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The purpose of this study is to develop a model of instruction & evaluation to improve the quality of the lecture and to evaluate the effectiveness of the lecture for technology teachers. The main results during this study include the following conclusions. First, Glaser's Instruction Model was employed as a basis in developing the model for the lecture. It is one of the widely used models since it deals with the strategy and process of the lecture by focusing on principles of class management, thereby encouraging students to improve their academic achievement. Second, evaluation elements for the lecture involve two points of view. One which has to do with evaluating student achievement applied to the process and strategy of the lecture. The other which concerns the types of evaluation was used as a basic theory for evaluation. Third, the model developed in this research was designed to cover all the processes in a lecture. It can also work to help both teachers and students participate more by providing feasible methods and strategies for instruction and evaluation. Finally, this model is to provide the main features of the lecture instead of presenting the details of what the teacher should do. It is meant to help the teacher to enhance their own creativity in the lecture.

The purpose of this study was to suggest the strategy of instructional materials development and to provide the concrete exemplification of the life science area in elementary practical arts. Research methods of the study were review of the previous studies on the materials of the life science area, interview of the actual condition of materials' utilization, and development the desirable instructional materials. The result of interview and review was two implications for the instructional materials development. First, teachers wanted to give direct experience to their students and the materials should be available in the classroom. Second, Alternative instructional materials were developed for solving problems of direct experience in the life science area. For the direct experience in the classroom, this study proposed two types of materials: one was "Planting a Benjamin tree cutting", and the other was "Making a topiary". The Example of alternative instructional materials was "Making documentary about the bird: the title was The Life in 1g"

The purposes of this study were to measure the satisfaction and the needs of beginning technology teachers about the training program for new teachers. The population for survey was all beginning technology teachers who were employed during the period from March 1, 2003 to September 1, 2005 in middle schools and high schools. A survey questionnaire was developed by researchers, which consisted of 19 scales. The questionnaire was sent to the sample by mail. One hundred ninety seven out of 339 questionnaires were returned. Through data screening process, 187 questionnaires were analyzed. Major findings of this study were as follows: Beginning technology teachers were dissatisfied with the training program for new teachers. Especially, they were dissatisfied with educational method and educational contents of the training program. They preferred affaires practice than other educational methods. And they preferred the incumbent teacher as a training educator. The most desired educational content of training program for new teachers was technology practice guidance.

The purpose of this study were to present the standards and directions of the instructional material development that can improve effect of practical arts instruction. Research method of the study were review of the literature on the implication of instructional material, relation of learning and instructional material and the direction of practical arts instruction. Instructional materials of practical arts include not only instructional media, educational media, teaching tools, and educational materials, but also learning experience which can be served to the students by direct experience in the instruction. The relation between instruction and instructional materials explored through the consideration of the psychological review on instruction and the relation between learning style and instructional materials. The result of literature review proposed the standards and directions for Instructional Material Development of practical arts The standards of instructional material are classified as curriculum objects, character of practical arts, instructional system of practical arts, learner lever, constructivism, and integrate approach. The directions of instructional material are classified as direct experience, problem solving, ability one's works, learner-based, and context.

The purpose of this study was to develop the contents of Invention Education in the formal school education, and to make an example of textbook and teacher's guide book of Invention Education in the Practical Arts, Technology and Industrial Technology subject. This study was conducted by analysis of literatures of Invention Education report and its results were revised by invention researchers. Main findings of this study are as follows: First, at the elementary school, middle school, and high school level, the goals of Invention Education consists of 'recognition and idea of invention', 'thinking and manipulating of invention', and 'making and evaluating of invention' respectively. Second, the contents of the Invention Education were composed of the basic of invention, the practice of invention, and the invention utilize from the elementary to high school. Third, in the level of Practical Arts subject, the main topic of invention consists of understand of invention, idea of invention product, and invention and knowledge property. Fourth, in the level of Technology subject, the main topic of invention consists of characteristics of invention, design of invention product, and invention and industrial property. Fifth, in the level of Industrial Technology subject, the main topic of invention consists of' invention and problem solving', 'making and evaluation of invention product', and 'utilizing of knowledge property'. Finally, the developed invention textbook and teacher's guide book were validated material for teachers and students for the invention education in the formal school subject.

This study analyzes the contents of clothing & textile education in the primary school textbooks following the 7th curriculum. The result shows that the education mainly include 'Clothing aesthetics & fashion design (33%)" 'Textile science (25%)'' and 'Fashion marketing (14%)'. While 'Clothing construction' (4%)' covered in a complete sub-chapter, is of relatively higher importance in 'Practical arts', it is rarely found in other textbooks, except 'Social science' and 'Ethics' textbooks. Even though four sub-fields of clothing & textile education cover relatively wide and important areas, unfortunately the 'practical arts' textbook which is the core textbook of the clothing and textile area, tends to focus heavily on construction part. However, it is interesting to find that 'Social science' textbook and 'Ethics' textbook seem to deal with wide range of textile & clothing education. All these findings suggest the need for further systematic researches to develop 'practical arts' education into one with a core textile & clothing curriculum.

The purpose of this study is focused on validating teachability and future direction of life science area through tentative plan of Post 7th educational curriculum of practical arts education. In order to achieve the purpose of this study, we investigated three different research method. First, we investigated above three methods as the status and direction of 7th educational curriculum though literature review and propose desirable types of Post 7th educational curriculum. Second, questionnaire is made for inquiring opinion of teacher about it. The items of questionnaire were based on the Post 7th curriculum which was pronounced at a public hearing of revising educational curriculum of practical arts education by Korea Institute of Curriculum and Evaluation(KICE) in 2005. Most of teachers reply that the most appropriate types of curriculum of bio science in practical arts education should be equipped the types of as follows; 1. Plant and animal should be connected through 5th and 6th grade to achieve the purpose of holistic structure to meet the educational goal of respect for life. 2. The teachability and approachableness of bio science area are produced by spiral structure of education. 3. Plant and animal should be connected through 5th and 6the grade to make possible intensive study of bio science.

The objectives of the study were to analyze the contents of environment, to develop the CD-ROM title of 'my life for environment' unit in practical arts subject. This study was reviewed through review of literature and practical arts education material etc, developed the CD-ROM title using H/W and S/W of computer. It was consisted of 'life resources and environment', 'making of reused goods', 'learning arrangement', 'evaluation', 'reference and related sites' domains. The first domain contained 'motivational induction', 'conception of life resources', 'kind of life resources', 'actual use conditions of life resources', 'use methods of life resources', 'related materials'. And the second domain contained 'motivational induction', 'conception of reuse', 'process of reuse', 'methods of reuse', 'making of reused goods', 'related materials'.