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The purpose of this study was to discuss the direction of Practical Arts education according to the changes in culture and hobbies in Ubiquitous era, and to provide basic materials for developing curriculum for Practical Arts subject considering cultures and hobbies in Ubiquitous era. Literature review and interviewing experts in Ubiquitous computing technology, as research methods, were utilized to achieve the purpose of this study.The following subjects were discussed in this study; (1) Concepts and characteristics of ubiquitous computing, (2) Technological factors in ubiquitous computing, (3) Applications of ubiquitous computing, (4) Social and cultural characteristics and concept of ubiquitous era, (5) Everyday life changes in ubiquitous era, (6) Discussion in changes of cultures and hobbies in ubiquitous era.The discussed subjects about the direction of Practical Arts education according to the changes in cultures and hobbies in ubiquitous era were as follows: 1. Well-being culture will be elevated; 2. Importance in life and living will be elevated; 3. Extreme aspects of managing hobbies and cultures (cocoons vs. outdoors); and 4. Convenient IT tech. vs. personal info leek.In conclusion, there will be lots of changes in cultures and hobbies in ubiquitous era. However, the roots of cultural life and hobbies will not be changed, but will be better because of ubiquitous computing technologies. Therefore, there should not be much changes in Practical Arts subject due to ubiquitous computing skill. It is possible for us to make the curriculum of Practical Arts subject more humane and basic so that students should be able to use ubiquitous computing skills more wisely in everyday life.

The objective of this study were to investigate the change of new job and occupational profile, the ideal human type of korean firms according to environmental change, key competencies needed for workforce, suggest the direction for career education of practical arts education according to environmental change of vocation in the ubiquitous era.The major recommendations of this study were as follows;1) It is necessary to link between key competencies and practical arts education curriculum, and it should be taken into consideration when future textbooks are developed. 2) Practical arts education curriculum should be make effort to meet changing job outlook of new century. 3) it is necessary to develop or reinforcement information communication and robot contents in practical arts education subject.

The purpose of this study is to suggest a plan which would provide the children with knowledge of importance for the householdworks and lead them to participate voluntarily and actively. This study was investigated the children's participation of householdworks and the self-esteem. The study was carried out on 366, 6th grade students. The results are summarized as follows : The measure of children's participational degrees in householdworks which related clothing, food, shelter, taking care of family. It was appeared that girl's participation of householdworks was higher than that of boy's, and there was significantly different. While the highest participation degree was taking care of family, the lowest participation degree was clothing. The household environment variables that affect children's householdworks participation was the age of mother, house style, convenience of kitchen, father's participation in householdworks. It was appeared that boy's the self-esteem was higher than that of girl's, but there was not significantly different. The higher the self-esteem was higher participation of householdworks. There were positive correlations between the self-esteem and participation of taking care of family.

It is very important to use information and knowledge practically for person living in the knowledge-information-based society. The information education in practical arts subject is appropriate area for teaching useful usage method of knowledge and information to solve the personal life problem. Though the information education in practical arts subject is in skeptical position now, but it has considerable stature yet. Therefore, it is time to need some discussion to make progress into better direction and to solve the several problems about the information education in practical arts subject. These discussion will have to be unfolded into direction can be harmonized between function and philosophy corresponding the properties of practical arts subject. As Silhagsasang is related to practical arts subject organically, it will give some suggestions to direction of information education in practical arts subject. In this study, we discussed the direction of information education in practical arts subject in the knowledge-information-based society. First, we examined the knowledge-information-based society conceptually, and viewed various problems accompanied by the knowledge-information-based society. Then, we wanted to follow up how Silhagsasang means to the knowledge- information-based society by searching the backgrounds of entrance, concepts, and properties, and so on of it. In addition, we examined the value and direction of practical arts education grounded by Silhagsasang, and discussed the direction of information education in practical arts subject based on the meanings of Silhagsasang in the knowledge-information-based society.

The purpose of this study was to review and synthesize the previous research in career education for elementary school students. This study was prepared through an extensive of literature related to career education for elementary school students. The review of literature included articles, dissertations in elementary school students' career education from 1993 to 2005 year. A total of 268 papers were analysed in the following research aspects: (1) the topics of research, (2) the research method, (3) instrument choice and validation. The major findings acquired from this study were as follows: (1) the number of career education research papers for elementary school students has been increasing steadily since the 1996; (2) the research topic of career education program had the highest portion in career education research for elementary school students. but, the research topics of current status in elementary schools and career maturity has been decreasing quantitatively since the 2002; (3) most variables are made too much of personal and psychological factors in terms of setting the related variables of career development for elementary school students; (4) the subject people were students, teachers, parent, of which 6th students were lively inquired; (5) survey research and experimental research were commonly used, but the others rarely; (6) There are certain cases of using improper instruments; (7) many papers are not provided with the reliability and validity of instrument.

본 연구는 미국 오하이오주 컬럼버스시의 북서부에 위치하고 있는 초등학교의 한 여교사가 기술교육을 통한 수학, 과학 통합교육을 실시하고 있는 교육 현장을 중심으로 수행된 사례연구이다. 연구의 목적은 교사의 교수 전략을 서술하고, 교사의 기술교육에 대한 믿음과 태도를 조사하는데 있다. 질적연구방법을 사용하였으며, 초등학교 여교사와 그녀의 20명의 5학년 학생들을 대상으로 주로 수업관찰 자료와 인터뷰를 통해서 데이터를 수집하였다. 교사는 기술교육의 주제와 아이디어를 수학과 과학 통합교육을 위한 매개(a method or a process)로 이용하고 있었다. 교사는 통합교육에 있어서 기술교육의 가치에 대한 강한 믿음을 가지고 있었고, 아동들의 학습에 도움을 주고 있다고 생각하고 있었다. 하지만, 기술교육에 대한 재정적 어려움과 동료교사들의 인식부족 등의 어려움을 가지고 있었다.

The purpose of this study was to investigate the instructional methods for Practical Arts for practical use in school and to systemize them as Practical Arts instructional methods based on the relevance.As results of this study, following five methods were selected.Activity-centered instructional method : Practical Arts makes much account of students' daily experience learning and laborious work, therefore, activity-centered method which means students' active participation would be one of the important instructional methods. Inquiry-centered instructional method : Practical Arts makes much account of student's problem-solving through the process of thinking.Cooperation-centered instructional method : Practical Arts makes much account of social learning through cooperative learning. Applying Module instructional method : for student-oriented teaching, programed teaching that students make learn by themselves is appropriate for Practical Arts.Home project instructional method : this is the method that make students apply the knowledges learned in school to home activity.

In the 7th national curriculum of Home Economics, the curriculum designers have suggested various teaching and learning methods such as the project method, the problem-solving method, cooperation method, and the investigation method for high quality instruction. Guidelines and teaching materials are needed to develop technology teachers and home economics teachers for the effective acquisition of subject goals. The purpose of this study is to investigate the problem-based learning methods and to develop instructional materials of Home Economics subject at middle school level. For the purpose of the study, I have observed the Home Economics class at the middle school. Traditionally, the problem-based learning is a newly introduced teaching and learning method of Home Economics education. So the process of problem-based learning needs to be arranged for effective students' activity.The results of this study provide the following: First, according to the synthesis of data, the problem-based learning for Home Economics subject identified a four step procedure: 'Meeting & defining the problem', 'Gathering the information', 'Generating the solution', and 'Evaluating'. Second, problem-based learning materials were developed in teacher guide form to practically use in the home economics activity class. The contents of instructional materials were practical activity topics in the fields of 'food and nutrition'.