• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.379-384
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• 2021

Despite the numerous graduates being produced in practical music and history, which have not been shorter than 30 years, the employment of students remains an unsolvable task. Most graduates are employed by private institutes as music instructors or got involved in band activities, which are non-regular work and not stable. The rapid development of K-pop along with national strength has changed our lives as well. As a result, the cultural and artistic fields, which were previously recognized only as luxury, have rapidly become popular. In the form of learning, internalized and experiencing, not just watching has a huge impact on improving the quality of our lives. This is reflected in national policies including the operation of cultural arts, education programs in elementary, middle, and high schools, and art programs designed to improve the welfare of residents at local community centers. It is time to expand its job-horizon to the relevant fields, and thus focus on promoting programs related to obtaining certificates to help our students find jobs. In addition, the government should create a course for music teacher certification in the field of practical music that differs from the current music teacher certification of secondary schools. It is very urgent to establish the teaching course in four-year universities or graduate schools of practical music education.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.89-100
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• 2012

The purposes of this study were to examine the overall tendency of perception of school environment and school adjustment in early adolescents during their transition from elementary to middle school. Also, examine the differences of adolescents' perception of school environment and school adjustment before and after entering secondary education. For this study, a total of 781 adolescents from middle school were asked to answer the questionnaire. And some objects of study, a total of 119 adolescents had answered in the same questionnaire content at the end of sixth grade of elementary school. The main findings were as followings. First, adolescents' perception of school environment during the transition to middle school was relatively good level, but perception of school safety appeared to be lower than average. Second, adolescents' school adjustment during the transition was comparatively good, particularly school life adjustment and school peer adjustment appeared to be above average. Third, there were significant positive relationships between perception of school environment and school adjustment. Fourth, adolescents' perception of school environment significantly decreased after they entered middle school, and significant differences were found in teacher support. Fifth, there were no differences in school adjustment before and after entering middle school, however school class adjustment and school life adjustment were significantly increased after the entrance into middle school.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.505-512
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• 2022

The purpose of this study is to synthesize effects of the living lab-based education through meta-analysis. Seven primary studies reporting the effect of living lab-based education were carefully selected for data analysis. Research questions are as follows. First, what is the overall effect size of the living lab-based education? The overall effect size refers to the effect on the cognitive and affective domains. Second, what is the effect size of the living lab-based education according to categorical variables? Categorical variables are outcome characteristics, study characteristics, and design characteristics. Results are summarized as follows. First, the overall effect size of living lab-based education was 0.347. Second, the effect size according to the cognitive domain was 1.244 for information process, 0.593 for communication, 0.261 for problem solving, and 0.26 for creativity. Third, the effect size according to subject area was shown in the order of electrical and electronic engineering 1.146, technology and home economics 0.489, artificial intelligence 0.379, and practical arts 0.168. Fourth, the effect size according to school level was 1.058 for high school, 0.312 for middle school, and 0.217 for elementary school. Fifth, the effect size by grade level was 0.295 when two or more grades were integrated and 0.294 for a single grade.

• Journal of Science Education
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• v.45 no.3
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• pp.336-348
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• 2021

The goal of this study is to investigate the current status of implementation of convergence education in elementary, middle, and high schools. A survey was conducted on 871 in-service teachers nationwide, and frequency analysis was conducted by school level. Key findings are as follows: first, 449 (51.5%) are found to practice convergence education. Second, the reason for implementing convergence education is the voluntary effort of teachers and the educational necessity for the future society. Third, it was found that convergence education is being implemented centered on science, arts, and social studies as a link between subjects in regular curriculum hours. Fourth, 270 (64%) of teachers who implemented convergence education in response to COVID-19 performed online convergence education, and experienced difficulties in creating class materials and communicating with students. Fifth, the excessive work of teachers, insufficient support for teacher training and research group activities, and lack of various convergence education programs are suggested as reasons for not implementing convergence education. This study hopes to provide implications for policy and implementation for revitalizing convergence education.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.141-157
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• 2020

This study analyzed the content of national-level curriculum documents for the purpose of reviewing the overall status of population education in elementary and secondary schools in South Korea. Based on the results of the analysis, directions for the future of population education at school were proposed. Both the 2007-Revised Curriculum and the 2009-Revised Curriculum contain the contents of population education as a 'Cross-curricular learning topic' in the general curriculum influenced by the low birth rate and ageing society, yet not in the current 2015-Revised Curriculum. Furthermore, when the curriculum documents for the ten common subjects corresponding to the 'National Common Basic Curriculum' proposed by the 7th Curriculum were examined, only 'Home Economics' curriculum at the secondary school level and 'Social Studies' curriculum at the elementary and the secondary school levels adequately reflected the subject goals, characteristics, contents and achievement standards that correspond to those of population education. Based on the results of the curriculum analysis, the following five directions for population education at school are drawn. First, the purpose of population education at school should be stated using gender-neutral terms of 'response to low-birth and aging society' and it has to be emphasized that it is not to intervene in natural childbirth. Second, the subject which deals directly with the goals, content elements, and achievement standards of population education should be designated as the leading subject for population education. Third, with its inter-disciplinary nature, population education should be able to provide quality contents for convergence education. Fourth, the government should provide policy support to the leading subjects for population education so that more high schools may select the subjects as elective courses. Fifth, teacher education should be improved to enhance teachers' perceptions on population. This study asserts that 'Home economics,' which deals with human daily lives, is an optimal subject that can reflect population education in connection with real life. To this end, policy support should be provided for 'Home economics' so that it may fulfill the mission as a leading subject of population education.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.373-390
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• 2011

The purpose of this study is to find out the role and responsibilities of coordinators for gifted classes in Korean schools, by examining the role and responsibilities, and qualifications of coordinators' at gifted classes in America and England. To do this, first, we examine the tasks and role of Korean gifted classes in elementary and secondary schools. Then we look into the coordinators of gifted programs of public schools and university programs in America and England. The coordinators of America and England are experts in gifted programs who have understanding and knowledge on gifted education, and they work for everything regarding gifted programs, such as designing the gifted education program, dealing documents regarding gifted programs, and assisting school personnel in the identification, development, teaching and evaluation of gifted students. The coordinators are the most important and core person in gifted programs. However, in Korean school, the role of coordinators is one of the school tasks of which any teacher has to take charge and there is no regulation on the qualification of coordinators. Therefore we suggest to set up the regulations of qualification, role and responsibilities of gifted programs' coordinators, by understanding that the role of coordinators is important.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.229-248
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• 2013

The purpose of this study is to develop sequential concept tests (ConcepTest) for teachers' conceptual change on the straight propagation of light through in-service training of science teachers by peer instruction. We revised the ConcepTests for attaining the goal concept by implementing similar training courses for teachers three times and analyzing the results using both Hake gain and verbal protocol. The final form helped most teachers to reach the goal concept. While teachers are solving a given concept problem test, they had shown not only significant cognitive conflict to select one among candidate answers, but also used the concept obtained through the previous problem. The sequential ConcepTests developed in this study can be useful for training elementary and secondary teachers or pre-service teacher education.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.471-481
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• 2021

The importance of science education for cultivating the competencies required by an intelligent information society is gradually being strengthened. The government's roles and responsibilities for science education are stipulated by laws and policies in Korea. In order to systematically support science education, continuous monitoring of related policies is essential. This study aims to develop indicators that can be used to systematically and continuously monitor the national policies on science education in Korea. To achieve this goal, we first derive the framework for the indicators that has two dimensions (learner and science education context) and three categories (input, process, and outcome) from literature reviews. In order to derive the components and subcomponents of the indicators, the contents of science education-related indicators developed in Korea or abroad were reviewed. In order to verify the suitability and validity of the framework and components of the initial indicators, a two-round Delphi method was conducted with 25 expert participants with five different professions in science education. Finally, three components of the 'input' category (student characteristics, teacher characteristics, and educational infrastructure), three components of the 'process' category (science curriculum implementation, science educational contents and programs implementation, and teacher professional development program implementation), and five components of the 'outcome' category (science competency, participation and action, affective achievement, cognitive achievement, and satisfaction) were derived. An instrument to collect data from students, teachers, and institutions was developed based on the components and subcomponents, and content validity and internal consistency of the instrument were analyzed. Korea's Science Education Indicators developed in this study can comprehensively measure the current status of science education and is expected to contribute to a more efficient and effective science education policy planning and implementation.