• The Mathematical Education
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• v.53 no.3
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• pp.435-447
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• 2014

Recently, the interdisciplinary integration and story-telling are often mentioned in mathematics education. It is probably because they might be helpful to students for positive attitude for mathematics. In this research, through brief discussion mathematics related with wallpaper patterns, we try to integrate mathematics and design, and eventually develop the teaching/learning materials for experience activities and story-telling.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.571-580
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• 2023

With the advent of the Fourth Industrial Revolution, there is an increasing demand for interdisciplinary studies in the realm of university education. Accordingly, this study sought to explore learners' perceived expectation factors for a modular curriculum, one of the primary strategies for curriculum revision in interdisciplinary departments, by applying the Expectation Theory. Learners' perceptions were measured pre and post during the second semester of 2022. The results confirmed that among the expectation factors, the selection factor significantly decreased after the course compared to before. Changes in the understanding and perceived difficulty level of tool utilization within the course may have influenced these results. The significance of this study lies in providing direction for curriculum revisions in interdisciplinary departments by analyzing learners' perceptions of the modular curriculum. Specifically, curriculum design should focus on reducing difficulties and cognitive burdens associated with educational tool utilization. Furthermore, considering that students' prior experience and understanding of educational tools can impact educational outcomes, it is crucial to factor these elements when designing a modular curriculum.

• Environmental Engineering Research
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• v.18 no.2
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• pp.77-84
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• 2013

Recently, rainwater has come to the forefront as an alternative resource contributing to solving various environmental problems, especially those related to water. However, more or less biased perspectives on rainwater as a pollutant, mainly derived from acid rain, have still been pervasive in public as well as research communities. Considering the significance of rain harvesting in recent society, it is necessary to promote educational efforts to overcome such social prejudices and improve desired values towards rainwater. Thus, this research attempted to develop a teaching-learning program focusing on the theme of rainwater for high school students in Korea. To verify the effectiveness of the program, one group pre/post testing was conducted with 57 students participating in the courses. According to the survey, students show significant differences in both awareness and attitude towards rainwater as well as water after the courses. In conclusion, this study has an implication on developing an effective educational way to improve students' positive recognitions and attitudes regarding rainwater-related issues. Such an educational effort might contribute to sharing the worthiness of preserving rainwater with the future generation and promoting rainwater harvesting within wider public participation.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.10 no.3
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• pp.88-99
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• 2007

This study is aimed to suggest a direction for the general environment education through analyzing current environment education curriculums and survey of educational needs for students in Korean universities. Since the result of this survey shows that most university students lack experience in environmental education in their secondary education, the basic educational programs as well as advanced educational programs should be included to develop a general environmental education curriculum for university students. So far, general environmental education for university students has not witnessed a clear and distinct object and direction. Since we live in a situation where environmental problems should be considered in every aspect of our society, the general environmental education curriculum for university students shall play a role to solve these problems. Additionally, we need to change the way of environment education from educating and raising the environment professionals to educating and raising people who comprehensively understand economy, society and environment under the sustainable development paradigm. Also the focus of environmental education should swift from natural science to over all perspectives. Recently, the need of interdisciplinary curriculum for the environment education field has been discussed in universities. However, it has not been integrated into the normal curriculum. In this regard, systemic improvement which enables general education curriculum to operate flexibly will be followed. The key to establish an interdisciplinary curriculum is a flexible educational curriculum system which can solve problems arising from departmental curriculums, and promptly respond to the demand of educational and social consumers. Additionally, the result of survey shows that students want diverse educational operations and teaching methods, equipping educational assistance system for these needs will be required.

• Journal of Information Technology Applications and Management
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• v.26 no.3
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• pp.1-18
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• 2019

As technology rapidly develops, the demand for manpower by new industries is increasing. In order to respond to the changing demands of the workforce, universities are actively introducing interdisciplinary majors, which is a program formed by two or more departments cooperating to develop new majors. Although the importance of the interdisciplinary major is increasing, universities have difficulties managing them due to non-flexible educational systems. The purpose of this study is to present an effective management direction for interdisciplinary majors based on the results of a survey on student satisfaction with interdisciplinary majors. Also, we analyzed the required level and possessed level of the IS practitioners' competencies, and developed specific educational directions for training IS talents. The results showed that there was a significant difference in satisfaction with the curriculum development and curriculum evaluation of existing subjects provided by existing departments and new subjects established of interdisciplinary majors, specifically the satisfaction of new subjects is higher than existing subjects. In the IS field, there was a high demand for education in the following areas, in order: information security, information technology strategy planning, information technology operation, information technology development, information technology management, information technology sales, and core competencies. Based on the results of the analysis, the satisfaction of students and the cultivation of the talents that the interdisciplinary major aims to develop can be improved.

• Research in Mathematical Education
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• v.8 no.3
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• pp.175-182
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• 2004

The design of learning environments which encourage students to work in a creative manner on mathematical problems is a creative process in itself. The concept of the Saturday University program is described in which pre-service teachers are guided at teaching students in extra-curriculum activities on interdisciplinary topics. In the process of the didactical reconstruction of mathematical problems, the pre-service teachers go through the stages of a revolving door model y.

• Bulletin of the Korean Chemical Society
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• v.33 no.11
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• pp.3845-3848
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• 2012

• Bulletin of the Korean Chemical Society
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• v.30 no.12
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• pp.3109-3112
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• 2009

• Bulletin of the Korean Chemical Society
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• v.34 no.2
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• pp.661-664
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• 2013

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.189-192
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• 2021

The article theoretically substantiated, developed and practically implemented a structural and functional model of the formation of ICT competence, taking into account interdisciplinary integration, defines the pedagogical conditions that contribute to the formation of ICT competence: interdisciplinary integration as a basis for building an interdisciplinary course, the content of which is aimed at the formation of ICT competence; the use of IEE, including information, didactic, technological components as a basis for the formation of ICT competence; integration of formal, non-formal and informal education for the implementation the integrity of the acquired knowledge, skills, experience as the basis for the formation of the ICT competence of teachers; creation and use of a set of tasks (educational (UZ), educational and methodological (UMP), educational and professional (UPZ)) as special tools for the formation of ICT competence.