Earticle

The purpose of this study was to investigate the plan for Curriculum Slimming in Practical Arts . This study examined: 1) the concept of curriculum slimming; and 2) the plan through instruction material slimming; and 3) the plan through integrated contents.The major recommendations of the study were as follows；1) It is necessary to balance between breadth and depth of contents in practical arts curriculum. 2) It is necessary to reduce the amount of contents of the textbooks and make easier the contents.　3) It is necessary to reorganize the contents of the textbooks by teachers. when they reorganized contents, they must be use such types of content reorganization as changing the sequence of contents, adding contents, condensing contents, omitting contents, replacing contents with those outside the textbook and teacher's guide book,

It is very significant and predictable sculpture work to study the objectives of practical arts education, because it is the first step to raise the future manpower in industry. The primary purpose of this study was to review the comparisons between the objectives of practical arts education and the leading companies' desired manpower- type. A secondary purpose was to draw the future preparation of the practical arts educational planning and program managing in elementary and secondary level. The methodology of the study was used second data from the report of the Federation of Korean Industries and research papers were reviewed intensively of the cumulated practical arts education. The results of the study was revealed to interested in matching upon the two groups of missions, which is identified the objectives of practical arts education was a pre-stage to reach the ten desired manpower type of the companies as shown in table 5, 6 and 7. To survive the changable future, the subject should be managed and touched on multi-approach teaching and learning and flexible course offerings. A committee should be organized to coordinate offering curriculum, have efficient teaching and learning and get clear strategies in articulating contents build-up so that the subjects shall be easily adjustable in any difficulties or changes or needs. A significant recommendation was derived as of practical arts education research agenda should be drawn to cope with students' preference and industries' needs.

The purpose of this study was to develop modular instructional materials for Practical Arts education applied to 'optional activity' class for 3rd and 4th graders. The learner's needs were analyzed to improve students' performance in Practical Arts education in the study. And then the modular materials for the units "fruits" and "natural dyeing" were developed according to students' preference. The learning content used sub-themes as a basic frame to search for the themes; the sub-themes were selected from the first idea list of making fruits and natural dyeing and used webs as graphic organizers. The webs were useful of developing modules because they show an accurate relationship between the selected content and themes. The results of this study are follows: First, the module with themes of 'fruits' and 'natural dyeing' could be reconstructed and applied flexibly though it was a thirty-hour-module for third and fourth graders. Second, the module with the theme of 'fruits' was constructed to teach the process of understanding production and distribution of fruits, selecting fruits, dealing with fruits, making honeyed juice with fruits as s punch, and setting a table with fruits; that with the theme of 'natural dyeing' had the content constructed by stages to teach searching dye plants, understanding necessary materials, dyeing T-shirts or handkerchiefs.

The purpose of the study was to develop MST Integrated Program for making Lorentz ship hands-on activities. The main focus of the program was to help students to understand and solve integrative problems in relation to mathematics, science, technology in the real world. Hands-on activity was chosen because the higher elementary school student have been highly perceived and interested. As a development study it has taken both questionnaire and pilot/field tests. The study was performed by three major phase: preparation, development, and improvement. In the first preparation phase, I conceived the development of MST integrated program for making Lorentz ship hands-on activities through the literature review for the need of student, society, subject matter. In the second development phase, design brief consisted of situation, problem, design constraints, the challenge, documentation. Teacher's guide consisted of sample solution, overall objective, listing of applications, suggested instructional sequence, phases of the activity, sequence of student activities, introduction, glossary of terms, resources. In the third improvement phase, I performed pilot test for increasing reliability and field test for establishing content validity. It become clear that goals of technology education could be effectively achieved through integrative curriculum including problem solving in the real world. Such an integrative approach might be applied throughout the school curriculum in diverse settings to produce more creative problem solvers.

The purpose of this study was to investigate the effects of learning achievement by comparing the group based on Co-op Co-op learning and the control group. For this purpose, the experimental study on the unit of making plain food was achieved with 84 students(6th grade 2 classes) in K-elementary school in Pa-ju city. The Co-op Co-op learning model (Kagan) was applied to the experimental group, and the traditional small-group method to the control group. For this experiment, nonequivalent control group pretest-posttest design was applied 10 times during 6 weeks.The results were as follows; First, There was not significant difference of learning achievement as the results of the pre test. So the results has been showed that the two groups are same level of cognitive and affective domain. Second, There were significant differences of achievement of cognitive and affective domain as the results of the post test. But there were not of psycomotor domain. Third, As the pre and post test, there exists significant differences of learning achievement(cognitive and affective domain) in the experimental group, but the control group was not. In addition, the learning achievement (affective domain) of the experimental group has been showed significant difference about eating between meals, nutrition, etc. But the control group was not. Based on these results, it is concluded the Co-op Co-op learning method is more effective than the traditional small-group learning method in learning achievement of the unit making plain food.