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The objective of the present study is to develop a space technology education program in order to stimulate Junior High School students’ interest in space technology and help them acquire basic knowledge, functions and attitude on space technologies through afterschool activities. The contents of this study are summarized as follows.First, we designed a model for developing a space technology education program based on curriculum development procedures suggested by several scholars. The education program development is composed of 3 stages preparation, development and refinement, and contents for each stage were selected.Second, in the preparation stage of the development of a space technology education program, we explored the nature and operation of afterschool programs, examined themes related to space technologies, and analyzed learners’ level, and in the development stage, we set the goals of the space technology education program, and in the stage of refinement, the developed education program was evaluated and refined.Third, the contents of the space technology education program are composed of three areas space exploration, space travel, and space and life and two subareas for each area. Then, the themes and goals of learning were defined for each subarea. Fourth, the space technology education program was designed as a 30minute afterschool program, and can be applied flexibly according to situation.It is required to develop various space technology education programs that can gratify students’ curiosity about technology and help them come closer to and easily understand space technologies. Furthermore, it is necessary to develop various learning activities and materials so that the developed education program can be utilized fittingly to individual schools’ situation.

This study was to find solutions for improvement by analyzing the organization of the technology curriculum, satisfaction of teachers, and the need for teacher re-educations, and to analyze a teacher’s recognition and the current status of the technology teacher cultivation institute. The data was analyzed by frequency analysis and SPSSWIN. The results obtained from this study are as follows: First, over 85% of technology teachers were satisfied more than moderately regardless of their gender, career, and teacher cultivation curriculum. Second, over 60% was satisfied more than moderately with the unit of the curriculum. Third, for the unit of the technology curriculum, any future technology unit needs to be supplemented and computer-related units need to be reduced. Fourth, about the re-education of technology teachers, 88% said it was necessary. Finally, when looking at the technology teacher cultivation curriculum, 54% answered that the current system is relevant.

The purpose of this study were to develop unit design and content elements based on the next practical arts curriculum. This study, based on revised practical arts subject curriculum and the textbook system reformed from the closed system into the open system announced in february, June 2007, Were about 'How to arrange' and 'How to organization' textbook units, 'What to develop contents'. Unit design means allocating unit and allotting time. Practical arts subject unit can be divided into practical-centered unit, actual training-centered unit, actual training by information material -centered unit included each common unit system. It is hoped that the results of this research will be referred to in the following textbook.

The purpose of this study was to analyze the job titles(vocations) in elementary school textbook. This study was conducted by textbook content analysis method. 129 textbooks of elementary school were analyzed and extracted vocations in text and illustration by grade, subject and KSCO (Korea Classification of Occupations).The findings of this study were as follows: 1. There were totally 1,035 vocations in elementary school textbook including overlapping vocations: 82 vocations in 1st grade textbook, 85 vocations in 2nd grade textbook, 172 vocations in 3rd grade textbook, 241 vocations in 4th grade textbook, 259 vocations in 5th grade textbook, and 196 vocations in 6th grade textbook.2. Vocations were presented in every subject of elementary school: 191 vocations in social studies, 121 vocations in Korean language (reading), 106 vocations in social studies inquiry, 98 vocations in moral education, 64 vocations in guide of life, and so forth. 3. Vocations were presented in every 11 classification of KSCO: 218 vocations in 'professionals' classification, 68 vocations in 'technicians and associate professionals' classification, 59 vocations in 'service workers' classification, 47 vocations in 'sales workers' classification, and so forth.

The purpose of the study was to evaluate the educational objectives and contents of general agricultural (life) science in revised practical arts curriculum. The curriculum was revised by the 7th practical arts curriculum from 2004 to 2006, given notice of it on 28 Feb, 2007.This curriculum divided domains into 'the domestic life' and 'the technological world', stated the domain objectives, and consisted of the educational contents of general agricultural (life) science in 'the technological world'. But the educational objectives and contents of general agricultural (life) science have many problems. And so, to solve the problems, the revised curriculum should secure 'agricultural (life) science' domain, state the educational objective with the principle of continuance, connection, and integration, and consist the contents that have the processing plant and animal, the agricultural marketing, information, environment etc.

The purpose of this study was to investigate the direction for development of career domain in practical arts education textbook according to the amendment of 7th curriculum. Literature review and content analysis were used in this study. The major findings in this study were as follows : (1) Career domain in practical arts education textbook should include educational activities that would provide students with the opportunities of career-related learning experience through work-based learning. (2) To activate career education, educational objectives of each area or section of practical arts curriculum should be modified and clarified. (3) 'Work and Vocation' section that is directly related to career education in practical arts education textbook should select learning experience aiming at elevating students' career development focused on the sixth grades. (4) Career-related units that are effectively serve career information and work experience activities related to components of practical arts subject should be developed.

The development of textbooks among the successive tasks of curriculum is important factor affecting most directly to educational fields. So, it is strongly required to study early about the development of textbooks. The purpose of this study is searching the direction about information part of practical arts textbook according to the partial revision of national curriculum. To achieve this purpose, first, some suggestion points were extracted for the construction of information part of practical arts textbook through the examination of some literatures and precedence studies about the information part of Practical Arts. Second, the direction about information part of practical arts textbook was suggested at the view of contents and forms in the basis of the extracted suggestions and presented some examples.In conclusion, the direction of organization about information part of practical arts textbook was suggested five items each at the view of contents and forms. And the organization examples of textbook was described in detail.

The purpose of this study was to identify the effect of creative problem solving based workbook. To accomplish this purpose qualitative case study was conducted. Each creative problem solving based workbook of energy and transportation technology, information and communication technology, and manufacturing technology domain was applied to 28 elementary school students, 32 middle school students, and 50 high school students. The major findings of this study were as follows:1. Creative problem solving based workbook was useful to facilitate the creativity and problem solving ability. 2. Creative problem solving based workbook was useful to build up the attitude to technology, and interest & satisfaction of learning activity. 3. Some problem of creative problem solving based workbook was founded, and it was necessary that a part of workbook must be modified, especially information and communication technology domain.

The purpose of this study was to investigate the effects of Problem Based Learning (PBL) in the Unit of 'Utilization of Materials' from Technology & Home Economics subject on practiced product's quality of students. In order to achieve such goals, the study established a null hypothesis and level of anticipatory learning and students' intelligence quotient as their sub-variables. For experiment design, the 'Static-Group Pretest-Posttest Design’ Model was used. The results obtained from the study were as below.First, it has been found that there were significant differences between the group applied with Problem-Based Learning in practiced product's quality of student according to class methods in the Unit of 'Utilization of Materials' and the group that received traditional class.Second, the class methods according to the level of anticipatory learning (upper, middle and low) did not affect significantly practiced product's quality of student. Third, the class methods according to the level of intelligence level (excellent, satisfactory and inadequate) did not affect significantly. Nevertheless, there were significant effects according to the differences in intelligence level. Meanwhile, it has been shown that there were no interactions between group types and intelligence.When summarizing the said results, it has been assumed that it would significantly affect practiced product's quality of student in case that the teachers suggested questions and students defined them and thought, realized and evaluated them.

The purposes of this study were to find personal teaching efficacy and perception of importance about 'our life and electricityelectronics' unit in practical arts subject of elementary school teachers. The population for survey was all teachers who were teaching the practical arts to fifth grade student in elementary schools. The questionnaire was sent by mail. Two hundred ninety eight out of 520 questionnaires were returned, of which 284 were used for analysis after eliminating incomplete responses. Both descriptive and inferential statistics were employed for data analysis. Major findings of this study were as follows: First, personal teaching efficacy about this unit of elementary school teachers was average. Second, personal teaching efficacy about this unit showed meaningful differences in accordance with gender difference, level of education, receiving in-service education, high school curriculum sequence of teacher, lesson experience. Third, perception of importance about this unit of elementary school teachers was moderately high. Fourth, perception of importance about practice contents of this unit showed meaningful differences in accordance with gender difference, terms of teacher experience, level of education, receiving in-service education.

This study was to suggest the directions and strategies of New Practical Arts Textbook of food and nutrition area. This study was carried out as following steps: first, reviewing textbooks of food and nutrition area, which range from a current curriculum to a revised curriculum; second, analyzing problems of practical arts education in the 7th Practical Arts Curriculum of food and nutrition area; third, developing directions and strategies for national curriculum according to the revision of practical art curriculum; and providing an institutionalized supporting plan for developing textbook focused on food and nutrition.In the line with developing Practical Arts Textbook, basic directions were as follows: change of textbook contents in the area of home economics, magnification of scope in actual training and hands-on experience, flexible composition of actual training units in the textbook, inclusion of social phenomenon related to a dietary life, management of dietary life and nutrition education, and instillation of a consciousness of egalitarianism.A new practical arts textbook should make up direct experiences to the teachers and students, and the materials should be available in the classroom. The components of new practical arts textbook are activity-oriented meal management education, nutrition education, and various methods for activities and practice fields, as well as sustainable development in philosophy and goal of the subject.For the institutionalized supporting plans, rationalization in the official approval standard of textbook, magnification of textbook adoption scope, pluralism of textbook, development of an auxiliary textbook, and participation of various specialists in the process of textbook development were suggested in this study.

To suggest a recommendation in research methodology for professionals in area of practical arts and vocational technical education, the primary purpose of the study was to identify the literature review sections treated in how their studies on practical and vocational technical education area. The studies of two hundreds forty were randomly sampled to be analyzed. The specific objectives were to analyze being the summary and conclusion parts in the literature review chapter, to identify study questions and/or relationship between variables being proposed in the chapter, and to examine the consistency and effectiveness of the chapter including the summary, conclusion and/or study questions of which were the research topic, study objectives, methodologies and/or hypothesis. In the results of the study, domestic studies of masters and doctorates were not revealed the summary, conclusion and study questions in the section of literature review as much as did it in foreign studies of masters and doctorates, and other three areas of papers were the similar findings presented. A strong recommendation was proposed to be the summary, conclusion and or study questions in the literature review section which should make sure of having better study in practical arts and vocational technical education.

The purpose of this study was to suggest the guidelines of textbook development of woodworking unit according to the curriculum revision in the Practical Arts education at this year. This study was conducted by analysis of literatures of woodworking curriculum contents and by deliberation of textbook development experience. Main findings of this study are as follows: First, the direction of the level of content development, the topic is to select the real life situation, easy making things, consideration of basic skills in making things, understanding of traditional wood arts, and idea of creative invention activity.Second, the direction of the level of woodworking project, the project is to organize the friendly and interesting title, detail process and method, and various activity lists.Finally, the direction of the level of textbook development, the unit can be composed the utility of wood, life and wood products, idea and invention of wood things, and making wood products.

The purpose of the study was to verify the effect of invention education program on technological problem solving styles and invention attitudes of the elementary, middle, and high school students. It was provided by experimental researches and null hypothesis was established for the verification of hypothesis. Two experimental designs was applied for this experimental research. The data were collected and interpreted statistically by t-test using SPSS(ver. 12) at the .05 level of significance. The conclusions of this study were as follows: 1. Both the elementary and middle school student were effective on technological problem solving styles by invention education program activity. Especially this program was effective on approach/avoid, personal control of sub-variables of technological problem solving styles, while wasn't effective in the high school students. 2. In the middle and high school student were effective on invention attitudes sub-variables by invention education program activity. Especially this program was effective on valuable and imaginative variables, also. 3. In comparing within experimental groups, the post-test score of the technological problem solving styles in only high school students were higher than the pre-test score of them.

The purpose of the study was to develop practical arts education programs for elementary school afterschool. As a development study, it has involved pilot/field tests. The study was performed in three major phases: design, development, and improvement. The Major findings of the study were as follows; (1) Development of Biotechnology based practical arts programs for elementary school afterschool (2) Development of technology studies based practical arts programs for elementary school afterschool (3) Development of homeeconomics based practical arts programs for elementary school afterschool