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Based upon literature survey and qualitative research methods, this research identifies what to include in clothing and textile part of practical arts education following newly amended curriculum. This results in the conclusion that traditional curriculum, fairly functional and unrealistic, has changed into more consumer focused on, which means that clothing and textile part should be directed to learner focused, life centered, career centered, matching internationalization one. This direction gives rise to a new curriculum of clothing and textile. That is, new curriculum of clothing and textile should refer to goals and nature of practical arts education and should be developed to include experiment and practice corresponding to learner's level. Also, it should enhance learner's interests and affections to help self-driving learning, living-centered teaching and problem-solving ability. This will be accompanied by creation of textbook of future orientation and information ability, varicosity and understanding of traditional culture. Also, it should cover foundation of clothing and textile, provide an opportunity to explore future career, help development of integrated subjects and various construction corresponding to contents of chapter and subjects. This research outcomes are followed by a suggestion of potential contents for the 5th grade (Wearing clothes and their management) and the 6th grade (simple housewear construction) in chapter by chapter goals, teaching method, evaluation method.

This study was performed to compare the perceptionsbetween Korean and Japanese agriculture high school students toward their school life. The poll was conducted bysix hundreds and thirty six students attending 6 agricultural high schools in Korea and Japan. Their answers were statistically analyzed using SPSS program.The results were as follows.Few Korean and Japanese students were found to be satisfied with attending their schools. Most of them seemed to be less proud of being at agricultural schools. Korean students were more negative than Japanese students in this tendency.Most of students of two countries were not confident of their school works. They seem to be under pressure of school tests and make little efforts of doing their homeworks. This tendency was moreevidentwith male students thanwith female students in Korea, whereas the tendency was more positivewith female students than with male students in Japan. More students in Korea and Japan were interested in practical courses than in academic courses. Moreover most students wanted to take experiment and practice classes more than the theoretical lecture. There were more students in both countries who wanted to attract more the attention from fellow students than their teachers. It showed that they had a good relationship with colleagues in classes. More students answered that the atmosphere of their classes was usually fairly comfortable.

The purpose of this study was to analyze relationship between educational objectives and contents by time through analyzing transitions in objectives and contents of manufacturing technology education in technology education curriculum of junior high school. The findings of this study were as follows:First, The objectives of manufacturing technology education were focused on manufacture-related skills.Second, The study classified the contents of manufacturing technology education according to input, process and output, three major steps of manufacturing system proposed in Jackson's Mill education curriculum. As a result, input and process occupied more than output in contents. Cognitive domain and psychomotor domain occupied high portion in contents.Third, Correlation between objectives and contents was analyzed 72.3%, it was found that objectives generally focused on all domains while cognitive and psychomotor domain occupies high portion among contents.

The purpose of this study was to develop STS education program in order for the students to enhance knowledge, skill, and attitude. Also this study gives interest in practical arts and is to recognize the legacy of Korean history. This program was developed through three major phases; preparation, development, and improvement.The main results of this study were as follows: (1) The program was developed to enable the students to have comprehensive knowledge with turtle boat, and also was designed as STS(science, technology, and society)teaching and learning materials.(2) The program was consisted of moving object, transportation technology, history, and making of rowing a model turtle boat.(3) This program is helpful for the student to simultaneously increase effectively in the educational goals of cognitive, affective, and psychomotor domains.(4) The program was designed as 10 lessons, which was able to change the circumstances of class or level of students. The program was consisted for extra-curriculum activities, discretionary time, invention class, and regular instruction, respectively.

The purpose of this study was to analyze the instructional approach, strategy and method in order to foster student's creative problem solving ability, to suggest instructional design. The findings of this study were as follows:1. Problem solving approach of various approaches about technology education was effective to foster creative problem solving ability.2. Instructional strategy should be carried out based on the learning by doing. 3. Problem-based learning and cooperative learning were suggested to effective instructional method. 4. Based on these analysis, this study were suggested how to design the instruction in detail examining the case study of "Making instrument for distinguishing different balls" and "Making movable toy".

The purpose of this study was to develop invention education program based on addition and subtraction techniques for higher grade of primary school. This study was carried out with following three phases: (1) Preparation phase was began to review the literature. From the literature review, the 15 invention techniques criteria was made and the principle of developing program was chosen. (2) Development phase was included setting up objective, selection and organization of contents, and then construction of program. (3) Improvement phase was included expert group test for increasing validity, and field test for applicability of the class.The program developed in this study has following characteristics:First, the program was consisted of student's work book and teacher's guide, for discretionary time, extra-curriculum activities, talent and aptitude education, and invention class, respectively.Second, the program was developed to guide systematically process of creation, selection, evaluation, design of invention idea, and then making an invention.Third, the program was designed as 12 lessons, which was able to change the circumstances of class or level of students.Fourth, the program was also covered with supplementary and deepened learning process for improving completeness of invention, which was induced continuous interest and concern through the experience of individual success in invention.

The purpose of this study was to investigate the problem solving process of pre-service elementary school teachers on practical arts. To this purpose, this study consisted of two contents. first, while the pre-service teachers solve a problem, explored the kind of event occur in process of their problem solving. second, explored the strategies that they develop in problem solving process. The research objects were 30 pre-service teachers who were attended lecture, "Practical Arts Education I" at the G university of education in Incheon. They were assigned the problem: "Design and Make the dolls in motion". It did not restrict the material and a method. Data was collected by video recordings, in-depth interview, and retrospection report. The results was followings: first, the pre-service teachers experienced that hands-on activities influenced their cognition and affection in problem solving process. second, they were confronted with new problems in the process. To solve the problem, they kept up their inquiry and they experienced continuous investigation and application of knowledge on their own initiative in this inquiry. To conclude, the pre-service teachers' problem solving strategies were implied absorption, investigation, relation, integration, and expansion.

This study suggests instructional considerations to improve the reflective Instruction skills for teachers, and investigate the acknowledge why reflective thinking is essential in practical arts education. Reflective thinking has been proposed as efficient teachers. Instruction designing activities can be said as highly complicated but dynamic profession. What matters most for instructional designers lies on the reflective thinking or reflective practice with which instructional designers or field practitioners can diversely understand problem situations and explore possible solutions to meet fields learning needs. This paper suggests an alternative professional development for instructional designers in terms of reflective practice perspectives and drew out some implications of five major learning principles and a feasible circular instructional designing process(exploring ill-structured problematic situation, visualizing problems, expressing problem solving activities, implementing keen observation and finally recursive revising). Teacher should be used their reflective thinking through their various classroom situations and offered several strategies to promote the ways of reflective thinking for high professionalization.

The purposes of this study were to develop the creative problem solving education program applied with NFTM-TRIZ for elementary school students, and to verify effectiveness to enhance elementary school students' creativity. To attain these purposes, we paralleled the following methods of research: Literature review, advice from experts association, pilot tests, and a survey to verify effectiveness of the education program. The results are as follows: 1) The main goal of The Creative Problem Solving Program is to 'develop students’ creative problem solving skills to recognize and investigate invention problems from real life, and to solve the problems according to systematic procedures themselves.’ 2) Based on five key notions of TRIZ, contradiction, volunteering, ideal resolution, technical systems, system and skill, the creative problem solving education program is consist of 16 hours of invention experience divided into 7 levels of play. 3) According to the pilot test results targeted for elementary school students, The Creative Problem Solving Education Program improves students' radioactive and collective thinking skills, builds interest in invention, and helps creativity development in relation to invention.

The purpose of this study was investigation of approach strategy in elementary school plant education. The research method used in this study was the literature review, which was appropriate to and used to conduct an integration study. Plant education concept and tendency were analyze through literature review.The foremost major finding of this study was that the approach strategy of plant education were categorized in different ways in each strategy because the objectives and the contents of plant education were different. The results of this study were as follows; 1) Scientific approach strategy, 2) Cultivation technology approach strategy, 3) Socio-cultural approach strategy, 4) Environmental approach strategy, and 5) Integrated approach strategy.

The purpose of this study was to investigate the levels and constructing process of pedagogical content knowledge(PCK) of elementary pre-service teachers. It was centered at 'Our life and electric & electronics' unit in practical arts. Research methods of the study were review of the previous studies on the PCK, the survey was performed to the elementary pre-service teachers' teaching experiences, capabilities of their PCK(limited to subject matter knowledge) about electric and electronics. The collected data was relatively and analyzed in the process. As a result, I found the followings: First, PCK of elementary pre-service teachers about electric and electronics is different depending on the grades. Second, PCK of elementary pre-service teachers were constructing more expended electric and electronics knowledge through the major subjects.

The purposes of this study were to explore realities on agricultural experiential activity of youth and to suggest promotions for agricultural experiential activity. The study was conducted by literature review and survey The data were collected from 146 youth participants in agricultural experiential activities by random sampling. Major findings of the study were as follows: Firstly, difficulties of participating experiential activity were lacking of time, insufficient advertisement, and insufficient participating opportunity. Secondly, whereas high school students were higher than middle school students in satisfaction of experiential contents, middle school students were higher than high school students in satisfaction of facilities and equipment. Thirdly, there were some differences in understanding of agriculture and importance of environmental conservation among youths. In conclusion, the study suggests to extend participation opportunities of activities and to adjust activity schedule for promoting youth's participation and existence of prior education.