• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.35-43
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• 2008

The Information-Oriented Society that we live in today has given lots of conveniences whereas it has serve problems and even is becoming social problems. These problems can have much worse influence to the little children who are immature. This research developed the new teaching-learning programs that can improve the learner's information communication ethical with theme-based integrated learning by analyzing present information communication curriculums. In addition, we apply the teaching-learning programs to the elementary school and analyzed the effects. As the result of this study, It is appeared that theme-based integrated learning for information communication ethical education gives good effects on information communication ethics improvement.

• 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.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Journal of Korea Game Society
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• v.13 no.3
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• pp.141-152
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• 2013

This research aims at suggesting a case of designing theme-based integrated learning for usage smart media. New approach and direction for developing a gaming instructional design was suggested which can encourage learners to participate in. Quest-based learning, the learning environment design where learners conduct various learner-centered activities, plays an important role of reinforcing the motivation, promoting experiential and cooperative learning based on social interaction. The design using QR codes has been proved to be able to offer the learner-centered learning environment which includes social interaction strategy required for learners expanding their cognitive structure, motivation enhancing strategy encouraging their consistent participation in learning, complex problematic situation and scaffolding strategy emphasized by constructivism. And it is expected to contribute to promoting the design of theme-based integrated learning which is being demanded in the educational environment recently by combining systematic design process and strategies.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.163-188
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• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.147-151
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• 2011

Educational efforts in integrating various subjects which are closely related to one another have had positive results. Additionally, integrating subjects has shown to be more effective than teaching subjects independently. The purpose of this study is to propose, construct, and develop a theme-based integrated program that teaches elementary school student's subjects which are outside the regular curriculum such as electricity, electronics, programming, and energy by using Diki-3000. Thus, having considered the theoretical background of theme-based integrated program, elementary school subjects including home economics, science, social studies, and extracurricular activities have been analyzed and restructured into theme-based program. Students will learn about and familiarize themselves with these subjects by utilizing the Diki-3000 product. This program aims to improve students understanding of the aforementioned subjects by combining Diki-3000's strengths as an educational tool with the contents of theme-based integrated program. Moreover, the learning experiences gained from completing critical problem-solving activities which are beyond normal subject knowledge is expected to help develop learners' positive thinking skills.

• Journal of the Korea Fashion and Costume Design Association
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• v.19 no.2
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• pp.49-61
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• 2017

The purpose of this study was to develop an educational program designed to allow students to experience 'up-cycling' first-hand during class and understand its significance by helping them improving their practical problem-solving abilities. Teachers of home economics, Korean, and social studies to third grade middle schooler were asked to analyze the curriculums of their subjects. The analysis results were then used to identify common elements among the units, reconstruct the curriculums, and develop an integrated lesson program to offer integrated activities. Based on these, a lesson program was developed to make an eco-bag and running shoes under the theme of 'up-cycling' in the unit of 'environmentally-friendly clothing and mending of clothes' in the home economics subject. The results were as follows: First, a topical fusion lesson program was developed to integrate three subjects together. The development process involved the integration of the topic of up-cycling, a program model for integrated lessons, and a teaching and learning process plan for topical integrated education. Secondly, a lesson program for home economics was developed that was applicable to actual home economics lessons based on the topical integrated lesson program. The lesson domains were divided into large, medium, and small to create a ten-lesson teaching and learning process plan needed for the lessons, teaching materials that could be put to actual uses in lessons, and activity and evaluation logs for learners.

• Journal of the Korea Society of Computer and Information
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• v.17 no.4
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• pp.19-29
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• 2012

According to the result of PISA and TIMSS, it was reported that interest for Math and Science was far lower compared to high achievement of Them. The purpose of this study is to investigate effects of robot based STEAM education on elementary school students' Math learning behavior and Science motivation. Robot based STEAM education integrated science, mathematics and art with a theme of 'Energy' was practiced for test group and For control group, those three subjects were taught separately in order to achieve this purpose. Curriculum of fourth grade second semester's science, mathematics and art was analysed to teach a robot based STEAM class and STEAM class Model with the theme 'Energy was designed and applied to elementary students. In science class, heat transfer experiment was conducted with robots and the result was related to drawing polygonal lines in mathematics. In art class, robot components were used to describe the heat energy in shapes and colors. The research shows that students' Math learning behavior and Science motivation were improved more with robot based STEAM education than with traditional lessons(p<.05). It proves that robot based STEAM class can be effective for improving interest in elementary Math and Science.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.25-34
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• 2006

Although the e-learning system is being introduced in elementary and secondary education, incorporating it into the regular curriculum is difficult. Other problems include the lack of sessions and connection to regular courses in realistically applying project-based learning in the regular school curriculum. Therefore. this study established, applied, and analyzed the blended learning strategy to resolve such issues. Specifically, a theoretical investigation on the concept of blended learning and IT-oriented, project-based learning was conducted. The theme for learning based on integrated courses was also selected, and the 5-stage project-based teaching and learning strategy, concretized. The concretization strategy involved discussion, role division, and alternative evaluation strategy. The class progressed in formats of on-class online, on-class offline and off-class online. As a result, students experienced inconvenience since the project only lasted for a short period of time. Nonetheless, they responded positively to the effect of project-based learning in general. This study was able to suggest the possibility of applying e learning in regular school curriculum and propose the direction for digital and learner oriented teaching.