Earticle

The purpose of this study was performed to analyze and propose of the post-practical arts education subjects based on the knowledge of 'the way of life' and science & technology education for life. First, fields of post practical arts education should be mainly focused on the discrimination of other elementary school's curriculum and more focused on the side of rational behavior, thinking, value, attitude, responsibility and citizenship than any other basic knowledges. Second, fields of home economics should be develope the encouragement of health-directed attitude of eating habit based on the human well-being. Also, approach of integrative education which has "Family and Consumer Science' or 'Health Education' as core curriculum. The British technology education, that is composed of the educational courses corresponding to the learner's levels has the strength of growing future human resources, and that of USA also has the strength of introducing variety of science and technology contents to students, as it is composed of the contents focused on science and technology fields. Third, in the field of technology education, development directions of suitable technical education contents for competent person positivity that 21th century knowledge-based society requires. Fourth, the concept of 'Home horticulture' should be introduce in the field of agriculture and horticulture. LOHAS enable to practice of horticulture into the modern life and all the essential parts of horticulture as economics, environmental ecology and social cultivation should be incorporate in the curriculum as sustainable horticulture. Among those concepts, the "Green amenity of plants', 'Phytofiltering' and 'Horticultural therapy' as main parts of people-plant relationship should be emphasize as new contents of post 7th curriculum of practical arts education specially. Also, validate the value of horticulture as core curriculum of integrative education in elementary school. Fifth, environmental education should be connect the life of modern people and increase the possibility of connection with real environment. Especially, environmental pollution, hormones, effective use of chemical substances, biological clarification, environment-clarifying insects and effective way to develop the most advanced environmental education technology into practical are education as STS(Science, Technology, Society).

This study was performed to describe and understand the practice of instruction in practical arts. Instructional organization and teacher-student interaction were investigated in the study to attain the purpose. For the observation of instructional organization and interaction between teacher and students, three schools were selected. Observation and interview were the main sources of this study. Observation was conducted for 10 hours of the instruction' of the unit, 'Our Life and Wood Products' for six grader taught by four teachers respectively. The observation focussed on the teaching behavior, instructional organization and interaction between teacher and students. To establish trustworthiness, multiple data collection were conducted through triangulation of observation, interviews and videotaping. Findings of the study were as follows: First of all, the 16 categories of teaching behavior were observed in the 'Our Life and Wood Products' unit. Second, organization of practical arts instruction could be divided into time-centered sequential organization and logic-centered hierarchical organization. Third, interaction between teacher and student observed in the study performed in order to provide information and to direct processes under the teacher's supervision in practical arts education. Linguistic no answer, and physical feedback were outstanding features of the interactions.

The purpose of this study was to provide the basic resources of educational method for internet addiction of elementary school pupils as we had researched the elementary school pupil's internet addiction and its relationship with their learning motivation and adaptation of school life. For this purpose, we conducted a survey for 500 fifth and sixth elementary school's pupil in the metropolitan area. We analyzed the collected data using SPSS 12.0 statistical package. The result of this study is as follows. First, the tendency of pupils' internet addiction was such that normal user group occupied the most ratio with 82.6%, the ratio of potential risk user group was 13.4%, and the ratio of high risk user group was 4%, so the whole addiction tendency was low level. Second, the more the level of pupil's internet addiction was high, the more learning motivation of them assumes an aspect of reduction. Third, the high risk user group had more difficulty in adaptation of school life than the normal user group. Fourth, pupil's internet addiction had a negative correlation with learning motivation. Fifth, pupil's internet addiction showed a negative correlation with the adaptation of school life. The suggestion on the basis of this study was as follows. First, teachers or parents have to be interested in the use of internet for their children, and prepared guidance methods. Second, the education for pupils addicted to internet has to be carried out in both their school and home, and the training for their teachers and parents has to be carried out at the same time. Third, every school has to spend their effort such as the prevention education of internet addiction, the early detection of addicted children, and the counsel on pupils with early addiction symptoms.

The purpose of this study in fifth-year student fault 'our life and Electricity Electron' unit class in elementary school JigsawII it that cooperation studying searches effect on studies accomplishment degree be. Experiment target from fifth-year student 2 class 64 people in Kyonggi Province Pyongtaek city A elementary school experiment group (32 people) and control group (32 people) investigator random divide. Experiments group applied fault JigsawII cooperation studying model, and control group applies traditional studying model and executed class. Is as following if summarize sequence that is gotten from this study. First, analyzed science and results to data 4 class 1-2 tenn to confirm experiment group and control between group homogeneity. Second, verified studies accomplishment degree's effect about area cognitive domain, mind exercise enemy area, the justice enemy from studies accomplishment As a result, cognitive domain was tall 1.69 points in average point than control group (M=7.84) experiment group (M=9.53) which apply JigsawII cooperation studying, and t value is 2.925 in such two groups and waterproof coat degree By .005 this statistically p <.05 In level, was construed by thing which significant difference is. Also, the mind exercise enemy, experiment group (M=11.69) which apply JigsawII cooperation studying in result of whole area post-inspection was tall 1.88 points in average point than control group (M=9.81), and t value is 2.385 in such two groups and waterproof coat degree .By 020 this statistically p <.05 In level, was construed by thing which significant difference is.

This study investigated elementary students' views in relation to practical arts. This study performed qualitative analysis of the factor that influence on view change of elementary students on practical arts. To serve the purpose, the participating students in this study were selected from 6th grade. Interview was administrated to 7 elementary students. Major finds were as follows; (1) Many practical arts activities help students to have positive practical arts view. (2) The factor that influence on their change of elementary students' view on practical arts is direct experience. (3) Elementary students prefer instruction to practical (4) Elementary students think that the reason of Practical Arts to learn is using the practical arts in their life. Based on the results, Teacher's role in instructional design of Practical Arts is very important.

이 연구는 교육환경에 따른 공업계 고등학교 학생의 성취동기와 관련된 요인과 수준을 알아보기 위한 것으로 문헌연구와 조사연구를 통해 이루어졌다. 조사 도구는 독립변인 검사지와 성취동기 수준을 알아보기 위한 성취동기 검사지를 이용하였으며, 문헌연구를 통해 추출한 학교 동료 관계, 교사와의 관계, 학교환경, 특별활동, 외적 강화의 경로 및 수준의 5개 요인, 17개 문항으로 제작하였다. 조사 대상은 전국의 공업계 고등학교 전체를 모집단으로 하여 군집표집 방법으로 15개교, 45학급, 1,490여명의 표본을 표집하였다. 요인분석 결과 수렴된 6개 성분을 분석하였을 때, 성분 1은 학교 동료 관계 요인, 성분 2와 성분 4는 외적 강화 요인, 성분 3은 교사와의 관계 요인, 성분 5는 학교환경 요인, 성분 6은 특별활동 요인으로 명명할 수 있었다. 이 요인들을 1% 유의수준에서 변량 분석하였을 때, 학교 동료 관계, 교사와의 관계, 외적 강화 경로 및 수준에서 유의미한 차이가 있었다.

The purpose of this study was to identify suggestions for Korea and the USA technology teacher education through comparing of trends and curriculums of their technology teacher education. Therefore, the study was conducted through literature research. The 7th and the revised national technology curriculums of Korea and national technology standards(STL & AETL) and 6 states technology education standards of USA in this study were analyzed. The findings of this study were as follows: 1. The commonly identified knowledge base organizers for developing curriculum in Korea and the USA were the technological disciplines of manufacturing, construction, information communication, and transportation. 2. To the technology education of the USA, Korea technology education curriculum suggests that all students should learn technology subjects as part of the national curriculum. 3. To the technology education of Korea, US technology education curriculum suggests that the USA have the national technology standards (STL : Standards for Technological Literacy: Content for the Study of Technology and AETL: Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards). Especially STL and AETL have had a significant impact on the profession. These materials are making state curriculums, textbooks, and teacher preparation programs more relevant and rigorous.

The purpose of the study was to deduce on the conceptual structure of Technological problem solving capability in technology education. Therefore, the study was conducted through literature research on technological problem's type, technological problem solving and technological problem solving capability. The main finding in this study were as follows; In this study, technological problem solving capability was defined as capability used for solving problem in technological problem context, and a conceptual structure of technological problem solving capability was established by content system of technological(manufacturing, construction, transportation, communication, and life technology), technological problem context(invention, design, troubleshooting, and procedure), and technological problem solving process(problem's awareness, inquiry, execution, and assessment). ipso facto, an conceptual structure of technological problem solving capability was comprised of three dimensions: content, context, and process.

The purpose of this study was to propose the developing the instructional materials for fundamental education on information and communication technology(ICT) for elementary education. This paper includes : (1) the reviews of ICT education in elementary schools (2) Relationship of Information Society and the role of ICT education, and (3) Some teaching-learning material for ICT education. In this paper, the ICT education is classified as ICT-applied education, ICT-literacy education and fundamental education on ICT. And I expected that the proposed teaching and learning materials is to be used for fundamental education on ICT in elementary school.

It was hard to re-use or apply the existing e-learning contents efficiently, since they have been produced in different formats. Standardization of e-learning contents and introduction of learning object concept as a learning component are suggested as the solution for this problem. It is expected that this e-learning Standardization policy will be able to provide more flexible e-learning service for educational contents. Despite this expectation, e-learning contents are not being developed until recently in accordance with this Standardization policy. This paper examined the concept of Standardization of e-learning contents and its necessity, and provided the methodology and strategies of design and implementation for e-learning contents based on SCORM. Also, by designing and implementing contents conformant to the SCORM 2004, this study provided an practical e-learning development guideline for instructional designers, content developers.

The purpose of this study was to develop 'pictogram design' unit for elementary school student's technology standard hands-on activity. The methods of this study were literature review and pilot test. This study was conducted by literature review of standard and its results were revised by standard specialist and technology educators. Pilot test was conducted by 40 elementary school student. The major results of this study were as follows; 1) The focuses of unit are relationship between pictogram and everyday life. 2) The themes of unit are "pictogram design for everyday life" and "dyeing pictogram" 3) The result of pilot test about 'pictogram design' unit for elementary school student's technology standard hands-on activity is affirmative.