• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.67-88
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• 2023

The aim of this study is to survey the process in which the curriculum standards of 'library and information life' are implemented as textbooks and to find implications for improving of textbook publication. In the development process of accredited textbooks, it is essential for the curriculum standards and textbooks to align, both in form and content. 『Library and Information Life』(2011) are recognized textbooks systematically developed based on curriculum standards. To this end, the level of response to the numbers of 'topic' in the curriculum standard and the numbers of 'midle unit' in the textbook was identified. As a result, elementary and middle school textbooks exhibited a "one-to-many" response level, where one topic spanned approximately around two middle units, while high school textbook tended to have a "many-to-one" response level, converging two topics into one middle unit. In the case of elementary schools, the curriculum standard follows a single content-system, whereas textbooks are developed separately for lower and higher-grade levels. Therefore, some adjustments, such as curriculum content and subject titles, need to be considered for each elementary school level.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.379-408
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• 2023

This case study reports on the redevelopment of a course, Local Culture Information Theory offered by the Department of Library and Information Science at C University, into a capstone design course using a project-based learning approach. In collaboration with a local community youth organization, the redesigned course provided an opportunity for LIS students to develop and implement a digital literacy program that enabled high school students to use a variety of digital multimedia technologies to complete a project of digital Human Library featuring video, audio, and digital are such as webtoons. Through semi-structured interviews with 5 students and 3 staff from partner organizations, this study reports on course development process, the establishment of local partnerships, project outcome, as well as suggestions for improvements. In addition, a qualitative analysis of the participating students' interview responses using the Framework for 21st Century Learning (P21) found they developed and improved 11 skills across three core areas: life and career skills including self-direction, project management, collaboration with diverse teams, flexibility, responsibility, leadership; learning and innovation skills including communication and collaboration, problem-solving, creativity, and critical thinking; and information, media, and technology skills through media creation. Lessons learned and recommendations from this case study may be useful for other LIS programs and faculty interested in implementing project-based learning or developing capstone design courses.

• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.22 no.5
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• pp.127-136
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• 2023

Gyeonggi Province has established a bus information system to provide real-time bus arrival information, aiming to make bus usage convenient for its residents. While the Gyeonggi bus information system is becoming more advanced through the application of IT technology, there are still information-vulnerable groups finding it difficult to use. In particular, the elderly have a low level of digital information literacy and habe difficulty using it. In this regard, this study aims to address the information usage disparity among the elderly in public transportation by utilizing expert in-depth survey methodology known as the Delphi technique. The study classified the policy initiatives that Gyeonggi Province should undertake into three categories: user education and expanded promotion, technological development and dissemination, and providing convenient usage environment. Through two rounds of surveys, the study assessed the priority of ten specific sub-tasks within these categories. Additionally, it gathered opinions on the effectiveness and feasibility of each item. The results yielded prioritization and evaluation of effectiveness and feasibility for nine sub-tasks. Based on these outcomes, the study proposed future projects that Gyeonggi Province should implement to address the information disparity among the elderly, offering a comprehensive approach to bridge the gap.

• Journal of the Korean Society for information Management
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• v.41 no.1
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• pp.389-409
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• 2024

The purpose of this study is to identify the factors affecting female college students' behaviors in seeking reproductive health information on the Internet and to explore the relationships among these factors. Based on the Health Belief Model(HBM) and the Theory of Planned Behavior(TPB), perceived sensitivity, perceived severity, perceived benefit, perceived barriers, subjective norms, perceived behavioral control, and affective evaluation were defined as key factors, and the study was designed accordingly. An online survey was distributed to female college students in Seoul through the university student's online community, 'Everytime.' The results showed that the intention of female college students to seek reproductive health information via the Internet was associated with higher perceived sensitivity, perceived benefit, and subjective norms, and lower perceived barriers. There were statistically significant differences between groups in terms of sexual experiences, experience with reproductive system disorders, and the level of health interest. We believe that this research outcome will contribute to assessing the level of awareness regarding reproductive health among female college students, thereby aiding in the development of online health information literacy education or related service programs by university libraries, health institutions, and similar entities targeting female college students.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.693-711
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• 2009

One of the most important objectives in science education is to develop students' science literacy. The purpose of this study is to analyze the relevance between biology instructional objectives in the 7th curriculum taught in elementary and secondary schools. For this study, 7 major parts in each grade were analyzed including cell, the form and function of plants, the form and function of animals, genetics, diversity, evolution, ecology, and environment. The strand map of instructional objectives is completed that represents the relation between the objectives. The summary of the results from this study is as follows. First, the concept about cells is not fully covered in lower grades including elementary schools. While the concept of energy metabolism is repeatedly covered, there is no concept of energy covered in learning the concept of energy metabolism in elementary schools. Second, the textbooks in elementary and middle schools have main concepts about the form and function of plants while those in high schools don't. The concept related to the part of the form and function of animals is repeatedly involved in the curriculum throughout the elementary, middle, and high schools. Third, the concepts such as genetics and evolution are involved in higher grades since these concepts are abstract ones. The part of genetics and evolution as well as diversity has no connection between grades in schools, so the development of "notion between" is necessary to relate these concepts with each other. Fourth, the 4 parts of diversity, ecology and environment, evolution, and the form and function of plants are covered in limited grade levels. The results of the relevance of gene in lesson goals will play an important rein as the primary material in developing the connection between textbooks in which lesson goals are closely related to each other throughout all grade levels in elementary, middle and high schools.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.455-470
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• 2021

This study examines the trend changes in keywords and topics of STEAM education from 2009 to 2020 to derive future development direction and education implications. Among the collected data, 42 cases of Ministry of Education's documents, 1,534 cases of articles, and 880 cases of abstract of researches were selected as research subjects. Keyword analysis, keyword network and topic modeling were performed for each stage of STEAM education policy through the Python program. As a result of the analysis, according to the STEAM education policy stage, there were differences in the frequency and network of keywords related to STEAM education by media. It was confirmed that there was a difference in interest in STEAM education policy as there were differences in keywords and topics that were mainly used importantly by media. Most of the topics of the Ministry of Education's documents were found to correspond to topics derived from articles. The implications for the development direction of STEAM education derived from the results of this study are as follows: first, STEAM education needs to consider ways to connect multiple topics, including the humanities. Second, since the media has a difference in interest in STEAM education policy, it is necessary to seek a cooperative development direction through understanding this. Third, the Ministry of Education's support for core competency reinforcement and convergence literacy for nurturing future talents, the goal of STEAM education, and the media's efforts to increase the public's understanding of STEAM education are required. Lastly, it is necessary to continuously analyze the themes that will appear in the evaluation process and change STEAM education policy.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• 대한공업교육학회지
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• v.41 no.1
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• pp.68-87
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• 2016

This research conducted a survey for total 166 teachers of schools so as to analyze validity and satisfaction for performance objectives of SMB administration subsidy the HRDP and the CEP in Specialized High School. The results of research are as follows. First, teachers recognize that purpose of HRDP is to expand employment of specialized high school and provide human resource of SMB. And, they recognize that HRDP is important to improve school outcomes and makes a positive effect on the improvement of school outcomes. Second, teachers recognize that objectives of HRDP are improvement of student's understanding for SMB, improvement of teacher's understanding for SMB, improvement of SMB's understanding of school, cultivation of student's occupational view, systematization of career guiding program based on employment process, strengthening of industry-academia cooperation education, improvement of the level of student's skill, fulfillment of workplace experience and practice focusing workplace learning, training of customized human resource for SMB, improvement of student's adaptation to the workplace, improvement of employment rate for SMB, expansion of job opportunities for students with SMB, preparation of the base of connection between school and SMB, publicity of school, expansion of opportunities to cooperate between SMB and school, establishment of cooperative system among industrial association and school, introduction and operation of the employment connective model for joint education and employment, strengthening of field professionalism of teachers. However, satisfaction for the achievement of objectives of HRDP except for strengthening of industry-academia cooperation education and improvement of employment rate for SMB is relatively lower than the validity. Third, teachers in charge of human resource training business of middle and small sized company's specialized high school recognize that objectives of CEP are expansion of job opportunities for students with SMB, excavation of good-quality SMB, expansion of opportunities to cooperate between SMB and school, fulfillment of workplace learning, improvement of student's major foundation and in-depth skill, improvement of literacy, math, teamwork and communication abilities for students' job performance, improvement of student's working attitude and student's proper career exploration decision. However, satisfaction for achievement of objectives of CEP is relatively lower than the validity.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.