• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.241-252
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• 2008

The purpose of this study is to investigate the impacts of a science gifted education program. 155 students who experienced the SNU science gifted education program were interviewed. The interview questions consisted of eligible questions from 'Interview Protocol of Hertzog' (2003) based on 'Recommended Practice in Gifted Education (Shore, Cornell, & Ward, 1991)'. All interviews were immediately transcribed and analyzed qualitatively. It was found that scientifically gifted students had similar concepts of the gifted to what scholars consider as the gifted. Comparing the programs to school education program, the students agreed that the science gifted education program provided more experiments opportunities, higher and deeper level of contents, and more active interactions. Regarding long-term effects, it was found that program influenced on students' decisions for the future, stimuli and expansion of horizons, school work and entrance examinations. Students gained self-confidence and became more interested in science. Some pointed out that they felt greater stimulated, although some indicated an elevated level of self conceit. Implications of science gifted education were found based on these results.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.63-85
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• 1989

The Change of environment related to human life, science, technology, economics and education level have much effect on home life. Therefore Home Economics Education have to get out of past trite concept that it is only a method to become good housewife and take the role to widen the human life and to grow creative power as a academic part of science. For these, Home Economics should become life education, life education of secondary school has to have relation to lifelong education. To achieve effective result from Home Economics Education, the object, system and methods of Home Economics Education, the object, system and methods of Home Economics Education have to be improved and teaching material has to be studied systematically. As an object of aboves and education planning in clothing is made for deep understanding the study of Home Economics Teaching Material. And to understand the real state, made some questions, had interview with 63-teaching in Kangweon province and show the results. 1) Tab 1~20 are the level of recognition about object, teaching content, time structure of secondary school. The object is recognized as cultural education and basic job education. 2) Tab 21~30 show the real state of textbook and study of it. To take effect from school lecture other teaching material except textbook is required. 3) Tab 31~40 are the result of sewing and handicraft practice. Sewing and handicraft needs much time and almost all time is used in practicing. 4) Tab 42~54 are the planning of textbook study for effective teaching, self-estimation and teaching material making is also considered. All above is collarless blouse’s planning. Base on above result, all objects of clothing life should be teached. For the development of Home Economics Education 1) Understanding and affection of teachers is required. 2) To solve indicated problem, national policy, education plan in school and education finance are fully supported. 3) More studies is required in Home Economics Education.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.515-525
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• 2010

The purpose of this study was to analyze of how the elementary school teachers lead their classes of a science laboratory instruction and an engineering laboratory instruction in a science subject class. For this study, science laboratory and engineering laboratory lessons were selected and for each science and engineering laboratory lesson, five elementary school teachers were video-recorded of their lessons. The science and engineering laboratory lessons were analyzed by utilizing processes of the science model and the engineering model based on Schauble et al. (1991). The results of these studies are as follows: In science laboratory instruction, some participants didn't distinguish the difference between the science laboratory goal and the engineering laboratory goal. All of participants used search and end strategy of engineering laboratory for science laboratory lesson. In engineering laboratory instruction, all of participants guided to students engineering laboratory goal and used inferences and search strategy of engineering laboratory. However they didn't use the trial and error strategy or redesign which can be an essential element in engineering and design process. Educational implications are discussed.

• The Korean Journal of Community Living Science
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• v.15 no.2
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• pp.17-28
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• 2004

This research explored parenting education programs for be college students and adolescent workers, and it was focused on determining whether different parenting education programs were needed for college students and adolescent workers. The participants were 254 college students in Suncheon and 135 adolescent industrial workers in Ulsan. Data were gathered via questionnaires and two-way ANOVA analyses of parenting effectiveness by sex and social status(college student, versus adolescent industrial worker), and by age and social status were performed. There were no significant differences based on sex, age, or social status, and no interaction effect. However, there were significant differences in adolescents' parenting effectiveness depending on childhood parenting experiences, parenting knowledge, and parenting education program experience. Among the predictors(sex, age, social status, childhood parenting experience, parenting knowledge, and parent education experiences) adolescents' childhood parenting experiences was the strongest variable for predicting parenting effectiveness. In this regard, the results confirmed Bronfenbrenner's Ecological System's Theory that family influences children's belief systems about parenting effectiveness in the microsystem. Furthermore, the results indicate that a different parenting education program is not needed for college students and adolescent industrial workers, respectively; instead, a more comprehensive parenting education program for all adolescents - regardless of social status is needed. And based on the present study's results, the importance of child development knowledge, and parent-child relationships in parenting education programs was also confirmed. From a broader social perspective, all adolescents are encouraged to participate in parenting education programs.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.970-985
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• 2011

In this study, we analyzed secondary science teachers' needs for mentoring programs improving their professionalism in science-gifted education. A survey was administered to 111 teachers who had experience in teaching science-gifted secondary students in Seoul. Analyses of the results indicated that most teachers needed the mentors' support in science content knowledge, knowledge of beliefs about science-gifted education, knowledge of science-gifted students, knowledge of instructional strategies for science-gifted education, knowledge of curriculum for science-gifted education, knowledge of assessment in science-gifted education, and knowledge of external factors influencing in implementing science-gifted education. Most teachers, especially having the perceptions of lower levels of professionalism, relatively needed more mentors' support in the knowledge of the instructional strategies for science-gifted education and the knowledge of assessment in science-gifted education. Most teachers wanted the mentors' supports for all subcategories of professionalism at the planning stage of the classes, and some did the support for some subcategories at the performance stage and the reflection-evaluation stage of the classes. They also relatively wanted more mentors' support for all subcategories of professionalism through lectures and/or group discussions, some did the support through face-to-face interviews and/or real-time or non real-time online interviews. They variously responded in the suitable ratio of mentors and mentees, and perceived positively the qualities required to mentor as well as the necessary factors for the effective use of mentoring.

• International Journal of Computer Science & Network Security
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• v.24 no.3
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• pp.135-141
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• 2024

The article examines the key constants of reengineering the modern educational cluster, associated with the processes of digital transformation of all spheres of modern socio-cultural space. The first constant is the strategic rethinking of the educational process organization and awareness of the new roles of all participants (tutors, applicants, controlling elements, etc.). The other constant involves practical re-design of the system of educational services, which consists in the reorientation from the traditional model of education functioning for society to the implementation of the educational format in the form of new projects (structural, target, business). Consequently, the purpose of the study is to highlight the attitudes relevant to the modern realities of information and technological support of education in the context of socio-economic interactions of society. The criteria for the reengineering of educational concepts and the structural organization of the educational sphere are defined. The modern world is going through a period of complete digital transformation of all spheres of public activity. The scientific intelligence notes that education is no exception in these processes, as the dependence of educational realities on information and computer technologies is now noted. The COVID-19 pandemic, for all its tragedy, was also a kind of trigger, clearly marking the new components that have become defined in the organization of the educational process. The conclusion is made that the use of digital technologies in the organization of the educational institution or in the organization of the educational process has become not an auxiliary element, but a dominant factor. Mobility, dynamism, interdisciplinarity, synergy - all these aspects are relevant for socio-economic interactions of society and should be provided by educational programs. The results of the study can be used in the reorganization processes of educational institutions and institutions. Further research requires aspects of the analysis of the foreign experience of reengineering in education, carried out taking into account digital transformations of modern sociocultural space.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.160-173
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• 2005

In this study, we had tried to present a plan for improving the actual conditions of practical utilization of teaching material for 6th grade science developed by Ministry of Education & Human Resources Development and distributed to all elementary schools in Korea. Also we presented ways of better utilization of the teaching material after investigating the actual conditions of practical utilization. A survey was made to investigate and collect all data in the major metropolitan cities, the Kangwon, Chungcheong, Honam, and Kyeongsang area, respectively. We surveyed 316 6th grader teachers to investigate the actual conditions of distribution and utilization of teaching material as a general research. In addition, we surveyed 46 teachers to investigate the organization and content of teaching material as a particular research. The results are as follows. First, the teaching material was not approximately transmitted and kept to 6th grader teachers. Second, the utilization guide was not made. Third, it was reported that the thematic divisions of teaching material was a strong point, but the less detailed experiment manual was a weak point. Fourth, the consideration of content difficulties and simplicity was necessary to improve the material. Fifth, additional items should be included in the introductory presentation, convenience of reorganization, activity material causing learning interest, guidance of substitution experiment, and more concrete notice of experiment activity. Finally, there were positive responses of more than 4.0 point of Likert scale (1 to 5 point scale) in detail investigations of thematic items, which could have possibility that the teaching material was helpful to elementary school science field.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.1-12
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• 2013

20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students' scientific literacy; scientific knowledge, inquiry skills for experimentation as well as for argumentation, affective domain such as the attitude toward science and the understandings about nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers' understandings about scientific literacy were not much scored (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which included the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.726-731
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• 2021

Due to the COVID-19 pandemics, Romanian schools functioned online since March 2020, with more or less all school activities being implemented online, using the digital resources and technology. Although none of the key factors involved in education (teachers, pupils, parents) were prepared (emotionally, technically, economically etc.), online education was imposed ad a necessity to continue the teaching-learning-evaluation process, and teachers at all school levels were forced to rapidly adapt to online schooling. In this paper, we aim to investigate the perception of all three educational actors (pupils, parents and teachers) regarding the efficacy of online teaching and learning, based on a survey with 7701 respondents. Research data is relevant for online schooling in Romania between March 2020 and March 2021.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.27-32
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• 2022

Due to the COVID-19 pandemics, Romanian schools functioned online since March 2020, with more or less all school activities being implemented online, using the digital resources and technology. Although none of the key factors involved in education (teachers, pupils, parents) were prepared (emotionally, technically, economically etc.), online education was imposed ad a necessity to continue the teaching-learning-evaluation process, and teachers at all school levels were forced to rapidly adapt to online schooling. In this paper, we aim to investigate the perception of all three educational actors (pupils, parents and teachers) regarding the efficacy of online teaching and learning, based on a survey with 7701 respondents. Research data is relevant for online schooling in Romania between March 2020 and March 2021.