• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.265-278
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• 2008

The purpose of this study was to analyze theories of curriculum development in an attempt to develop a systematic early childhood oral health curriculum that would be the basis of the lifelong oral health of preschoolers. The findings of the study were as follows; 1. The current kindergarten curriculum just stated that kindergarteners should keep their teeth clean, and no systematic guidelines on what to teach were included. That was hardly expected to provide efficient education on oral health promotion. 2. Preschoolers, teachers and parents were investigated to find out learner needs, and educational objects and what to teach were selected based on their needs and Tyler's Curriculum Development Theory. 3. Most of the early childhood teachers felt the need for oral health education, but faced difficulties in conducting it due to heavy workload. Another reason seemed that they were empowered to provide that education at their option since that was not mandatory. 4. As a result of analyzing the early childhood segments and educational objects of college textbooks on oral health education, every textbook differed from one another. There was a necessity to set up standardized educational objects for early childhood oral health education. 5. Oral health specialists should be involved in the development of early childhood curriculum to ensure the selection of standardized educational objects and contents.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.353-370
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• 2012

Since the 7th revision of national mathematics curriculum, it has been recommended that the concept of function be introduced based on the dependent relation between variables. The 2009 revision of national mathematics curriculum shares this way of conceptualizing function. In this context, this study analyzes the effect of this revision of the mathematics curriculum on middle school students' conceptualization of function. To be specific, this study investigates the characteristics of students' conceptualization of function through task-based in-depth interviews. It also investigates how teachers introduce function through interview. The analysis show that the middle school students had a lack of understanding about dependent relation in function. The teachers also had difficulties in teaching concept of function based on dependent relation. In the conclusion, this study makes some suggestions for teaching the function in middle school classes.

• School Mathematics
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• v.9 no.1
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• pp.45-64
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• 2007

The primary purposes of this study were to investigate how sixth graders would react to the types of tasks with regard to the comprehension of graphs and what differences might be among the kinds of graphs, and to raise issues about instructional methods of graphs. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 48 questions with 4 types of tasks (reading the data, reading between the data, reading beyond the data, and understanding the situations) and 6 kinds of graphs. The conclusions drawn from the results obtained in this study were as follows: First, it is necessary to foster the ability of interpreting the data and understanding the situation in graphs as well as that of reading the data and finding out the relationships in the data. Second, it is informative for teachers to know students' difficulties and thinking processes. Third, in order to develop understanding of graphs, it is important that students solve different types of tasks beyond simple question-answer tasks. Fourth, teachers need to pay attention to teach fundamental factors such as reading the data with regard to line graphs and stem-and-leaf plots Finally, graph type and task type interact to determine graph-comprehension performance. Therefore, both learning all kinds of graphs and being familiar with multiple types of tasks are important.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.315-325
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• 2006

As a substitute for preventing school violence, the reward and punishment system has some problems such as different imposition basis for each teacher, ambiguity of applicable items, and difficulties in directing students in relation to parents of students. In this thesis, a reward and punishment points management system is implemented based on the web to solve the problems. The week point of the current system is complemented by separating the system into four parts, operating each part that is operated by administrators, teachers, students and their parents respectively and sharing their data. In addition, as each group of administrators, teachers, students and their parents is organically connected to the system, when special problems occur, the problems can be solved effectively. Therefore, if the implemented system is used in the field, the guidance of human nature is naturally conducted by understanding broadly for student's living guidance. Furthermore, it can be helpful to prevent students from school violence in advance.

• Journal of the Korean Home Economics Association
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• v.48 no.1
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• pp.137-161
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• 2010

The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.

• Journal of the Korean Institute of Rural Architecture
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• v.12 no.1
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• pp.9-16
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• 2010

As the importance of health and school health grows, the purposes of this research are to investigate the differences between the characteristics and the utilization of the nurse's office of an elementary school in an urban area and the nurse's office of an elementary school in a rural area, and to provide the data for the planning of construction of a nurse's office convenient for students to use after grasping the regional characteristics. The methods of this research include the interview and the survey conducted to the heath teachers after visiting 20 nurse's offices in 13 eups and myeons, and examined and analyzed the differences between the characteristics and the utilization of the nurse's office of elementary schools in an urban area and the nurse's office of an elementary school. The nurse's offices of the elementary schools in Cheongwon, a rural area, are worse in access to health care institutions and in the connection to the placement than those of the elementary schools in urban areas, so most of eups and myeons were not allowed for easy access to medical service. Depending on the bad personal surroundings of each elementary student, mental stress and the lack of heal care of each student should be taken care of along with the educating of the parents and the children. Also because of the difficulties in access to the health care institutions, it is suggested that a lot of support and interest should be provided for the nurse's offices and that a lot of changes with functions should occur to the nurse's offices so that the nurse's office of an elementary school can play the role as a local health care institution. Besides, the health teachers also should be able to provide more professional medical services by taking in-service training courses.

• Journal of Information Technology Applications and Management
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• v.28 no.1
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• pp.53-61
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• 2021

The year 2020 was a time when the coronavirus infections-19 (COVID-19) caused various changes in society. In particular, the fields that have been conducted face-to-face have been greatly confused by the transition to an online non-face-to-face method, and this is the case with the field of education. There are two main advantages of offline education. The first is that we can improve our understanding through communication with teachers, and the second is that we can develop social skills through interaction with friends. But as online classes progressed due to corona 19, interaction could not be achieved. As a result, the motivation for learning has been reduced due to difficulties in real-time feedback, and the participation rate has been significantly lowered, especially in lower grades, raising concerns about the learning gap that will occur after corona 19. However, there are some cases in which online classes were conducted as effectively as offline classes by utilizing various contents. What they have in common is the use of content. Teachers generally improved the quality of education by linking interesting sights and videos that enhance learning comprehension. The provided video conveys learning-related content into stories, enabling intuitive observation. Many students were already enjoying these videos through VOD (Video on Demand) such as TV and YouTube, they were able to connect their easy access to content and interest in learning. Appropriate use of video content has rather increased the learning effect and should continue after corona 19. Therefore, it is necessary to study methodologies that apply video content efficiently to education. This study looked at the steps that needed content application through the development of education programs, and observed its meaning. Students were curious about the content, motivated to learn and participated in learning on their own. Intuitive learning, conducted through appreciation, play and content production, provided an opportunity to learn on their own in everyday life.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.159-170
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• 2020

Despite evidence that early childhood teachers play a critical role in guiding children through their child assessment, most beginning teachers in the survival stage face the greatest difficulties in this area. Using the intentional and purposeful tools of action research, this collaborative action study supports a beginning teacher in reflecting upon her perceptions of the 'child assessment' of young children and devising and evaluating good guidance practices. During the course of the study, the participating teacher became engaged in more reflective teaching which prompted her to perceive the "child assessment" of the children from different perspectives. As her understanding of the importance of making her curriculum and classroom climate more engaging and meaningful deepened and she reconceptualized her notion of child assessment, the teacher witnessed positive changes in her students' behaviors which, in turn, increased her sense of efficacy. These very positive, empowering results are strong recommendation for using collaborative action research especially in the novice years of teaching for it provides the teacher with a life-long transformative tool for professional development.

• 대한공업교육학회지
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• v.34 no.2
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• pp.128-160
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• 2009

Narratively I have described interactions between two teachers performing an introduction to the engineering class with various situations such as place, teacher, student and subject. I have specifically illuminated a three-dimensional narrative inquiry space embracing the culture of the university, the college of engineering and the ABEEK(Accreditation Board of Engineering Education of Korea)program. The result of the study is as follows: First, in order to stimulate the students' motivation, the teachers have to make not only their class PowerPoint slides match the size of the classroom, but the content of the slides must be condensed with core concepts. They also should utilized some video clips to empower students' interest in the subject within their classrooms. Second, the teachers should do various class activities in the classroom. Instead of spending most of the class time with his/her explanation, it would be advantageous for the teachers to allow the students to perform a task in class. Third, the teachers should ask their students about assignments which are helping students' understanding of the subject and planning of their future. Lastly, the teachers need to design the mid-term and the final tests inducing the students' motivation. Those tests also must test students' creativity and insight of the subject. Thus, the test should consist of an interpretive exercise and an essay type of item thus reducing the multiple choice types of items. There are several limitations to the study. First it is difficult to generalize what we found here because it is a case study. Second, we could not study in depth the effect of the interaction between the two teachers who were performing the introduction to the engineering course during the academic semester. Third, this study just probed into the difficulties of teaching the course. Hence, we have to understand more by focusing on each issue such as adapting to a new learning environment as a student from abroad, a practical experience boosting the students' interest in the introduction to the engineering course, also a practical experience on process based learning-versus result based learning, and an effective management of the student team presentation etc.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.