• 대한공업교육학회지
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• v.30 no.1
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• pp.133-148
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• 2005

This research attempts to establish a strategy through which to secure the introduction of the KEM 2.0 system. Another aim of this research is to eventually establish a service system which can be used to automatically generate and provide the metadata information contained in the Cylearn system. in order to facilitate Korean vocational high school students access to teaching-learning materials. The main research tasks associated with this research were: 1) To establish the components of the file server system while taking into consideration the environment in which each educational organization operates; 2) To utilize the KEM 2.0 in order to optimize the configuration of the Cylearn system and the related software. To do so, the KEM 2.0. should be applied in close coordination with Edunet: The results of this research can be summarized as follows: First, a strategy to introduce the KEM 2.0 was established. To achieve this, the researcher analyzed the characteristics of the sequencing and presentation methods and suggested teaching-learning materials based on the KEM 2.0.s sequencing system. Second, the file server was constructed using the KEM 2.0. The established file server took into account the environmental conditions in which the Edunet system operates so as to facilitate the creation of a network system with Edunet. Third, the Cylearn service system was linked to Edunet. The researcher developed a module using the KEM 2.0. that could be used to transmit the metadata related to teaching-learning materials to Edunet. To achieve this, an input device and a databank which could be used to transfer the generated metadata to Edunet were developed. The input device and databank developed using the KEM 2.0. were used to transfer the metadata to Edunet by linking the Cylearn system to the Edunet system.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.1-11
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• 2007

The purpose of this study is to develope energy eco-audit evaluation scheme for the sustainable energy management at schools in accordance with education for sustainable development. Energy eco-audit evaluation scheme was developed through critical review of preexisting evaluation methods, consensus searching for the process from field. The results of this study are as follows. The school energy eco-audit evaluation scheme has three criteria: data collection, energy program, and environmental review. First, criteria of data collection includes general affairs, school building construction, and energy use. Second, criteria of energy program stresses school administration system such as the democratic decision-making process and structures. Third, criteria of environmental review includes reporting process and preparing teaching/learning materials for sustainable energy management. In conclusion, school energy eco-audit evaluation scheme could find a new way to achieve extended effect for sustainable energy management in school. It also could continue to seek opportunities to raise their awareness of energy issue and environment. School committee and whole school are involved to continue to implement present action plan and prepare updated plan in order to reduce environmental impact in school. By doing so, it would be possible to play important role in both school administration and education for sustainable development.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.173-178
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• 2020

In the near future, as artificial intelligence and computing network technology develop, collaboration with artificial intelligence (AI) will become important. In an AI society, the ability to communicate and collaborate among people is an important element of talent. To do this, it is necessary to understand how artificial intelligence based on computer science works. An algorithmic education focused on problem solving and learning is efficient for computer science education. In this study, the results of an assessment of computational thinking at the beginning of the semester, a satisfaction survey at the end of the semester, and academic performance were compared and analyzed for 28 students who received algorithmic education focused on problem-solving learning. As a result of diagnosing students' computational thinking and problem-solving learning, teaching methods, lecture satisfaction, and other environmental factors, a correlation was found, and regression analysis confirmed that problem-solving learning had an effect on improving lecture satisfaction and computational thinking ability. For algorithmic education, if you pursue a problem-solving learning technique and a way to improve students' satisfaction, it will help students improve their problem-solving skills.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.97-112
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• 2010

The study aims to comprehend the effect of the wetland ecology education on the elementary school students' changes of recognition about wetland through the wetland ecology map program. In this study, the literary research, the experimental research and the survey methods were operated. Through the literary research, the environmental factors were extracted, and the writing item of ecology map was reconstructed based on the literary research, so the experimental research was operated with the wetland ecology map program. Through four areas of test items such as the information and knowledge, values and attitudes, development and conservation, behavior and participation, and the analysis of children's study results, the effect of the wetland ecology map program on changes of recognition about wetland was verified quantitatively and qualitatively. Wetland ecology map program would be able to be an educational approach which can achieve the 'personalization of environment' setting up predictable environmental improvement goals and satisfying the needs of spatial information of the appropriate regions from the holistic perspective that students themselves plan and participate beyond a one-time experience program. Production of ecological map through continuous monitoring is expected to improve the possibility of subjective environmental actions by operating self-directed learning. Based on the conclusion of this study, we would suggest the following. For wetland ecology map program to be supplemented and utilized, the basic education of wetland should be organized in regular school curriculum, ecology map program including various teaching learning methods be prepared actively, and in future studies, studies of ecosystem-wide wetland ecology map program including animals like birds and fish are necessary.

• Hwankyungkyoyuk
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• v.24 no.4
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• pp.111-128
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• 2011

This study was aimed at developing a common curriculum for the department of environmental education from 5 colleges of education. The need and background of curriculum reform can be summarized as follow; first, it has been recognized that new national curriculum of 2009 and 2011 created need for training teachers equipped with more integrated competency. Second, global environmental problems such as climate change and energy crisis asked for more responsible choice and action from all citizens. Third, the extremely low hiring rate resulted in the consideration of new working fields for teacher students majoring in environmental education. Fourth, the expansion of new environmental education paradigms including education for sustainable development called for practicing reconstruction of both contends and methods. From a series of research processes including analysis of current curriculum, DACUM, opinion survey and interest groups review, several new approaches for developing new curriculum had been identified as follow; first, content areas of environmental education should be extended beyond environmental natural science. Second, new learning approaches such as project-based learning need to be emphasized for strengthening the identity of environment as a separate subject. Third, more selective majoring system need to be applied in connection with environment government officials, researchers, and social environmental educators. It was recommended that the application of new curriculum developed by the study would be evaluated and managed by teaching conditions surrounding each of the five university members joined this developing processes. However, it needs to be noted that there is not much time because we had experienced zero hiring rate for the last 4 years and environmental policy and education programs are moving rapidly toward sustainable development.

• Journal of Forest and Environmental Science
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• v.36 no.3
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• pp.243-254
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• 2020

This study was conducted to develop a forest education program through middle school curriculum linkage. We used the ADDIE model, comprising the five phases of Analysis, Design, Development, Implementation and Evaluation, to secure the objectivity of the program. In the Analysis phase, middle school textbooks were analyzed while considering middle school students' needs for curriculum linkage and the developmental stages of adolescents. The Design phase focused on promoting an understanding of curriculum subjects based on what was reviewed in the Analysis phase and concretized and organized a program that can be implemented in the forest, with a focus on science and physical education, based on the results of middle school students' needs. We also established the objectives and goals of curriculum linkage forest education, established the concept of the program, and selected the educational contents, teaching-learning methods, and evaluation methods. In the Development phase, we developed a 2-night, 3-day program linkage with the middle school curriculum and created a manual for instructors and a workbook for students. In the Implementation phase, we revised and supplemented the program through the first test operation with 24 students in their second year of middle school, after which, we carried out a six-session program for the 2-night, 3-day as the second test operation with 17 students in their second year of middle school. In the Evaluation phase, the program was evaluated by the students who participated in the second test operation using questionnaires on satisfaction and curriculum linkage understanding as well as rating scales for attitudes toward forests and environmental sensitivity. The results showed that middle school students showed positive significance in satisfaction and understanding of the middle school curriculum as well as attitudes toward forests and environmental sensitivity through the forest education program.

• Hwankyungkyoyuk
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• v.7 no.1
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• pp.46-87
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• 1994

Our country has been consuming a huge amount of energy in the course of industrialization and its demand is expected to increase enormously in the future. However, the deposits of energy resources are so limited that the settlement of energy problem comes up the essential subject. To solve the energy problem, it is requested that new resources to gain energy stably should be developed and also energy should be economized and used effectively. The effective use of energy and an the wisdom of economy in energy are requested to everybody and these things should be habitualized from very young age through education. Nevertheless, almost every school in our country hasn’t been concerned about energy education. Even though they have a concern, they are very short of the energy education materials and the quality of the materials is not so good. Therefore it is very meaningful to the settlement of energy problem of the country to make the students who will lead our country to make the students who will lead our country in the future realize the seriousness of energy problem and to provide them the necessary knowledge and methods to solve this problem so that they practice those things in everyday life. Having these necessities, this research, supported by The Korea Energy Management Corporation(KEMCO), was performed for 8 months from April 17, 1994 to December 17, 1994. Many peoples participated in this study such as 30 staffs of researchers and authors, 5 staffs of photographers and illustrators, and 3 VCR program producers developing an energy education material set for middle school students that includes a printed material for student, a diskette for computer simulation, a teacher's guidebook, VCR material and its guidebook. The following main development direction was established : First, the material for student should be consisted of units that let students know the seriousness of energy problem. Second, the focus should be put on the necessary method and practice to economize energy actually in real life based on the basic knowledge learned in elementary school. Third, material for student should be consisted of modules to be student activity-oriented teaching-learning rather than lecture-oriented one. The activity, to maximize student's interests, should be presented in various forms such as experiments, investigation, play, data interpretation, computer simulation, visits, expression and appreciation, etc. To develop the energy education materials for middle school students, a research plan was made first. After literature review about domestic and foreign energy education materials, several research trips home and abroad, and discussion meetings, the basic theory of energy education such as the principle, objective, contents, teaching-learning method, and evaluation method was established. Material for student was developed through the following procedures : The activities in the existing energy education materials were analysed and were divided into four categories related to energy using places of home, school, community, and country, and which were again divided into three categories related to time of past, present, and future, Considering these division, nine modules which are structure units of material for student were chosen, Each module comprises 2-4 activities. Totally 31 activities were designed in this way. The syllabi were made out for each activity and writing was asked for to experts related to each activity after several discussions and revision. To complement the draft, another several discussions and revision were also made on it and then pictures and illustrations were asked for. All these procedures complete the material for student, titled ; Energy Inquiry of Middle School Students', which totals 129 pages and is all in color. As the manuscript of material for student was fixed, writing for teacher's guidebook was asked for to the same writers. The draft of teacher's guidebook was also complemented through the several concentrated works and discussions. Teacher's guidebook focused on the teaching-learning principle and methods of energy education and on the concrete instruction cases for effective instruction of material for student. It is organized with two parts : the one is 'general outline' which introduces theoretical contents and the other is 'details' which are practically helpful to teaching-learning. It is totally 131 pages including both 'general outline' and 'details'. The VCR material and its guidebook consist of contents that cultivate the good attitude trying to economize energy and raise student's interests with a purpose of strong motivation to recognize the necessity of economy and practice it. After establishing development direction of VCR material through discussion meetings and research trips, its script was made by relevant experts. Then the script was also reviewed two times. The drafted VCR material made by a video material developing expert was examined and modified by previews twice. After completion of VCR material, the VCR guidebook was made. All these procedures led to the development of VCR material which runs 20 minutes in VHS type. The VCR guidebook shows a production purpose of the program, structure of contents, evaluation methods, and contents of the program in detail to give help to instructors when they use this VCR material, When these energy education materials are used, it is desirable that the VCR material should be presented first to induce student's motive, and then material for student is introduced Since the material for student is composed of activity-oriented modules and each module is independent one another in general, and each activity is, too. the necessary module or activity can be chosen and utilized in any order according to school or class conditions. This energy education materials will contribute to the development of student's ability to solve energy problem in everyday life and teacher's ability to teach the fundamental knowledge and method in solving energy problem.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.35-42
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• 2022

The article deals with the role of extra-curricular work by means of multimedia technologies in order to improve the quality of training of future specialists. An important condition for achieving high results in training specialists is the optimal combination of classroom and independent extra-curricular work of students by means of multimedia technologies. Very significant is the development of student independence, the formation of skills of independent search activity, the ability to take responsibility, independently solve a problem, find constructive solutions, a way out of a crisis situation, and so on. Extra-curricular work forms students' ability to master the techniques of analysis, synthesis, generalization, comparison; develops flexibility of thinking; opens up opportunities for the development and stabilization of positive learning motives to activate the process of mastering knowledge by means of multimedia technologies as a means of forming the personality of a highly qualified specialist. The concept of multimedia as one of the priority areas of Information Technology, which plays a particularly important role in the process of informatization of education, is revealed, and its advantages in education are shown. The advent of multimedia systems optimizes transformations in education, in many areas of professional activity, science, art, etc. The necessity of distance learning to improve the quality of training of future specialists using multimedia technologies in extra-curricular work is justified. The effectiveness of pedagogical support in the process of distance learning is achieved by the following conditions, which is revealed in the article. Various forms and types of extra-curricular work of students that are used in the modern practice of the educational environment of a higher education institution are described. Scientific and informational activity is considered a key area of information activity. The analysis of scientific and information activities in the field of education allows us to identify its main functions, which emphasize the growing role of scientific information in the education system, in particular, extra-curricular work using multimedia technologies. Operational, complete, accurate, targeted information that meets objective and subjective needs becomes an important link between the field of management, science and practice.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.1-13
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• 1998

The purpose of this study is to investigate thel present situation and to analyze the needs and problems of the $\ulcorner$Environment$\lrcorner$ subject in secondary school of the current 6th curriculum in Korea and to indicate the directions of improvement environmental education. The first step of this research was to review the related literature and the result indicated that the number of secondary schools that selected $\ulcorner$environment$\lrcorner$ subject and the teachers who have $\ulcorner$environment$\lrcorner$ certification of a second-major has increased yearly but it shows much difference by regions. The second step was questionnaire surveys on 60 $\ulcorner$Environment$\lrcorner$ teachers in secondary school. According to the survey, 65% of teachers are not certificated and 50% of teachers have no self-confidence of teaching. And most of teachers thought it was difficult to select the modules out of textbook and teachers had difficulties such as the lack of appropriate reference materials and instructive experience of their own instructive experience of active researches. The third step was the questionnaire survey on a students group(606) learning the $\ulcorner$environment$\lrcorner$ subject and a students group(621) without the $\ulcorner$environment$\lrcorner$ subject in secondary school. The group learning $\ulcorner$environment$\lrcorner$ subject showed significantly higher scores than those of the group without $\ulcorner$environment$\lrcorner$ subject in most items. And among the students having $\ulcorner$environment$\lrcorner$ subject, the first year students achieved the highest score, and it revealed that the teaching was most effective to them. The suggestions based on the results of this study are as follows. First, the uncertifiable teachers currently teaching $\ulcorner$environment$\lrcorner$ subject should be given priority to the second-major certificate training program ; which are diverse in contents according to differences of majors and levels. Second, specific and practical re-training programs for the certificated teachers teaching the subject are needed. Third, considerable and continual adjustment of the textbook yearly is required in addition to regular curriculum amendment. Fourth, the more efficient and actual teaching.learning methods of $\ulcorner$environment$\lrcorner$ subject education that can attract students' interest must be developed. Fifth, it is most desirable to have first year students select the subject.

• Journal of the Korean Institute of Educational Facilities
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• v.26 no.3
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• pp.43-50
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• 2019

Nowadays, the knowledge of modern society through education has become more and more complicated. The education system and the educational philosophy have created various education systems and methods for each country due to the difference of history and culture. In Korea, there are various teaching methods in recent years. However, if the traditional teaching method in Korea is based on educating teachers with a good understanding of the contents taught, some foreign countries such as USA and Germany can express their thoughts of the total population. In this situation, this study researches cases of other countries that have different educational systems from ours. It compares the differences of social background, educational program, and educational space in Germany, Singapore and the United States. As a result of this study, the following contents can be derived. The educational program is based on the social background of each country and plans an educational space suitable for the education program. In Germany, the emphasis is on the students' experience and community consciousness rather than on the amount of knowledge, so a home base space is planned between the classrooms to solve the problem of lack of solidarity and belonging among the students who are lacking in the curriculum. Some practical courses are run in the community. In Singapore, educational programs are elite-oriented compared to the other country, and because of the typical tropical climate, educational facilities are characterized by a lot of common space in semi-exterior space. Many schools in the United States have IMC in the central part of their schools that adopt self-directed learning and discussion.