaction survey of the trainees involved in vocational training fraud preventive education. In order to do this, we conducted a satisfaction survey(4,263 persons) of 5,939 people who participated in the prevention education conducted by group education or e-learning in 2017. Finally we collected 4,237 effective responses data. Descriptive statistics and the regression analysis were conducted. The finding of the study were as follows. First, the education service quality(4.42), satisfaction level(4.44), understanding level(4.44) and help level(4.45) were significantly higher than those of participants in the preventive education 4 and above. Second, e-learning participants' perceived level of education service quality, satisfaction, comprehension, and help was higher in all variables than collective education's. Third, all of the sub-factors of preventive education service quality influenced satisfaction, understanding, and help in collective education and e-learning, respectively. In the collective education, the contents of education had the greatest influence, and in e-learning, the data composition had the greatest influence. Fourth, desirable education contents were cases of fraud training(70.7%), disposition regulations(47.9%), NCS course operation instructions(32.8%) and training management best practices(32.4%). Additional requirements also included the establishment of an in-depth course, the provision of anti-fraud education content for trainees, and screen switching and system stability that can be focused on e-learning. Therefore, this study suggests that first, it is necessary to activate e-learning for prevention education more, reflecting satisfaction of e-learning is higher than that of collective education. Second, it is necessary to diversify the content of preventive education and to provide it more abundantly, because it has the biggest influence in common with the satisfaction, understanding and help level of the preventive education. Third, education content next, the factors that have a relatively big influence on satisfaction are shown as delivery method and education place in the collective education. Therefore, it is necessary to prepare education place considering the assignment of instructor and convenience. Fourth, constructing data next, the factor that have a relatively great influence on understanding and help are found to be operator support, and more active operator support activities are required in e-learning. Fifth, it is required to delivery prevention activity for trainees participating in vocational training. Sixth, it is necessary to analyze the educational need to construct the contents of preventive education more systematically.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1072-1086
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• 2012

Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.209-218
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• 2022

The government of South Korea discusses ways to expand computer science education to solve the digital divide. In-service elementary school teachers are also aware of the need for computer science education, with 77.3% of those who responded positively to the expansion of computer science education. The participating elementary school in this study has conducted computer science education for more than an hour per a week since the 1980s. As a result of a survey, the proportion of students taking private education was 16.2%. It shows 50.3% lower than 66.5% of other surveys conducted in 2021, which means the effectiveness in reducing private education when continuous computer science education is being conducted in the school system. In the case study analysis, teachers pointed out that the instructional content varies by instructors due to the absence of the national curriculum. The parents recognized the importance of computer science education but did not know the learning content and mentioned the necessity of the national computer science education curriculum. It means that computer science education should provide a universal educational opportunity as an independent subject in elementary schools for nurturing future talents.