• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.65-78
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• 2013

The following experiment was designed to test the students' involvement in the interactive activities and objectives of the relevant chapters in the newly revised curriculum of 2007. The experiment was carried out with the purpose of understanding the level of participation of the Grade 9 students who have successfully completed the Grade 8 "Choice of Food and Diet" and "Table Manners and Dining Etiquette" courses with classified materials such as tables/diagrams/pictures, reading, and activity resources from Technology Home Economics textbooks. The chapters "Choice of Food and Diet" and "Food Preparation and Etiquette" generally emphasize the practical and experiential part of domestic life through using various activity resources; while the tables/diagrams/pictures and reading materials do not provide the students with first-hand experience, they support the students' learning by explaining the basic knowledge required for doing the activities and solving various problems. Within the main training courses, the objectives which the students achieved the highest marks were(in a descending order) "Table Manners and Dining Etiquette" (3.24), "Checking Nutrition Labels, Food Expiration Date, Country of Origin When Buying Food" (3.18), Additionally "Making Food" and "Planning a Healthy, Balanced Diet" hardly met the goals, the result of which shows clear relations to the well achieved objectives from the list of in-class activities that students directly participated in. Therefore, in order to increase the students' interest in the Food and Diet section of Technology Home Economics textbooks, it is recommended to encourage the students to actively engage in the class activities by developing various learning resources and teacher education/pedagogical materials, rather than following the conventional lecture-based teaching methods.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Journal of Families and Better Life
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• v.2 no.1
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• pp.93-109
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• 1984

The purpose of this study is to investigate the direction and strategy of education for sex role concepts of children on the basis of factor analysis of the present situation in sex role concepts and their formation. Although some maintain that sex role concept of our society has been changing slowly, the traditional sex role concept still dominates and is potentially immanent. the analysis of present condition of our society indicates that the formal as well as informal education are facing with various crucial problems in providing the direction of behavior demanded for carrying out the role. The close analysis of the three theories, psychoanalytic theory , social learning theory, cognitive development theory, lends a support to the laim of the study that cognitive development theory provide an integrated frame of reference for us to see the sex role education analytically Furthermore, the factors which are found to have influences on the formation of sex role have been analyzed in three areas: Family, School and society. 1)The factors in family such as parental behavior of upbringing and their concepts of sex role have a direct relationship with the nature of sex tole concept of children. Therefore, the first step to make children to habe a new type of sex-role conception appropriate for modern societies is to change that of parental conception and attitudes. 2)the quantitative as well as the qualitative aspects of school education showed no exceptional trend from the dominant conception of the society, although school are expected to lead the society as formal education institution rather than just reflect the society. The educational activities and contents such as the conceived goal of education for eoch sex, textbook constitation, teaching behavior and sex-role concepts of teacher are found to be still dominated by the traditional sex-role assumption. 3) The social factors that have direct relationship with children's sex-role formation are social and cultural, which include social milieu, condition of employment, family structure and mass-media. Since family and school do not educate the young in a social vacuum. their educational function of sex-role formation are doomed to be limited and determined by these social factors. Unfortunately, the analysis of present conditions showed the dominance of traditional types of sex-role concepts in all these social factors. The education of sex-role concept for children should be treated as one of the most crucial value problems related with many other important problems, such as direction and patterns of behaviors of each sex, the degree of self-development and capabilities, and consequently human right, equality, humanization and the quality of happiness. Neverthless, the analysis of researches on sex-role education which have been surveyed in this study lead to a conclusion that concerted effort to change the education, formal as well as informal should be provided in every aspect of social life. If the sex role education of the past has aimed at the "feminization"of girls which indoctrinate girls into a limited and fixed role of house wives, the new education in the future should be directed foward "humanization" of both sexes which opens the diversity of roles for both boys and girl on equal levels and provide future possibilities in accordance to their individual capabilities and interests.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.19-28
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• 1999

This study aims to analyze tile research trends of science education in Korea, and suggest the direction of the desirable research, which is to help the improvement of science education practically. To achieve these aims, the papers related to the science education (paper;1288, master′s thesis;724, doctoral thesis;59), which were published from 1992 to 1996 in Korea, are classified by the criteria for the analysis and summed up. The condensed results of this study are as follows, 1. The papers published through this period, maintains the stability in aspect of quantity compared with 1980s. It is owing to the efforts of the prime investigator so that "the science education," as a part of normal science, may settle down in Korea. 2. In the case of thesis for the academic degree, the doctoral theses are rare, as the ratio of the doctoral vs. the master′s is 1:13. Even so, most of the theses were produced by a few universities(master′s thesis/Kor. Nat. Univ. of Edu.;28.3%, Ewha Woman′ Univ.;16.2%, doctoral thesis/Seoul Nat. Univ.;57.6%, Kor. Nat. Univ. of Edu.;22.0%). 3. Most of papers are preponderant at three categories among the ten categories proposed by this study (science teaching-learning material;23.5%, science teaching methods;21.4%, psychology of science education;21.1%). 4. Concerning the subject of research, these papers are not diversity and intensive, that is; the subject related to scientific concepts, scientific thinking and attitude, and analysis of scientific textbook is 17.7%, 14.3%, and 10.5% of the total, respectively. 5. Though not including this study, among the theses for the master of science education, many of theses are related to the subject of pure science. There are some suggestions related to tile results of this study. The severe preponderance ill the training process, the subject, and area of research, can be pointed out one of the flimsy in our researches of science education. Because these cannot be considered separately, the policy and support of educational administration must be needed to remove this phenomena. To improve the present situation of science education, the research funds have to be given to the practical than the theoretical subjects. Which can make promptly a settlement of tile problems and difficulties from the field of science education, and encourage the reseal,:h activities that tile front teachers take part in. Lately, the accumulation of literature and references are a prior condition in the development of academic knowledge. Therefore the data base system for the information of science education and translation of foreign literature related to science education must be achieved. In addition, the programs that tile teacher and the investigator can make good use of such an information without limited conditions, must be prepared.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.606-618
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• 2017

As contemplative education has been increasingly incorporated in schools in the US, this study aims to review literature on contemplative education for teachers and students in the US and to explore pedagogical meanings of meditation. I focus my analysis on research journals that include teacher and/or student participants incorporating mindfulness in school settings. I searched "mindfulness" and "education" through Web of Science and explored organizations or associations related to contemplative practices and education. I then analyzed the subjects on research purpose, research methods, and results. In the results, quantitative research on teachers' stress reduction dominated the research on contemplative education and quantitative research on teachers' efficacy and effectiveness with mindfulness followed. Contemplative research for students focused on their stress reduction and cognitive, social, and emotional development. Contemplative education should be involved in educational settings as pedagogical contents for improving teaching and learning. Contemplative education for students should aim to conduct whole-person education and should incorporate a variety of teaching skills and materials using different contemplative practices, including mindfulness, concentration, compassion, yoga, etc. Teachers' support for and positive relationships with their students through mindfulness and compassion meditation is the most important key to encourage students' learning in education.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.88-98
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• 2017

The purpose of this study is to develop the teaching competency tool of university teachers with responsibility for college education and analyze the need for change. We have developed teaching competency to strengthen the competencies required for university professors' responsibilities and community activities in and out of universities and the contents validity was examined from 24 experts. The developed tools were used to diagnose the 83 teachers of K university in Chungcheongnam-do, and to derive basic competence, educational practice competence, and community competence through exploratory factor analysis and confirmatory factor analysis. The teaching competencies include 'Understanding of college education', 'Educational philosophy and attitude', 'Teacher attitude', 'Analysis design', 'Instruction execution', 'Guidance management', 'Evaluation feedback', 'Academic convergence', 'Sympathy learning culture', and 'Global sharing'. The results of the paired t-test and the analysis of the need for change through the analysis of Borich coefficient analysis were as follows: Understanding of university education (4th rank), analysis design (5th rank), instruction execution(2nd rank), empathy learning culture (1st rank), and global sharing (3rd rank). The competence of university teachers is not only the ability to practice teaching, but also the ability to understand university education and to empathize and share with the members of the university community. In the future, the university should actively develop and provide ongoing support programs to strengthen the capacity of professors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5722-5730
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• 2011

The purpose of this study was to investigate the effects of Maum meditation on anxiety, self-esteem and self-actualization of teachers and this is a one-group pretest-posttest design study. Three times of surveys were carried out for seven nights and eight days including July 25 - August 1, August 1 - 8, 2009 and January 2 - 9, 2010. Before and after Maum meditation, 108 teachers in the faculty training filled out the structured questionnaire. The data were analyzed by SPSS WIN 12.0. The results showed that there was a significant difference in self-esteem of the teachers between before and after Maum meditation(p=.001). The self-actualization of the teachers was also found to be significant before and after the meditation(p=.002). Maum meditation decreased the teachers' anxiety level and improved considerably the self-esteem and self-actualization level. So it is necessary to develop the self-concept questionnaire that can support the mental health promotion intervention program.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.73-96
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• 2017

This study aims to investigate the primary teachers' perception of social emotional learning (SEL) in Malawi. To achieve this purpose, total 78 questionnaires were gathered from 9 primary schools in rural area. The data was analyzed with independent-samples t-test, correlation analysis, and multiple regression analysis. The results of this study are follows. First, the sub-factors of the Malawian primary teachers' perception of SEL shows that Comfort is 4.10, Commitment is 4.59, and Culture is 3.78. Second, there was a significant difference in the Malawian primary teachers' perception by age, years of teaching, and participation to in-service training about SEL among the individual characteristics. Third, the Malawian primary teachers' degree of implementation of SEL in school was 4.01, and there was a significant difference by years of teaching. Forth, among the sub-factors of teachers' perception of SEL, Comfort had a positive effect on the degree of implementation of SEL. This result implied that the reason why Malawian primary teachers had difficulty in implementing SEL in the school might be not a lack of individual competence but feel uncomfortable with implementation. Therefore, in order to implement SEL in the Malawi school, it is necessary to support teachers so they have confidence and comfort psychologically.

• Journal of Science Education
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• v.45 no.2
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• pp.172-186
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• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• Korean Journal of Comparative Education
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• v.28 no.5
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• pp.71-90
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• 2018

The purpose of the study was to analyze the various outcomes of parent competency enhancement project for children's education by Daegu Metropolitan Office of Education in Daegu, Korea. For this, the study explored the developmental process of parent educational competency enhancement policy and the main contents of parent competency enhancement project for children's education. Based on this, the study analyzed the outcomes of parent competency enhancement project for children's education. The main results are as the followings. First, a system for enhancing parents' competency for children's education by administering parent competency enhancement project for children's education was established. Second, personnel for parent education by administering parent competency enhancement project for children's education was cultivated. Third, basic courses and in-depth courses using the needs of parent who is educational consumer by administering parent competency enhancement project for children's education were developed. Finally, the result of evaluation by student, parent, and teacher and educational expert indicated that they showed high satisfaction about parent competency enhancement project for children's education. However, it showed that it is necessary to make up the operational time and method and the profession of instructor and program and to support parent considering various types of school. The implications for the main results were discussed.