• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.333-352
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• 2012

Creativity has been suggested as a prime educational objective by national curriculum of Korea and research on creativity education has been increased since 2000s. How the researcher conceptualizes and approaches creativity affects the research. The purpose of this study is to explore directions of creativity research in education by analyzing its approach based on its categories and levels of creativity. The results of the study shows the following: (1)studies with a definition of creativity are more than without it but the former has been decreasing and the latter increasing little by little. (2)Studies which focus on person, cognitive or emotional characteristics, are the most. And process, environment, and product follow. (3)Regarding the levels of creativity, most was done on little-c creativity level, on the other hand, very limited studies conceptualized the creativity in educational context. Studies having an interest in mini-c creativity level were hardly found.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.173-182
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• 2008

Teachers should actively maintain and improve their ICT competency in today's ever changing information society. A standardized system should now be developed to assist educators when choosing courses to improve their ICT competency. Previous ICT competency studies have only measured one's current ICT abilities rather than analyzing the skills necessary for educators to be successful in the educational system. This study developed an assessment tool to measure the ICT competency levels of CEOs who have the potential to be the decision makers in ICT education. In order to accomplish this, the jobs, duties, and tasks of educational CEOs were analyzed against the ICT Skills Standards for Teachers to determine which ICT skills are required by educational CEOs. Sixty-three questions were extracted from this analysis, guiding educational CEOs in the determination of their own ICT skills level.

• Archives of design research
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• v.15 no.1
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• pp.399-406
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• 2002

There have been diverse discourses arguing that new design has been emerging in the 21 st century. However, there have been very few trials to identify systematically the characteristics_of new design paradigm and to develop new design educational program based on them. Thus, this paper aims at development of strategy of new design educational program according to the characteristics of new design paradigm. At first, design is viewed as part of 'culture'and the structure of culture is identified: 'Artifact', 'Value', and 'Basic Assumptions'. Similarly, design is found to comprise of three fundamental attributes: 'Function', 'Aesthetics','Symbolic'. These levels are shown to be in the relation of mutually recycling influences. These structural framework is used to understand the design methods and qualification of designers over the development of design paradigms: vernacular design, machine age, and information-knowledge age. The result leads the list of requirements of new educational design program: 'Human-Centered','Situation-Based','User-Participatory', and 'Intangible'. The model of strategy of new educational design program is developed and proposed.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.1-22
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• 2003

The purpose of this study was to general needs and identify the educational needs for teaching competency of home economics teachers. based on their perception on teaching competency revealed in Previous studies. Data were collected from 1,104 schools selected by stratified sampling. based on school district, ranking and size. The 616 items of survey materials were collected from 417 schools and the levels of importance and performance were measured on Likert scale with 7- and 5- points, respectively. The analysis reveled that the educational needs for improving teaching competency were high in the following three areas out of seven areas. 1) interfacing ability with the local community and diverse human resources. 2) ability managing space and materials for learning 3) ability diversifying lesson development and evaluation ability. In addition. diversifying and professionalizing present development program for home economics teachers made higher score than improving education program for home economics teachers. These two needs of teachers showed significant differences according to their educational experiences and foundation types of their schools.

• Journal of the Korea Institute of Building Construction
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• v.13 no.1
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• pp.75-83
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• 2013

The prevention of safety accidents can be achieved through Harvey's 3E's: Engineering, Enforcement, and Education. On construction sites, however, enforcement and engineering did not prove to be valid ways of reducing the number of safety accidents, as enforcement and engineering have failed to overcome and/or supplement the realistic limits regarding the relatively lower education levels of construction workers and the communication issues with foreign workers. On the other hand, safety education can enable the advancement of safety management by enhancing the educational contents and their methods of delivery. To improve the efficiency of safety education via educational contents, this research conducted a qualitative and quantitative analysis on the validity of the newly educational contents by overviewing possible accident types in different work phases. Of the accident types identified by the qualitative analysis, neither highly important nor insignificant accident types were found, yet all the suggested types are found to be required. In addition, this study did not find any significant differences in the occurrence probability of safety accidents related to the level of importance of each type of accident. The qualitative analysis in this research verified that the suggested accident types can be valid, educational material that can take into account future safety accidents.

• Hwankyungkyoyuk
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• v.22 no.1
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• pp.43-55
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• 2009

The purpose of this study was to investigate the influences of environmental education program through educational theatre on student's environmental literacy of 5th graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. Then, the experimental group had the emotion-centered environmental education program using educational theatre, and the control group had the regular education process, which is a general lecture about the environment. The SPSS 12.0 program was used to analyze the results. The major result of the study was as follows. First, the researcher was able to develop and apply professor-learning model for the environment education using the educational theatre by abstracting and recreating environment-related contents from the 5th grade curriculum. Second, the study has showed that applying the emotion-centered program using the education theatre for the environment education certainly contributes to the improvement of the environment knowledge of the elementary students. Third, the emotion-centered environment education program has influenced evenly on the elements of the environment knowledge divided by the four goal levels of the environment education. Finally, the higher the student's emotional quotient is, the more improvement of the environment knowledge the student gets when using the emotion-centered environment education program using the education theatre. In conclusion, the emotion-centered environment education program using the education theatre is a usable method to the elementary schools, and has a positive effect on increasing the environment knowledge of 5th grade students. In the time of requiring the diverse environment education methods, this program is worth to try as a new education method. Therefore, it is necessary to research more on the professor-learning activities related to this study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.12
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• pp.5839-5848
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• 2012

The demands for specially trained hemodialysis nurses are increasing as the population requiring maintenance hemodialysis expands. However, there has been no standardized training program for hemodialysis nurses in South Korea. The study was conducted to develop and evaluate a hemodialysis nurse educational program (HNEP). The effects of education using the HNEP were assessed by levels of hemodialysis-specific knowledge, self-efficacy and satisfaction. A total of 25 registered nurses participated in the HNEP which consists of 20 week education (classroom theory for 10 weeks and clinical practice for 10 weeks) between April and September, 2011. Knowledge levels were compared before and after the HNEP using paired t-test. Self-efficacy and satisfaction levels were also evaluated after the program using a scale of 1-5, 5 being the highest and 1 being the lowest. Knowledge levels were significantly increased after the HNEP (Mean=13.96 vs. 17.80, t=-7.748, p=<.001). Self-efficacy and satisfaction levels with the program were high, $3.90{\pm}0.42$ and $4.02{\pm}0.77$, respectively. These findings suggest that the HNEP improved hemodialysis-specific knowledge, and levels of self-efficacy and satisfaction with the HNEP were reasonably, among the participants.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.363-384
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• 2001

The purpose of this thesis is, through analysing the characteristics of the definitions in Korean school mathematics textbooks, to explore the levels of them and to make suggestions for definition - teaching as a mathematising activity, Definitions used in academic mathematics are rigorous. But they should be transformed into various types, which are presented in school mathematics textbooks, with didactical purposes. In this thesis we investigated such types of transformation. With the result of this investigation we tried to identify the levels of the definitions in school mathematics textbooks. And in school mathematics textbooks there are definitions which carry out special functions in mathematical contexts or situations. We can say that we understand those definitions, only if we also understand the functions of definitions in those contexts or situations. In this thesis we investigated the cases in school mathematics textbooks, when such functions of definition are accompanied. With the result of this investigation we tried to make suggestions for definition-teaching as an intellectual activity. To begin with we considered definition from two aspects, methods of definition and functions of definition. We tried to construct, with consideration about methods of definition, frame for analysing the types of the definitions in school mathematics and search for a method for definition-teaching through mathematization. Methods of definition are classified as connotative method, denotative method, and synonymous method. Especially we identified that connotative method contains logical definition, genetic definition, relational definition, operational definition, and axiomatic definition. Functions of definition are classified as, description-function, stipulation-function, discrimination-function, analysis-function, demonstration-function, improvement-function. With these analyses we made a frame for investigating the characteristics of the definitions in school mathematics textbooks. With this frame we identified concrete types of transformations of methods of definition. We tried to analyse this result with van Hieles' theory about levels of geometry learning and the mathematical language levels described by Freudenthal, and identify the levels of definitions in school mathematics. We showed the levels of definitions in the geometry area of the Korean school mathematics. And as a result of analysing functions of definition we found that functions of definition appear more often in geometry than in algebra or analysis and that improvement-function, demonstration-function appear regularly after demonstrative geometry while other functions appear before demonstrative geometry. Also, we found that generally speaking, the functions of definition are not explained adequately in school mathematics textbooks. So it is required that the textbook authors should be careful not to miss an opportunity for the functional understanding. And the mathematics teachers should be aware of the functions of definitions. As mentioned above, in this thesis we analysed definitions in school mathematics, identified various types of didactical transformations of definitions, and presented a basis for future researches on definition teaching in school mathematics.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.2
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• pp.59-66
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• 2012

Community design education has covered the worldview dimension of the collaborative courses for sustainability draws on the architectural expertise developed in a network of community projects and therefore case studies of design education by the collaborative project-based learning in terms of participants, students, teachers and architects, such as 'Learning By Design' for the K-12 comprehensive program in Massachusetts addresses how a local society can make its community sustainable by both design and education. To understand that community design and education can provide professional development in all levels of skills and knowledge across disciplines and opportunities for collaborative learning and problem-solving, this research consists of case studies of the community design education including social systems that assist in organizing the local educational program as well as promoting the programs with public awareness of the community. It covers the UNESCO-UIA agenda of the community design and education that is to enhance the physical environment relating to human interaction by developing innovative alternatives of existing community and contributing voluntarily to neighborhoods through design. As the community design collaborative of design professionals and users is a structural approach to assess design quality, the cases address how to set up the architectural program in order to share pro bono design service and provide high-quality design resources available for sustainable environment.