• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.159-176
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• 2011

The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.21-37
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• 2019

This study states a perennial question of "what should we do to heal oneself?" so that teenagers can build the ability to healing themselves at home economics education. The purpose of this study is to development a practical problem focused pedagogical programs and teaching-learning process plans for healing education in the home economics education. For this study, perennial concern and practical problem of healing related to home economics education were identified through the review of the literature related to the Korean and United States' home economics education curricula, and based on the analysis of educational cases in Korea and the United States, a practical-problem-focused program was designed for healing education. Teaching-learning process plans have been developed for practical reasoning instruction based on the designed practical-problem-focused programs and three systems of action. Finally, experts evaluated the developed practical-problem-focused program and teaching-learning process plans for healing education. This study is expected tp serve as the basis for Healing Education in Home Economics Education.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.107-129
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• 2008

The purpose of this study was to get insights and data from home economics teachers for the development of an in-service educational program on practical problem focused home economics program, which was planned to be held from January 21st and to 29th, 2008. For this, focus group interview, one of qualitative research methods, was used. One session of pilot and three sessions of main focus group interview in which total of 18 from October 31st, 2007 to November 14, 2007. Home economics teachers that participated were carried out. Participants requested the followings contents of an in-service educational program regarding the practical problem focused home economics curriculum. First, most of participants strongly desired to participate in an in-service educational program when a program provided. The participants wanted to be a professional, who is able to explain logically with philosophical background and knowledge about the practical problem focused home economics curriculum. Second, participants requested the followings regarding practical problem focused home economics curriculum for the contents of an in-service educational program: philosophy of home economics, setting a perspective on each content areas, development of practical problem, watching a sample class unit, developing teaching materials and motivation stimulating questions, designing of instruction and lesson plans, class presentation and peer evaluation, constructing paper and pencil test items, and feedback from expects on the practical problem focused home economics curriculum. Third, participants wanted an in-service educational program to be a combination of theory and practice, and at least 50% of it allotted to practice. Participants thought that both peer participants and experts from university would evaluate them whether they achieved the objectives of the in-service educational program if an in-service program has to evaluate participants. Participants would evaluate an in-service educational program excellent when they become empowered to teach other home economics teachers the theoretical aspects of the practical problem focused home economics curriculum and the practical aspects as well. Based on the results of this study a framework of the 30 hours practical problem focused home economics curriculum was proposed.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.87-111
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• 2011

The purpose of this study was to develop and evaluate practical problem-based Home Economics lesson plans applying to the multiple intelligence teaching learning strategy, focused on the unit 'Nutrition & Meals' of middle school Home Economics subject matter. To achieve this purpose, the lesson plans were developed and evaluated from the 72 middle school students in Chongju after implementing the instruction. The data from the questionnaire were analyzed by SPSS/WIN 12.0 and content analysis. The results were as follows: First, the objectives of practical problem-based 'Nutrition & Meals' Instruction using multiple intelligence teaching strategy were to understand the importance of nutrition and health in an adolescent period and to develop good eating habits. The Practical Problem was 'What should I do for good eating habits?' and the learning contents were healthy life, the kinds and functions of nutriments, food pyramid and a food guide. The learning activities were progressed by various types of teaching and learning methods including 8 types of multiple intelligence teaching strategy. The lesson plans were developed according to the process of practical problem solving model. 6 periods of lesson plans and worksheets were developed. Second, the practical problem-based instruction using multiple intelligence teaching-learning strategy were evaluated to increase students' positive learning attitudes, motivation, and good eating habits.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.155-169
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• 2010

This study aims to design practical problem-focused instruction by applying universal design of "Housing" unit of Technology Home Economics in the 10th grade and examine the students' perception on the lesson. The lesson is composed of the following procedures: thinking, problem recognition, problem understanding, information search & alternative search, consideration of the result, and practice plan. To solve problem such as 'What should one do for everyone's convenient and comfortable residential life' practically, we chose the major concern of 'understanding the universal design', 'analysis of cause for environmental change', 'creation of human-concerned residential culture'and performed alternative experience program for the old, the pregnant and the disabled. The students perceived teaching methods and contents positively with interest. They also understood the lesson easily by experiential activity and discussion thus enabling their active participation. It was also found out that the students felt considerable change of their consciousness of living environment of residence and the local community, thus it is concluded that the practical problem-focused instructional design method is very effective.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.409-433
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• 2005

This article is to provide information on school contexts for learning and instruction of mathematics based on the results and data of TIMSS 1999. It is organized around two major topics: teacher and students achievement, instruction and students achievement In this article the following summarizes the major findings. First, about $50\%$ of Korean eight-grade students were taught mathematics by teachers in their 30s, and this was higher than the international average. Most of teachers in Korea had certification of teachers majors in mathematics. Korean teachers reported relatively low confidence to teach mathematics compared to other counties. And Korean students taught by teachers who believes they were well prepared attained low achievement scores in contrast to international result. Second, korean teachers spent about $50\%$ of their formally scheduled school time teaching their subject, but is was below the international average. They spent much more time on administrative duties and other related activities than other countries. Korean students reported that most of their class time were spent lecture style presentations by teacher. Also they reported that teachers showed them how to do mathematics. The percentages of Korean students were placed on the low level of index of emphasis on mathematics reasoning and problem-solving. The students taught by teachers who emphasized reasoning and problem-solving showed low achievement scores in contrast with result of the previous literatures. Korean teachers didn't seem to emphasize homework and assessments. Internationally, teachers frequently used teacher-made objective tests and projects or practical exercises, but Korean teachers die less in most of categories. Based on the above findings, this article presents implications about teacher education, reduction of administrative working in teachers tasks, using everyday life topics, as learning materials, specialization instruction methods for each subject matter. This article is a kind of descriptive and factual in nature, but some attempt has been made to contextualize these results focused on teachers and instruction.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.19 no.1
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• pp.37-49
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• 2019

Recently, most companies are using information technology and its importance is emphasized daily. In an environment where technology is changing rapidly, organizations focus on making good use of reasonable information technology. However, having excellent human resources and reducing turnover is a problem for most organizations. Accordingly, job satisfaction is a factor that can reduce negative factors and enhance positive factors. Therefore, this study explored the factors that can improve job satisfaction. In this regard, this study conducted an empirical analysis on employees who work in small and medium-sized Korean enterprises. We focused on mobile instruction and mobile information sharing as reasonable factors that improve employee job satisfaction. In addition, we examined the effects of employee self-efficacy to increase the influence of reasonable mobile task instruction and mobile information sharing on job satisfaction. Through the results, this research suggests ways to improve employee job satisfaction in the field of small and medium-sized Korean enterprises. It also provides practical implications and discusses future research directions.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.161-183
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• 2011

This study aims to design, develop the impact of a high school course in practical problem- focused teaching plan which will enable students to deal with an aging society, and prepare well for the aging by looking at issues the elderly face. This study set a target of analyzing the 2007 revised curriculum manual to develop instructor-led teaching and learning plans for 'Successful aging preparation'. Five common subjects were reframed on a practical problem basis through factor analysis of preliminary research regarding aging education for teenagers and the 2007 revised curriculum and textbooks of Technology Home Economics, and Human Development. The practical problem was 'What do we need to do to Successfully live an independent life in aging?', and the subjects studied to answer this question were the aging society and population changes. the nature of the elderly, aging preparation, care of the elderly, and welfare services for the elderly. These five subjects were grouped under the main categories of The Aging Society. Understanding the Elderly, and aging Preparation. The ultimate objective of the lessons was, through critical reasoning, to inquire into the causes of current problems the elderly face so that teenagers can understand aging societies and the elderly, and prepare for a Successful aging. Another objective was to seek reasonable alternatives for teenagers as they prepare for Successful and independent aging, and increase their problem-solving abilities in choosing the best course of action by considering the ripple effect of consequences of each of those alternatives. The practical problem-teaching lesson plans consisted of five classes on practical reasoning instruction. 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.

• Korean Institute of Interior Design Journal
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• no.11
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• pp.11-19
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• 1997

This stduy aimed to suggest a possible way for a new setting of interior design education through analyzing educational situations of domestic interior design societies. The study showed that interior design education should not follow expressive methods made from practical work which had been popular in the past and it should establish fundamental formation to make interior design education useful in industrial fields through active educationalindustrial complex. Interior design education is not possible without interrelationship with other professional fields and cooperative attitudes among them. The rapid development in the modern industrial world and the ever-growing information processing world regardless of ideology and regiional boundaries indicate that the future of interior design education will be no longer effective with traditional education systems. The idea suggested in this study may be understood as a bridge between the educational reality and its ideal in interior design teaching. The main points of the study are follows. First, the projects of advanced interior design should be focused on increasing the ability for problem solving rather than accumulating basic knowledge. Second, motivation is important for the maximization of the efficiency of educatiov. Therefore a few suggestions in establishing design conditions, as strategies of inducing 'attention', 'self-confidence', 'satisfaction', and 'relevance' are closely examined to propose practical application methods. Third, educational methods should be developed towards creativity in order to increase abilities of thinking and expressiov. Finally, it is necessary to explore various device which help internship participants to get experiences with a sense of practical situations in industrial fields. This could be possibly done by enforcing academic grades for the work done as an internship participation; by employing workmen in industrial fields as faculty members; and by bringing faculty members into actual industrial situations and providing workmen with lectures. A new approach for a better design education seems to be desirable for the future.

• Journal of Practical Engineering Education
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• v.7 no.2
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• pp.97-105
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• 2015

In this paper, we have selected physical computing as the focused learning elements with the PBL-based programming instruction method. Students experienced physical computing by using Arduino. Development of robot using Arduino can create an effective educational environment and also provide solutions for lack of environmental conditions, such as time or spatial factor restrictions and excessive expense issues; these are major obstacles to developing robot programming education. Finally, we analyzed the effects on growth of student's logical thinking and problem solving abilities by demonstrating the Arduino application courseware to the field of education.