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Exploring the Possibilities of Character Education in Various Interaction-based Mentor Program: Focusing on "Becoming a Science Teacher" Activity (다양한 상호작용 기반의 멘토멘티 프로그램에서 나타난 인성 교육 가능성 탐색 -"과학 선생님 되어보기" 활동을 중심으로-)

  • Kim, Sunhee;Shin, Donghee
    • Journal of The Korean Association For Science Education
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    • v.39 no.1
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    • pp.13-33
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    • 2019
  • The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

Exploring Science High School Students' Epistemic Goals, Epistemic Considerations and Complexity of Reasoning in Open Inquiry (자유탐구 활동에서 나타난 과학고등학교 학생들의 인식적 목표, 인식적 이해와 추론의 복잡성 탐색)

  • Yun, Hyeonjeong;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.38 no.4
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    • pp.541-553
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    • 2018
  • The purpose of this study is to explore the relationship between epistemic goals, epistemic considerations and complexity of reasoning of science high school students in an open inquiry and to explore the context on how open inquiry compares with the characteristics of an authentic scientific inquiry. Two teams were selected as focus groups and a case study was conducted. The findings are as follows: First, the contexts, such as 'sharing the value for the phenomenon understanding, reflection on the value of the research, task characteristics that require collaboration and consensus, and sufficient communication opportunities,' promote epistemic goals and considerations. On the other hand, contexts such as 'lack of opportunity for critical review of related literature and environmental constraints' lowered epistemic sides. Second, epistemic goals and considerations influenced the reasoning complexity. The goal of 'scientific sense making' led to reasoning that pose testable hypotheses based on students' own questions. The high justification considerations led to purposely focusing attention to the control designs and developing creative experimental know-how. The high audience considerations led to defending their findings through argumentation and suggesting future research. On the other hand, the goal of 'doing the lesson' and the low justification considerations led to reasoning that did not interpret the meaning of the data and did not control the limit of experiment. The low audience considerations led to reasoning that did not actively defend their findings and not suggest future research. The results of this study suggest that guidance should provide communication and critical review opportunities.

The Change of Christian Pre-Service Early Childhood Teachers through Development of Bible-Based Early Childhood Language Education Activities (성경에 기초한 유아 언어 교육 활동 개발을 통한 기독 예비 유아 교사의 변화)

  • Kim, Min-Jung
    • Journal of Christian Education in Korea
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    • v.61
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    • pp.165-201
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    • 2020
  • The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.

A Study on the Textuality of China's Wuyi-Gugok, the Origin of Gugok-Wonlim -Focus on the Tradition Process to Korea - (구곡원림의 원류, 중국 무이구곡(武夷九曲)의 텍스트성 -국내 전승(傳承) 과정을 중심으로 -)

  • Rho, Jae-Hyun
    • Journal of the Korean Institute of Landscape Architecture
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    • v.36 no.6
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    • pp.66-80
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    • 2009
  • This paper attempts to investigate how the cultural phenomena associated with 'Wuyi-Doga(武夷棹歌)' and 'Wuyi-Gugok (武夷九曲)' was introduced to Joseon. The icon and code of 'Gugok' cultural text which was observed in the process of transmitting the culture through repetition and imitation were examined. With regard to research methodology, an 'analysis and discussion framework' was designed based on the literature review, field survey and the seven textuality criteria proposed by Dressier. Then the textuality of 'Wuyi-Gugok' was analyzed in terms of the dependent relation of text, the relationship between the creator and user, repetition, imitation and the spread process. Since ZhouHee(朱熙)'s 'Wuyi-Doga' and 'Wuyi-Gugok' were introduced to Joseon through literature and paintings, they became a part of the cultural Phenomena with unprecedented popularity. As a result, a great number of imitations can be found. In addition, governors would even take care of political affairs in a scenic mountain valley as described in this literature. Regardless of the writer's intentiot 'Gugok' settled in Joseon as new culture in harmony with Taoism and Sung COnfucianism. In other words, Joseon's Gugok-Wonlim(九曲園林) accepted the nature-appreciation aesthetic consciousness in 'Wuyi-Doga' and 'Wuyi-Gugok' on the basis of Taoism and Sung Confucianism. In terms of the text-based dependent relation only, however, the geographical coherence was somewhat loosened while the Gugok Culture that was dependent on Taoism or elegance in life dominated the internal structure of the textuality. Meantime, the internal factors that dominated the textuality of 'Wdyi-Gugok' were interpreted as 1) 'Aesthetics of Bending, Water Whirls', 2) 'Territoriality Expression Carve letters,' 3) 'Cultural Landscape seeing through the Speculation of Meaning,' 4) 'The Pursuit of Oddness and Presentationism' and 5) 'Transcendental Landscape of Taoism and Topos.'

Universal Ethics and Pragmatic Pluralism (보편윤리학과 실용주의적 다원론)

  • Kwon, Su-Hyeon
    • The Journal of the Convergence on Culture Technology
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    • v.7 no.1
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    • pp.446-453
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    • 2021
  • This paper deals with two methods regarding fact and value. One is the method of H. Putnam, which is to break the boundary between fact and value and to make a world where the two have an inherent connection. The other is the method of J. Habermas, which regards fact and value as the product of an intersubjective agreement based on argumentation. Putnam, through his position of internal realism, moves from realism to pragmatism, especially by combining the rationalist tradition of Kant and Dewey's pragmatic views. Habermas also stands in the tradition of rationalism and universalism in Kant, at the same time emphasizing the practicability of truth in Hegel's tradition of historical reason. The significance of the strategy of Putnam and Habermas is that they have attempted to revive the realm of value against the strict dichotomy of facts and values and the subsequent devaluation of rationality in the realm of value. The starting point of this attempt is that the practical foundation of rationality is laid on life and practice. This could provide the room for escaping from rationality, which prioritizes only truths that reveal facts, that is, instrument-reduced rationality, the room for the revival of practical rationality through reflection on what is the purpose of life, and, in turn, the room for resisting to pass the realm of values and norms to the logic of habitual routines or customs. However, despite such common goal, there are clear limitations to Putnam's approach due to the differences in the strategies taken on facts and values. Putnam's method can demolish the whole universal framework that is the foundation where pragmatic pluralism will be fostered, eliminating the difference between the specificity of values and the universality of norms and shaking up the status of universal ethics. Therefore, Habermas' ethical theory is proposed as an alternative to establish a basis for universal ethics by relying on communication rationality and to secure the coercion of norms and blossom cultural pluralism as a diverse lifestyle based on this coercion.

Analysis of the Content and Components of Consumer Competency Presented in Home Economics and Other Subjects of Middle School (중학교 가정교과와 타 교과에 제시된 소비자역량의 내용과 구성요소 분석)

  • Yoon, Sohee;Sohn, Sang-Hee;Lee, Soo-Hee
    • Journal of Korean Home Economics Education Association
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    • v.32 no.3
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    • pp.81-96
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    • 2020
  • This study aims to identify implications for the role of home economics in consumer education in middle schools focusing on building consumer competency. To this end, the content in middle school textbooks of home economics and other subjects, written according to the 2015 revised curriculum, were analyzed. This study examined consumer education content based on the consumer competency measurement index developed by the Korean Consumer Agency, and reviewed different foci presented by subjects. This study also investigated how the knowledge, attitude and practice, which are components of consumer competency, are presented. The major findings of this study can be summarized as follows: First, consumer competency content, presented in textbooks of home economics and other subjects, were comprised of citizenship competency(65.3%), transactional competency(27%), and financial competency(7.7%). Second, in terms of content on the consumer's citizenship competency, little attention was paid to consumer rights, revealing an imbalance between responsibilities and rights. Third, despite its importance, the "utilization of information and communications technology" in transaction competency, and "consumer participation" in citizenship competency are insufficiently covered in the home economics. Fourth, social studies was the subject that most extensively covered the content of consumer competency. In terms of scope, home economics dealt with most of the sub-fields. Fifth, even when the same content of consumer competency was covered, it was presented differently by subject. Sixth, there was a lack of connection between components of consumer competency-knowledge, attitude, and practice, with a disproportionately high emphasis on knowledge. In conclusion, this study concluded that consumer education content of middle school subjects is insufficient to enhance consumer competency.

Development of the Teaching-Learning Process Plan for Process-Based Assessment in Home Economics of Middle School: Focusing on the Life Design Unit (과정 중심 평가를 위한 중학교 가정과 교수·학습과정안 개발: 생애설계 단원을 중심으로)

  • Ko, Eun Mi;Heo, Young Sun;Chae, Jung Hyun
    • Journal of Korean Home Economics Education Association
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    • v.33 no.1
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    • pp.101-127
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    • 2021
  • The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

The Learning Experience of 7th Graders on NOS (Nature of Science) as a Process in Research-Based "Becoming a Scientist" Mentor-mentee Program (중학생의 "과학자 되어보기" 멘토-멘티 프로그램 참여를 통한 과정으로서 과학의 본성 학습 경험)

  • Jung, Chan-Mi;Shin, Dong-Hee
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.629-648
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    • 2015
  • This study is a case study examining how research-based 'authentic' science education program contextually facilitates students' learning on NOS as a process. We developed 'Becoming a Scientist' mentor-mentee program and applied it to six Korean 7th graders for 8 months. A mentor, who is also a researcher, provided scaffolding and coaching, and her mentees were to perform the whole process of science research, including selecting the research subject and questions, planning research design, doing experiments, collecting and analysing data, writing research paper, and experiencing poster presentation at an academic conference. The research questions are 1) What would the students experience at every step of their research process?, and 2) Which perceptions would they construct NOS as a process? Data include classroom observations, interview, mentor's journal, and students' learning products. The results show that the mentees have experienced their views of NOS as a process in various ways such as role of research question and purpose, validity of measured value, researcher's subjectivity in interpreting data, experience of making public and peer review, and significance of academic conference. This study has shown that students' actual experience in scientific research enhanced their views about NOS as process without explicit and reflective approaches. We defined 'authenticity' associated with not only with its similarity to what scientists do but to learner's identity as scientific researcher. Based on the situated learning theory, this study sheds light on the necessity of reconsideration about the meaning of authenticity and embodying authentic context in science education for better NOS learning.

Development and Application of Questionnaire for Self-Understanding and Change Capacity Related to Science Education: Focus on the Recognition of Pre-Service Elementary Teachers (과학교육 관련 자기이해와 변화역량 조사 도구 개발 및 적용 -초등예비교사의 인식을 중심으로-)

  • Jo, Kwanghee;Joung, Yong Jae;Choi, Jaehyeok;Kim, Heekyong
    • Journal of The Korean Association For Science Education
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    • v.38 no.6
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    • pp.901-917
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    • 2018
  • The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.

Christian Sabbath and Christian Education in the Era of 'Life Crisis' ('생명 위기'의 시대, 기독교의 안식, 그리고 기독교교육)

  • Ryu, Sam Jun
    • Journal of Christian Education in Korea
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    • v.67
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    • pp.339-375
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    • 2021
  • The author considers that contemporary society has entered the era of 'life on earth in peril' as a very serious situation in comparison with the past, and assumes that this life-in-peril situation, known as 'life crisis,' is one of the most urgent and important issues in Christian education as well as in public education. This urgency and importance is mainly based on the belief that Christianity is the religion of life that values all living beings' life and all Christians have the sacred vocation to cope with this crisis of life on earth, given by the life-giving God. For this reason, this study aims at identifying some tasks that Christian education should perform in the era of imperiled life, premising that diverse life-threatening situations and circumstances in today's world are closely related to the Christian Sabbath. More specifically, first of all, this article analyzes some notable phenomena of the life crisis in the contemporary world, such as deaths from intentional self-harm (suicides), deaths from industrial accidents and disasters, the real-life situation of vulnerable populations, people's indifference and insensitivity to the situation, and natural environmental degradation, by reflecting on current global issues as well as issues in Korea. This paper also criticizes neoliberalism, productivism, consumerism, economic materialism, egotism, and anthropocentrism as ideologies for causing these phenomena. After the criticism, the author interprets, from biblical and theological perspectives on the Christian Sabbath, main purposes and meanings of the Sabbath for contemporary society that are deeply connected with the crisis of life on earth: confessing that God takes the initiative to govern every creature's living and being; building the relationship with the God who has given the power of life to all living beings; practicing the Sabbath rest by living a holy life; and participating in the Sabbath rest as 'life-giving ministry.' In conclusion, this article suggests Christian educational practices that confront the life crisis, rooted in the purposes and meanings of the Christian Sabbath: reminding participants of the belief that God is the source of life on earth; cultivating 'life literacy'; helping people to resist the crisis of life; and encouraging humans to pursue the well-being and peace of both humanity and the earth.