• The Korean Journal of Community Living Science
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• v.18 no.2
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• pp.219-230
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• 2007

The purpose of this study was to suggest systematic, efficient, and developmental plans for dietary and nutrition education, through analyzing students' perceptions and utilizations of the $\ulcorner$Food and Nutrition$\lrcorner$ area of Technology Home economics in middle school. This study was conducted using self administered questionnaires on general environmental factors, perceptions, and utilization of the $\ulcorner$Food and Nutrition$\lrcorner$ area. The subjects were 807 middle school students of the seventh, eighth, and ninth grades in Gyeonggi province. Most of the students positively recognized the necessity for the $\ulcorner$Food and Nutrition$\lrcorner$ area in Technology Home economics. However, changes in the interest in $\ulcorner$Food and Nutrition$\lrcorner$ after a lesson were not significant. The utilization of the lesson appeared highest in cases where the teachers' instructing methods went abreast with teaching focused on practice or teaching based on practice and theory and if teachers used various teaching materials. These results suggested that teachers should make efforts to raise the students' interest for the lesson in Technology Home economics. Therefore, the contents of the lesson should complement the learners' demands such that they are useful in real life situations. Also, more positive teaching methods and various media which could satisfy the needs and interests of the students should be developed. In addition, teaching methods should be evaluated for an effective and practical curriculum of $\ulcorner$Food and Nutrition$\lrcorner$ in Home Economics.

• Korean Journal of Acupuncture
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• v.39 no.4
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• pp.184-190
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• 2022

Objectives : In our previous study, we developed the prototype of a lesson plan for meridian and acupuncture clinical skills education by applying the rapid prototyping to instructional systems design. The present study aimed to develop a teaching-learning manual, including the lesson plans, practice notes, and instructions for devices. We also aimed to present a guideline on how to use the manual in class. Methods : The manual and materials for teachers and learners were developed based on the solutions and the prototype derived from our previous study. Practical classes on meridian and acupuncture points consist of four major subjects, and the lesson plan and practice note were designed according to each topic. Results : Flipped learning, George's five-step method, peer role-play, and peer-led objective structured clinical examination (OSCE) were applied as main methodologies in the meridian and acupuncture points practical class. The teaching-learning manual, including practice notes, detailed lesson plan, OSCE checklist, and instruction manual for devices, was developed to be utilized at each stage of the learning activity. Conclusions : The application of the teaching-learning manual is expected to provide effective clinical skills education, strengthen learners' communication skills, establish professional identity, assess learners' performance, and provide immediate feedback. The educational effect of the manual for the existing class should be identified, and its feasibility should be verified by implementing it on another group. This manual could be helpful in designing classes for other subjects of Korean medicine, especially for clinical skills education.

• Research in Mathematical Education
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• v.14 no.3
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• pp.309-322
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• 2010

What is learning in the math classroom? Does a new term need to be coined for learning? Is the term over-used and it has lost it meaning? The responses of one hundred five teacher-candidates and graduate students were coded using the five levels researcher designed rubric which was modeled after Bloom's Taxonomy for depth of knowledge. The effects of understanding learning include the preparation of lesson plans, classroom instruction, the guiding of student learning, and the professional development of teacher leaders.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.105-124
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• 2011

To achieve this objective, practical problem-teaching lesson plans and instructor-led teaching and learning plans were developed and integrated into the Technology Home Economics, and Human Development curricula at both academic and vocational high schools. The impact of these plans was examined, as were connections between the teaching methods and types of schools. As part of this study, a survey was conducted on 1,263 students in 46 classes at 6 randomly selected high schools: 4 academic and 2 vocational. A total of 9 teachers conducted classes for both experimental and comparative groups between October 2009 and November 2010. Pre- and post-tests were used to study the impact of the lessons on the experimental and comparative groups. In terms of data analysis and statistics processing, this study implemented mean and standard deviations, t-test, and analysis of covariance using the SPSS 12.0 program. The results of this study are as follows. The practical problem-teaching lessons produced more positive results in the students than the instructor-led lessons, in terms of their image of the elderly, their level of knowledge about them, their understanding of their need for welfare services, and preparation for Successful aging. When comparing the results by type of school, the experimental groups at academic high schools appeared to have a more positive image and better understanding of the elderly and their need for welfare services, and were better prepared for Successful aging than during their previous lessons. They also showed an increase in independence from their children in aging. As for the comparative groups, students at academic high schools showed an increase in preparation for Successful aging compared to the previous lessons. Finally, as for future research on preparation for aging in high schools, more schools should include this subject in their regular curriculum for Technology Home Economics, Human Development and Home Economics in order to generalize the results, and they need to evaluate the content. Additionally, this study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• Journal of Science Education
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• v.34 no.2
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• pp.405-420
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• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.467-482
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• 2012

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.

• 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 the Korean Society for Library and Information Science
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• v.32 no.3
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• pp.143-156
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• 1998

This paper reports the GEM (Gateway to Educational Materials) project whose goal is to develop an operational framework to provide the K-12 teachers in the world with 'one-stop/any-stop' access to thousands of lesson plans, curriculum units and other Internet-based educational resources. To the IS-element Dublin Core base package, the GEM project added an 8-element, domain-specific GEM package. The GEM project employed the conceptual data modeling approach to designing the GEM database, used the Sybase relational database management system (RDBMS) to construct the backend database for storing the metadata of educational resources, and also employed the active server page (ASP) technology to provide Web interfaces to that database. The consortium members catalog lesson plans and other Internet-based educational resources using a cataloging module program that produces HTML meta tags. A harvest program collects these meta tags across the Internet and outputs an ASCII file that conforms to the standard agreed by the consortium members. A parser program processes this file to enter meta tags automatically into appropriate relational tables in the Sybase database. The conceptual/logical schemas of Dublin Core and GEM profile are presented. The advantages of conceptual modeling approach to manage metadata are discussed. A prototype system that provides access to the GEM metadata is available at http://lis.skku.ac.kr/gem/.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.43-56
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• 2004

The purpose of this study was to develop the web-based practical problem-solving teaching plans for middle school home economics class. Five practical problems which were obesity, food waste, processed food, genetically-modified food, and imported food were selected based on the food, nutrition and diet of adolescent in middle school home economics syllabus. Web-based practical problem-solving teaching plans were consisted of 5 processes: 1)recognition of the practical problem, 2)gathering and evaluation of various information, 3)figure out the best way to tackle the practical problem, 4)put into behavioral practice, and 5)analyze the results of the behavioral practice. For the effective lesson, several supplemental materials, such as individual and group reports format. obesity test methods, animations. pictures, and modules were developed. Teaching plans including supplemental materials provided might be useful to middle school home economics teachers.

• Research in Mathematical Education
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• v.22 no.1
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.