• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.523-533
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• 2022

During the COVID-19 pandemic, the use of video classes and real-time online education has increased, but the lack of interaction between instructors and learners remains a challenging problem to be resolved. This paper designs and implements a learning support system that utilizes a digital human to improve faculty-student interaction, which plays an important role in increasing the educational effect and satisfaction of real-time online classes. In this paper, a digital human participates in a class as a virtual learner and asks questions raised by other learners through an anonymous chat system to the instructor on behalf of the learners. In addition, as a class facilitator, the digital human analyzes the lecturer's speech in real time and provides it to the learner in the form of a summary of the class, thereby facilitating faculty-student interaction. In order to confirm that the proposed system can be used in actual online real-time classes, we apply our system to Zoom classes. Experimental results show that facilitated Q&A and real-time class summaries are successfully provided through our digital human-based learning support system.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of the Korean Home Economics Association
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• v.46 no.5
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• pp.97-109
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• 2008

Atopic dermatitis is the fastest growing skin disorder among children from infancy to adolescence in Korea. The side-effects of atopic dermatitis not only include physical discomfort, but also psychological trauma which ultimately affects the developmental growth of children. This study was conducted in order to investigate the behavioral characteristics of an atopic dermatitis sufferer. As part of this research, the relative influence of behavioral problems and, self-perceived competence were analyzed in relation to the social competence of an atopic child. In total, 301 atopic and non-atopic children, between 2 and 6 years of age, and their mothers and teachers participated in the study. From this number, 109 children had atopic dermatitis, while 192 children did not. Mothers were asked to complete a parent-report questionnaire that required information on parental stress, according to the scale parenting methodology of Abbdin(1990) and Cho(1999). Teachers were subjected to teacher-report questionnaires which included topics on social competence, socia-emotional assessment and behavioral problems of an atopic child. Furthermore, children also completed questionnaires on self-perceived competence. According to analysis on K-CBCL, ITSEA, social competence, self-perceived competence and parental stress, children with atopic dermatitis showed higher scores in depression/anxiety and depression/withdrawal, compared to children in the normal control group. In relation to parental stress, daily stress, parental role stress, and stress related disease, mothers with atopic dermatitis children exhibited higher scores. In establishing relationships among the related variables, atopic children who demonstrated more social competence were more likely to suffer less from withdrawal, attention problems, and depression/anxiety. Stress related disease in mothers with atopic children was positively related to attention problems of the child. In terms of relative influences, behavioral problems was the most significant variable, accounting for 23% of variance. Lower behavioral problems was positively related to more social competence. In summation, this study investigated the general characteristics of atopic children. In conclusion, atopic children and their mothers had difficulty in dealing with this disease. It is our belief that an atopic child would not only require physical treatment, but also need appropriate psychological care.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.19-39
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• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.495-517
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• 2018

This paper is based on the effects of Zone of Proximal Development and scaffolding theory of social constructivist, Russian psychologist Vygotsky. He insisted that a social interaction play a fundamental role in the development of cognition. This study is to examine the efficient of the scaffolding types in Math class. The ZPD is the distance between a student's ability to perform a task under adult guidances or with peer collaboration and the student's ability solving the problem independently. To conduct the research was grouped into an experimental first grader five students in H high school in Y county. After class, students were questioned through Semi-structured interviews. The results of this study are below. First, Students were satisfied with the class mixed micro-scaffolding types and Macro-scaffolding types and improved their math thinking ability and the ways of solving problems. Second, The results of the class showed that students' ability to perform a task was transferred to the higher level through the help of a teacher or peers. Students could have more time to listen to peers' opinions and to say their own thoughts freely than they were under the lecture method instruction. Third, Students were interested in math through the experimental class. That's because the appropriate help of the scaffolding type, a cooperate study, relative with real life, using an engineering tools. They made a change of perception.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.88-100
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• 2020

This is an exploratory study based on the literature reviews which examined the possibilities and necessities of multimodal writing curriculum for liberal education. The purpose of this study is to analyze the existing research results which utilized the teaching methods associating music and writing, and to find the educational implications, and finally in terms of writing education, to suggest the possibilities of writing classes' convergent forms with music extracted from the results of the existing studies. Those studies were categorized to four patterns: WAC, effects of therapy, materials for writing, and new literacy. Based on Meyrowitz's perspective, firstly music can be utilized as a circumstance, which means a teacher can indirectly take the emotional, reminding, and healing effects of background musics. Secondly, music can play an important role of materials in thinking and writing, which is the most generally utilized pattern today. The effects are found in all of affective, cognitive, and strategic domains by utilizing music as a sort of reading materials. Thirdly, the convergent writing of music and narrative is suggested. Music is an independent language that can interact with narrative and construct text meanings in this kind of writing classes. These three dimensions of convergence have different perspectives, but sometimes occur at a same time or as a connected pattern. This study proposes that writing teachers need to improve their competence in music as well and to have professional concerns and efforts to develop their convergent writing teaching skills with music for these classes. Finally, this study stresses that team teaching can be an alternative for them.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.296-303
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• 2020

The purpose of this study was to examine the keywords of studies related to young children's play in the selected registered and candidate academic journals and the network of the keywords by conducting a semantic network analysis. The selected journals were published over the past decade in diverse fields of study that included social sciences and life sciences such as education and early childhood education. The findings of the study were as follows: First, there was a great increase in the studies related to early childhood play over the last five years in comparison with the first term(2009-2013). As a result of analyzing how many studies were included in the journals by field, the largest numbers of the studies were published in the field of education, followed by early childhood education, and life sciences. Second, when the network of the keywords was analyzed, the major keywords in the first term were playfulness, role play, young children, creativity, play, and peer play interaction. In the second term(2014-2018), playfulness was also the most frequently exhibited keyword, followed by young children, play, and peer play behavior. Keywords such as teacher-child interaction, language skills, happiness, cognitive ability, early childhood education newly appeared.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.399-413
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• 2020

In this study, we analyzed science teachers' NOS-PCK in Science Inquiry Experiment lessons. Four science teachers in charge of Science Inquiry Experiment in high schools located in the Seoul metropolitan area participated in the study. NOS Lessons were observed, all of the teaching-learning materials were collected, and semi-structured interviews were conducted. All the collected data were analyzed according to five factors of NOS-PCK. As a result of the study, their understanding and consideration of the curriculum related to NOS were insufficient in some cases. They thought that given inquiry activities or textbook composition was not effective for NOS teaching so that they actively reconstructed the curriculum. In terms of teaching strategies, their lessons were close to explicit approaches. However reflective approaches were generally lacking. They were neglected in evaluating NOS for reasons that views of NOS are individually subjective or that NOS is not an area of cognitive learning. They guessed the state of students by relying on their own experiences rather than based on evaluation results. They recognized a specific aspect of values of NOS learning. And intention to teach NOS played an important role throughout their classes. Based on the above results, we discuss some ways to improve the professionalism of science teachers for NOS teaching.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.487-521
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• 2010

The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.118-125
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• 2014

This study purposes to historical approach the formation process of Nature-Study, and to re-evaluate its definition and direction at present. The idea of Nature-Study originated from Campanella, Ratke and Comenius, who emphasized real things. The idea developed through Object Lessons of Sheldon, the Natural History of Agassiz, and Progressivism of Parker. They acted as the main contributors who evolved the idea of Nature-Study and its core fields that involve: 'studying with real things' in Object Lessons which brought the methodical aspects to the idea, 'studying with nature' from Natural History that enhanced the content characteristics and 'learner-centered education' from Progressivism, which impacted the philosophical aspects. Straight (a fellow student of Agassiz) was a teacher for Sheldon Oswego normal school and Parker's Cook County normal school, who synthesized the fields together and paved the way for the formation of Nature-Study. Jackman of Cook Country normal school established Nature-Study as a school curriculum and Bailey and Comstock of Cornell University formed the American Nature-Study Society and as a result, Nature-Study started to gain popularity. However, many educators increasingly rejected Nature-Study as a unifying topic, and preferred the use of textbooks rather than firsthand experiences. This hindered the nature-study movement and it declined since the 1920s. But today, the Nature-study idea can play a huge role in developing science education, inclusive education centered nature, self-initiated retrieval, sympathy with nature and character building of students.