• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.601-610
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• 2018

This case study analyzed the effect of capstone design on students' competence and class satisfaction. Three subjects developed in S university were analyzed, and 92 students participated. Results show that the lesson structure of the capstone design was developed to provide students with problem solving competence and practical business skills through hands-on experience. In addition, the students' competence was enhanced, and their satisfaction in class was very high. Statistical results show that, compared to the existing classes, class satisfaction in capstone design improved significantly. Considering the foregoing results, this study suggested that for the capstone design, the lesson structure and method need to be diversified to provide more opportunities for students to participate and become active. The assessment procedure and method also have to be more objective to lessen subjectivity and to increase class satisfaction in capstone design.

• Korean Journal of Community Nutrition
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• v.11 no.6
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• pp.740-749
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• 2006

The objective of this study was to develop nutrition education materials for older adults, 'nutritional management for healthy aging'. A booklet and four leaflets were developed based on lesson plans. Topics of the lesson plans included eating habit assessment. Korean food guide pyramid, meal planning, eating sensibly and weight management. The titles of the leaflets were 'Eating right for healthy aging', 'Eat calcium-rich foods', 'Enjoy fruits & vegetables' and 'Weight management'. Illustrations and icons appropriate to the texts were designed using illustrator 9.0 and Photoshop 6.0. Booklet (letter size, 5 chapters, 44 pages) and leaflets (B4 size, 6 sections) focused on modifying undesirable eating habits, providing practical tips for desirable behaviors, and behavioral modification such as recording in a food diary, goal setting and increasing self-efficacy. The drafts were pilot-tested by interviews with older adults(n=10), and minor changes were made. The characteristics of revised materials are as follows; i) materials focused on providing desirable eating behaviors for healthy aging, ii) messages were simple and specific, iii) large fonts(13 pt) were used and materials included interesting pictures and illustrations, iv) materials provided tips for balanced diets and recipes fur older adults, v) materials included sections for participation of learners including assessment of nutritional risk factors and obesity, meal planning and games. The revised materials are self-explanatory and can be used by older adults and in nutrition education for older adults.

• Journal of Forest and Environmental Science
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• v.28 no.4
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• pp.220-226
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• 2012

An assessment of Marsh crocodile's (Crocodylus palustris LESSON, 1831) habitat, its feasibility in supporting the total population, feeding, hatching difficulty and variations in egg and clutch size of Marsh crocodile were carried out in Bangabandhu Sheikh Mujib Safari Park for one year (July 2010 to June 2011). Major problem identified was the breeding failure, i.e. till now no hatching were found. Mainly two local weather variables (average temperature and humidity) were identified as the most obstructing parameters. Higher temperature (average $37.03^{\circ}C$) and Lower Humidity (average 75.33%) in comparison with standard range of incubation temperature and humidity for Marsh crocodile were seems to be vital reason for the failure of hatching. Understanding of the identified problem of this paper can direct the wildlife conservationist and the policy maker to take proper action for conserving the Marsh Crocodile in Bangladesh.

• School Mathematics
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• v.18 no.2
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• pp.231-256
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• 2016

In this paper I will look into achievement standards which show gender difference. This work is based on the average of percentage of correct answer about items taken in National Assessment of Educational Achievement (2010~2014) at each male and female student of middle school. Achievement standard becomes the basic unit when teachers make study plans as the smallest unit that composes the curriculum. Study plans are expressed concretely according to lesson time numbers, and then lesson time numbers are determined by achievement standards. Therefore, objective informations about gender difference appearing in achievement standards will play an important role in embodiment of programs to obliterate gender difference when teachers make study plans. Also This research is expected to play a role as an indicator in studying on gender difference in mathematics education.

• Human Ecology Research
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• v.62 no.1
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• pp.81-100
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• 2024

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers' level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

• Nuclear Engineering and Technology
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• v.45 no.1
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• pp.13-20
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• 2013

This paper looks at the Fukushima disaster from the perspective of resilience engineering, which replaces a search for causes with an understanding of how the system failed in its performance. Referring to the four resilience abilities of responding, monitoring, learning, and anticipating, the paper focuses on how inadequate engineering anticipation or risk assessment during the design, in combination with inadequate response capabilities, precipitated the disaster. One lesson is that systems such as nuclear power plants are complicated, not only in how they function during everyday or exceptional conditions, but also during their whole life cycle. System functions are intrinsically coupled synchronically and diachronically in ways that may affect the ability to respond to extreme conditions.

• Convergence Security Journal
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• v.6 no.3
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• pp.97-106
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• 2006

We have been setting in The age of Ubiquitous that people are able to connect networks whenever and wherever by developing network. We can take any classes anytime we want even right checking out the result of a test through the internet with the spread of networks. The development of net-works has created WBI(Web Based Instruction) which has covered the limit of conservative education for instance, there are some content differences whenever a teacher teaches for each class, it is hard to take a lesson after having a certain period, the process of the class is changed as time goes by and so on. As the study of WBI is actively being worked in this moment, a various of class models are showing and materializing. In WBI, the exiting Objective Checking Assessment is applicable, some of the Performance Assessment which inspects and judges students' actual performance is Working whereas teachers who actually give them points don't have a embodied Performance Assessment Program. In this paper, I will present a Performance Assessment to use conveniently Performance Assessment Program not just students carrying out Performance Assessment using the internet but also teachers dealing with actual administrative works.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.199-219
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• 2019

It is necessary to study how to plan and perform the process-focused assessment of the teacher as the planner and practitioner to examine the application of the process-focused assessment for mathematical subject competency in a mathematics classroom. In this study, we designed and conducted an experimental lesson based on the process-focused assessment for elementary school students. This study explored the practical application of the process-focused assessment. In addition, we explored how to apply it to elementary mathematics education. This study suggests a method to embody the process-focused assessment class that can be applied in the 2nd grade mathematics class in elementary school. We propose future research on how to provide individual feedback to each student's needs in the process-focused assessment.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.215-234
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• 2020

With the advent of the AI, the need to use AI in the field of education is widely recognized. The purpose of this study is to shed light on how prospective mathematics teachers perceive the need for AI and the role of teachers in future mathematics education. As a result, with regard to teaching, prospective teachers recognized that the use of AI in school mathematics is a demand of a new era, that various types of lesson can be implemented, and that accurate knowledge and information can be delivered. On the other hand, they recognized that AI has limitations in having cognitive and emotional interactions with students. As for mathematics learning, the prospective teachers recognized that AI can provide individualized learning, be used for supplementary learning outside of school, and stimulate students' interest in learning. However, they also said that learning through AI could undermine students' ability to think on their own. With regard to assessment, the prospective teachers recognized that AI is objective, fair and can reduce teachers' workload, but they also said that AI has limitations in evaluating students' abilities in constructed-response items and in process-focused assessment. The roles of teachers that the prospective teachers think were to conduct a lesson, emotional interaction, unstructured assessment, and counseling, and those of AI were individualized learning, rote learning, structured assessment, and administrative works.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.