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The purpose of this study was to identify the necessity of evaluating the Practical Arts subject matter and to evaluate the Practical Arts subject matter. This study was conducted based on the qualitative research method with utilizing literature review, studying the elaboration theory with teachers, and evaluating the Practical Arts subject matter. There were 6 teachers involved with this study and all of them participated the 30 hours of seminar for studying the elaboration theory in 5 days and evaluated the Practical Arts subject matter for 12 hours of meeting in 4 days. Conclusions were made as follows: 1. The procedural organization was utilized for the organizing content in the Practical Arts subject matter; 2. It was not very everyday life related subject and idea in the electrics related chapter and it was hard for children to needling with a nonwoven fabric; 3. Contents of the sewing machine and the electrics related chapters were not familiar with children; 4. There were sufficient within-chapter review but none of cumulative review; 5. The procedural organization was used for the micro strategies for each idea; 6. There were enough of review, test items, synthesizers, analogies, and motivational components; 7. The ideas and the strategy components were separated and labeled right while there were several problems in formatting the Practical Arts subject matters.

The purpose of this study was to develop a model of practical arts education program at National Universities of Education. This study was carried out through literature review related to practical arts education, program development model, and pre-service teacher education. The model of practical arts education program consisted of planning stage, designing stage, implementing stage and evaluating stage. Planning stage was composed of an organization of program development team, a diagnosis of current curriculum, and a program need assessment. Designing stage was composed of a program goal prescription, a contents selection of program, a systemizing of program, and a program design based at themes. Implementing stage was composed of the management of learners, educators, and education environment. And, evaluating stage was composed of a setting of evaluation goal, a verification of evaluation area, a making evaluation instrument, and an evaluation implementation.

The main goal of this study was to trace the evaluation function in technological problem solving process. This study fouced on : (1) identifying the process path of evaluation cycle, (2) identifying the conceptual constituents of evaluation (3) the formulation of designing space/making space/evaluation space model characterizing these cycles. 5 grade 6 students and 6 grade 4 students participated in the study. This study required the case study methods in data collection and analysis. The data collection methods were used the video recording, the interview, and the field notes of researcher. The students' performance procedures and thinking aloud were video recorded. The collected data were transcribed verbatim. Each students' performance was coded with respect to not only the participant's explicity stated intent but also the intent suggested one or more of their trials. Each student was provided with a copy of a design brief that described the technological problem to be solved. The problem was to construct the tallest possible tower. The results of this study were as follows: The results are presented in the order of the research questions given above.1) The evaluation recurred cyclically and become intertwined, until the student eventually decided that the task has been completed. Particularly, the movement between making space and evaluation space revealed the cyclical aspect. 2) The conceptual constituents of the evaluation space revealed an interesting variety of positions adopted by the students. 3) The model of the process performed by students was developed. The model offered a graphic representation of action-space. The evaluation space was included in the designing space and making space.

The aim of this study is to understand actual conditions of practical arts performance assessment in Pyeong-teak area and to analyze its problems. In order to achieve the aim, I first investigated the actual conditions of practical arts performance assessment of Elementary schools in Pyeong-taek area. Second, I found the types of preferred performance assessment for elementary teachers. Third, I made a comparative study about the results of performance assessment. A questionnaire was used for the investigation and its validity and reliability was tested. The items of questionnaire constituted 9 questions about the individual backgrounds and 13 questions about the actual conditions of performance assessment. The questionnaire had been transmitted to the 319 teachers of the fifth and the sixth grade in 41 schools, and among them, 250 teachers had sincerely answered and their answers were used for research data. SPSS WIN ver.10.0 program was used for all the statistics, and it was interpreted by the level of significance, 5 percent. The results of this study can be summarized as follows:1. The teachers who have 10 to 20 year careers tended to have more positive attitudes to accept the performance assessment.2. In most cases, the performance assessment was done more than 3 times a semester.3. The tools of performance assessment were usually used by teacher's guide and the period of performance assessment was informed before its practical application.4. One of the most difficult problems of the performance assessment was that it needed a lot of time and efforts. And it is said that one way of its improvement measures is to reduce the number of students per class.

The present study aimed at examining the effects of the application of a creative practical arts education program on children's academic achievement and creativity. The research result can be interpreted in two ways. First, high creativity does not necessarily result in high academic achievement. That is, to enhance academic achievement, children need concentrative and repetitive learning in addition to creative thinking power. Second, the traditional examination questions are mainly to assess students' memory. Even if classes are developed in the direction of improving children's creativity, examination questions advantageous to students who are good at memory work will hinder the development of creativity. Accordingly, schools need to set examination questions with the intention of enhancing students' creativity. Based no the result, this study makes the following suggestions.First, teachers must be given opportunities of field training for developing students' creativity. Second, there must be experimental research on the effects of creative problem-solving class models related to other units in practical arts to improve the effects of learning by applying the models.Third, this study proposed a creative problem-solving class model as a class model for developing children's creativity through practical arts education. However, it is necessary to develop a class model that reflects the characteristics of practical arts education so that the model can develop children's advanced thinking power including basic functional skills, senses of future direction and creative ability, which are suggested as the objectives of practical arts education.

This study analyzes illustration of practical arts textbook and surveys recognition of teachers as well as students concerning the illustration of practical arts textbook to highlight the illustration's functions and values again and to present the directions of the illustration.The results of this study were as follows:1. There was much difference of the number of the illustration of the 5th year practical arts textbook depending upon each unit. 2. The distribution ratio based on kinds of illustration varied depending upon each unit because of characteristics of units.3. The illustration at the stage of "Problem analysis and investigation" occupied the highest ratio among all of the units. 4. The teachers were presented current practical arts textbook' illustrations to make use of them for practice model, and thought that characters (icons) as well as the illustration of table of contents of units were effective to understand characteristics of units and to show text development so that a lot of illustrations were used. 5. The elementary school students preferred simple and concise drawing to complicated drawing and liked interesting drawing, the drawing by which they could know what to learn by watching it, and the one made consecutively like cartoons.

The aim of this study was to develop STS teaching and learning program in elementary electrical energy education and to verify the effect on knowledge comprehension and saving attitude about electrical energy in STS program. In experiment disposition, a comparison group applied STS teaching and learning program was applied to the experiment group the traditional teaching and learning method. was applied to the comparison group After experiment disposition, the knowledge comprehension of electrical energy and the difference analysis about saving attitude of electrical energy use were checked to confirm the effect of STS teaching and learning program. Utilizing T-verification in SPSS/Win ver 10.0 The main results of this study were as follows: