• Journal of KIISE:Software and Applications
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• v.34 no.9
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• pp.848-856
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• 2007

The curriculum for teacher ICT in-service training has several problems in terms of running and managing training content. The majority part of the program consist of teaming software application manual. Additionally, the program is not organized and some contents overlap. Furthermore teachers are not obliged to participate in training. Especially, it needs to be revised because it is many difference between revised ICT curriculum and 'ICT skill standard for teacher(ISST)'. This study investigates the current curriculum for teacher ICT in-service training, analyzes problems in running and managing training content, and suggests need for revising the curriculum for teacher ICT in-service training.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.159-166
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• 2011

This study was performed to compare and to analyze the contents validity on the unit related in computer of practical arts education text of the 7th national curriculum, to look deep into the problem on contents and to propose the strategy of reformation, to suggest in strategies for development of subject for the 8th national curriculum in our society on current IT-based. And this thesis suggests the revised operating guide of ICT education according to 2009 curriculum and new IT-environment.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.131-146
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• 2001

The purpose of this study were to develop cooperative learning lesson plan for middle school home economics class and to identify the effect of cooperative learning on students\` self-esteem. The content of lesson was chosen from the food and nutrition section of home economics textbooks for middle school. The main structure of the lesson plan stems from $\boxDr$Lesson Plan Guide of Structuring Cooperative Learning Lesson Plan for Teachers$\boxUl$ by D. Johnson. R Johnson and E. Holubec. Various kinds of references including media reading materials cooperative group activity reports and cooperative group activity checking lists were newly developed according to the content of lesson. Eight hour lesson plans were developed and applied to 2nd grade middle school students and pre-test and post-test were taken to test the effect of Johnson\`s cooperative learning method on students\` self-esteem. Students at a Middle School located in Seoul were divided into two grouts, the three classes as experimental group and the other three classes as control group. The data were analyzed by ANCOVA using SPSS/WIN program. As a result, the hypothesis that the degree of self-esteem of the experimental group is higher than that of control group was adopted (P.(001). Among the sub-factors of self -esteem. the global self-esteem and the social-peer self-esteem scores of the experimental group were higher than that of the control group(p.(001 each). but the school-academic self-esteem score was not different (p> .05) According to the post-experiment free-style report. student as a dynamic subject could get initiatives and interests in home economics class more effectively by cooperative learning. Therefore, it could be said that cooperative learning has positive effect on the promotion of students\` self-esteem and is considered to be a good teaching method of home economics subject.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.227-237
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• 2003

Conventional studies of Computer Assisted Instruction(CAI) and Intelligent Tutoring System(ITS) have been general patterns to solve problems, so to solve specialized problems, the learner which has the attitude of passiveness should to solve problems including unnecessary processing to the need of the system. Consequently, those are not support the process of creativity and individual problems for the learner to solve the fractional number operations as this study. This study is the design and implementation of ITS on the fractional number addition and subtraction for the supplementary student. Our system can diagnosis mistakes of learning and guide the student to know their errors of learning process automatically And our system assist the learners to study with self-initiative learning, replacement their lacking of learning and control the process of fractional addition and subtraction operation with creativity according to their level. We showed that this system had improved problems of lacking care to supplementary student result in are not enough teachers involved their school and that the learner had achieved the higher learning effect according to the improved self-initiative learning causing this system.

• Korean Journal of Community Nutrition
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• v.15 no.5
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• pp.648-655
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• 2010

This study is attempted to propose a quality evaluation method of the materials for nutrition education by applying readability test of printed materials for nutrition education. It is significantly important for the teaching class with nutrition education materials to consider students understanding level and education materials topics or choosing words in developed printed materials. This study performed an evaluation of the readability of text in teachers' guidebook, which is devised for elementary school students' education material about sugar, sodium and trans-fat and attempted to estimate the developing materials through analyzing difficulty level of the text. We utilized "The Teacher's Guidebook for Cooking Activity" that had been developed for elementary school by Ministry Education Science and Technology, as the readability evaluation standard. Compared with the average score of readability about "The Teacher's Guidebook for Cooking Activity", $72.94{\pm}6.85$, "Sugar Guidebook" was 70.94{\pm}7.46, "Sodium Guidebook" was $68.76{\pm}14.50$, and "Trans-fat Guidebook" was $58.87{\pm}10.79$. Considering the subjects careers or ages, "The Teacher's Guidebook for Cooking Activity" has little deviation by the subjects careers or ages and was "intermediate" or "easy" level; however, "Sugar Guidebook", "Sodium Guidebook", "Trans-fat Guidebook" was "intermediate" or "difficult" level (p < 0.05). Readability score was especially low when the contents of some particular subjects were too professionalized or scientific terms were frequently used, and thes results were definitely seen in the "Sodium Guidebook" and "Trans-fat Guidebook". With Cloze test score, the readability evaluation will be using as an evaluation tool for the nutrition education materials.

• School Mathematics
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• v.10 no.2
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• pp.259-277
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• 2008

Conventional assessments only provide a single summary score that indicates the overall performance level or achievement level of a student in a single learning area. For assessments to be more effective, test should provide useful diagnostic information in addition to single overall scores. Cognitive diagnosis modeling provides useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the test(Embretson, 1990; DiBello, Stout, & Rousses, 1995; Tatsuoka, 1995). Attributes are skills or cognitive processes that are required to perform correctly on a particular item. By the results of this study, students, parents, and teachers would be able to see where a student stands with respect to mastering the attributes. Such information could be used to guide the learner and teacher toward areas requiring more study. By being able to assess where they stand in regard to the attributes that compose an item, students can plan a more effective learning path to be desired proficiency levels. It would be very helpful to the examinee if score reports can provide the scale scores as well as the skill profiles. While the scale scores are believed to provide students' math ability by reporting only one score point, the skill profiles can offer a skill level of strong, weak or mixed for each student for each skill.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.1
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• pp.117-129
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• 2011

Objectives: The purpose of this study was to introduce of the Urbani School Health Kit (USHK) and to investigate the adaptability to Korean situation. Methods: The authors analyzed the contents of USHK developed by the health promotion team at the Western Pacific Regional Office of World Health Organization (WHO WPRO) in collaboration with health promotion experts at University of the Philippine Open University, and by observing health classes using the USHK in Angono elementary school in Manila, Philippines. Results: The following are the characteristics of USHK: 1) The USHK was composed of a teacher's guide and six books targeted to two groups of children: ages 5~6 years and 10~12, and an integrated package containing materials that can be used to support health education and health promotion activities in elementary schools. 2) The USHK could be integrated in the curriculum to reduce the burden of teacher's class preparation time and help teachers conveying clear and accurate health messages in their classes. 3) Several evaluation tools such as pre-test post-test quizzes, self-evaluation tools, observer checklists, and evaluation interview protocols were developed to monitor and evaluate whether USHK was useful, helpful, and appropriate. Conclusions: We found that USHK was a practical tool for supporting health promotion in elementary schools and could be applicable to health promoting schools in Korea if it were modified to address Korean school health problems.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.381-394
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• 2011

In Korea, the number of foreigners reached about 1,260,000. So we are now living in a multicultural society. There are more than 36,000 multicultural students in kindergarten, elementary, middle, and high school(2010's standards). In other words, Still more multicultural students are expected to increase in the future. As a matter of fact, one of the biggest problems which mixed couples and immigrants from other countries have had is most concerned about possible bias and discrimination of their children. Study has shown that multicultural students are alienated from the others at school, because of their skin colours, the pronunciation they speak Korean, and maladjustment in their school life. Actually, multi-cultural education program should be applied to the first grade in elementary school. Besides, teachers have to direct multicultural and general students with integrated education. Study also found that it is necessary to use more visuals and pictures as the main multi-cultural education. And books and CDs should be used as guide materials. It's desirable that the appropriate time to teach relate to lesson.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.143-164
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• 2013

Despite the recent emphasis on mathematical communication, little practical guide has been provided for a teacher with what to do for orchestrating high-quality discussions in a mathematics classroom. This paper analyzed 20 elementary mathematics lessons which were recognized as effective instruction in Korea using an analytic framework with regard to 5 practices for orchestrating productive mathematics discussions (i.e., anticipating, monitoring, selecting, sequencing, & connecting) by Smith and Stein (2011) in terms of performance scales from Level 0 to 3. The results of this study showed that the most frequent levels were Level 1 including undesirable practices and Level 2 including insufficient practices. There were only one or two lessons per practice which were assessed as Level 3 of good performance. Specifically, Level 2 was the most frequent with regard to monitoring and selecting, whereas Level 1 was the most frequent as for the other practices. This paper provides some implications for co-ordinating productive mathematics discussions.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.1-17
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• 2000

The purpose of this research was to apply and conduct a class with Gordon’s Creative Problem Solving Method(Synectics) to the area of ’human development and family relations’among male students in a jr. high school. Subject matters which were appropriate for applying Gordon’s Creative Problem Solving method were selected from ’human development and family relations’area, with problem circumstances set to reflect to the highest degree the interests of individuals and families. An 8 hour teaching instructional guide was constructed with $\boxdr$strategy 1$\boxul$of Gordon’s Creative Problem Solving method in order to solve creatively the established problem. This was practically implied to 70 students(each class had 34 and 36 students respectively) in K middle school located in Seoul. The period of this application was for 3 months during March through May of 1999. The perception of this method was examined by the teachers and students through open-ended questions. The record of perception showed that 56 students out of 70(with no response from 5 students) through that the class done by the creativity problem solving method was good. The majority of reasons mentioned for the positive answers were ’being able to receive different thoughts which were unusual of daily life’. In addition the students who participated in the class were able to foster a joint experience which improved their understanding of relationships and sens of community. moreover students who did not do well n the class or were diffident were encouraged to participate which in result showed that there was even an internal effect.