• Title/Summary/Keyword: participation interest

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A Study on the Activation Plan for the Participation in Citizen Participation Education by Types of Lifelong Education Participation : Focusing on Chungcheongnam-do (평생교육 참여유형별 시민참여교육 참여 활성화 방안에 관한 연구: 충청남도를 중심으로)

  • Jeong, Jae-Hun;Lim, Se-Young;Kang, Hyun-Jung
    • Journal of the Korea Convergence Society
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    • v.9 no.1
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    • pp.331-340
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    • 2018
  • This study used data from '2016 Chungnam Citizens' Lifelong Education Needs Survey'. This analyzed the basic situation of Citizen Participation Education. It also typifies the interest and participation intention of lifelong education by region, and compared the interest and participation intention of Citizen Participation Education. Through this, we intend to provide concrete basic data for activating the Citizen Participation Education in Chungnam. We analyzed data of 4,108 people in 2016 lifelong education needs survey. This was named enjoy learning type, bias earning type, and elderly learning type. Second, the enjoy learning type group is a group that enjoys participating throughout lifelong education area. bias earning type group is a group that perceives that lifelong education is limited to vocational ability education, culture art education, and liberal arts education. These are groups that are interested and participating only in three areas. The elderly learning type group is a group that shows typical characteristics of the elderly learners and is a group that is concentrated on participation in culture arts education. Third, enjoy learning type group is the second most experienced participant. They are the group with the highest participation interest and participation intention. bias earning type group is the group with the highest participation experience. They are also the second highest group of participating interests and willingness to participate. elderly learning type group is the group with lowest participation experience, participation interest, and participation intention. Finally, we suggest the ways to revitalize Citizen Participation Education in lifelong education.

DA Study on Learning for Preventing and Treating Juveniles' Addiction to the Internet-Application of a Cyber Mock Trial (청소년의 인터넷 중독 예방 및 처방 학습에 관한 연구-사이버 모의재판 적용)

  • Baek, Janghyeon;Kim, Do-yun;Kim, Yungsik
    • The Journal of Korean Association of Computer Education
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    • v.6 no.1
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    • pp.121-130
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    • 2003
  • As legal and technological actions to prevent and treat addiction to the Internet have reached their limit, the importance of educational methods as alternative measures is being recognized. The present study was attempted to propose the application of a cyber mock trial system as an educational method to prevent addiction to the Internet and to promote information communication ethics. The mock trial system was designed and implemented so that both open trials and closed trials could be held, and the process and results of trials could be discussed. To verify the effectiveness of learning method of cyber mock trial in preventing and treating addiction to the Internet, this study conducted and analyzed questionnaire survey about juveniles' class preparation, class participation, interest in classes, and the effects of classes.

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Effective approaches of using Cut-out Animation for Design and Implement of Integrated Subject (교과통합 설계 및 구현을 위한 컷아웃 애니메이션 활용 방안)

  • Kim, Byeung-Won;Kim, Jong-Seo;Kwak, Hoon-Sung
    • The Journal of the Korea Contents Association
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    • v.8 no.6
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    • pp.111-120
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    • 2008
  • This paper purposes to suggest subjects integration method for effective cut-out animation production education activity. So we suggest concrete method to integrate subjects focusing on animation production. We gave cut-out animation production lessons to a group of students. As a result, their degrees of study accomplishment were higher than those of students under a general teaching style. And we conducted a questionnaire survey of participants, they gave an affirmative answer in understanding, satisfaction, participation, interest. With this, we confirmed that the animation production class activity with integrated subjects raised the creative learning ability.

Secondary Mathematics Teachers' Use of Mathematics Textbooks and Teachers' Guide (수학교사의 교과서 및 교사용 지도서 활용도 조사)

  • Kim, MinHyuk
    • School Mathematics
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    • v.15 no.3
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    • pp.503-531
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    • 2013
  • This study aims to investigate how secondary mathematics teachers use mathematics curriculum materials such as textbooks and teachers' guide in planning lessons and for their learning. 24 in-service mathematics teachers participated in surveys and two among them were interviewed. The findings from the data analysis suggest that: a) the teachers actively engaged in decision-making processes of the transition from written curriculum to intended curriculum; and b) the teachers showed a tendency of consulting to the ideas suggested in the curriculum materials for selecting objectives and contents for lessons and the what to assess, not ideas for selecting teaching methods and how to assess. Also, various factors such as students' achievement, participation, interest in mathematics, family environment, and college entrance were identified to influence the teachers' use of the curriculum materials.

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An Investigation of Science-related Activities Perceived by Elementary School Students (초등학생들이 인식하는 과학 관련 활동에 대한 조사)

  • Yang, Chanho;Bae, Yujin;Kim, Chan-Jong;Choe, Seung-Urn;Kim, Heui-Baik;Yoo, Junehee;Yi, Kyung-Woo;Kye, Young Hee;Noh, Teahee
    • Journal of Korean Elementary Science Education
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    • v.32 no.4
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    • pp.515-526
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    • 2013
  • In this study, we investigated science-related activities in everyday life perceived by elementary school students, and their preference and participation in the activities. We also analyzed the differences by student's gender and interest in science. We developed a questionnaire of what activities elementary school students participated in daily experiences and how they perceived the connections of the activities with science. The questionnaire that was asked to rate the degrees of science-relatedness, preference, and participation of 35 activities was administered to fifth graders. The analysis of the results revealed that they perceived various everyday activities in their home and community as well as school were related to science. They generally preferred and participated in the activities. Boys perceived some activities, such as building things with magnets, Legos, or other toy and tools, more closely related to science, and the degrees of their preference and participation in these activities were higher than those of girls. It was also found that the students who were more interested in science not only perceived more activities related to science but also preferred and participated in the activities more. Educational implications of these findings are discussed.

Middle School Students' Perceptions and Needs about the Experience of Sewing Practice Class in 6th Grade at Elementary School (초등학교 6학년 때 바느질실습 수업 경험에 대한 중학생의 인식과 요구)

  • Kim, SangMi;Kwon, YoungSuk
    • Journal of Korean Home Economics Education Association
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    • v.28 no.4
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    • pp.61-77
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    • 2016
  • This study was conducted on 2016 $1^{st}$ and $2^{nd}$ grade middle school students in order to investigate of their perceptions and needs on sewing practice class, which had been experienced during their $6^{th}$ grade elementary school year. Implications and improvement for sewing practice class to be drawn from this study. The findings are as follows: Firstly, the levels of satisfaction with the practice contents and teaching learning method were higher than the median value(3.00). Among the subareas of class evaluation, participation scored the highest average, followed by interest, difficulty, necessity, importance, and utilization. In the entire subareas, girl students have more positive perceptions on sewing practice classes than boy students. Secondly, satisfaction with the practice contents has an effect on all subareas of class evaluation. The satisfaction with the teaching learning method has an effect on participation, interest, importance and utilization. Lastly, as for the practice contents, they would prefer household items and ornament, and want to choose sizes freely. As for students' needs for a new teaching learning method through which students are allowed to freely make objects or create works through a group activity, it was higher than the median value. This study showed that practice contents and teaching learning method are important factors that affect class evaluation. This study suggested that sewing practice class should be conducted freely choosing of practice contents, making the group works, group or student-led activities. If sewing practice class is designed in consideration of the results and students' needs for class, students' perceptions on class is expected to change in a positive way.

Development of Theme-Based Integrated Unit in the Middle School Science and Analysis of it's Effects (중학교 과학수업을 위한 주제중심 통합단원의 개발 및 효과 분석)

  • Park, Soo-Kyong;Kim, Sang-Dal;Ju, Gook-Yong;Nam, Youn-Kyong
    • Journal of the Korean earth science society
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    • v.22 no.5
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    • pp.350-359
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    • 2001
  • The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.

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