• Title, Summary, Keyword: Character Education

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A Study on Character Education in Mathematics Subject (수학 교과에서 인성교육에 대한 일고찰)

  • Choe, Seung Hyun;Ryu, Hyunah;Park, Ji Hyun
    • East Asian mathematical journal
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    • v.31 no.2
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    • pp.189-210
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    • 2015
  • Character means a person's nature and the mind and behavior to lead a desirable life personally and socially. Also character can be changed with education and environment. Therefore character education will be possible to do practice through various educational activities and life experiences in school. In other words, we think that students will get person's character required to lead a desirable life personally and socially beyond what they just learn knowledge and skill, enter the higher schools and succeed one's way. This study accepts merits of existing character education policy through subject(mathematics) education and focus on direction for character education through subject(mathematics) education for systematic and synthetic approach for practice of character education. For this, we will see applicability of the plan for character education in the whole subject education, in particular focusing on cases of character education in mathematics subject.

A Study on Students', Parents', and Teachers' Change of Perception on Creativity and Character Education through Operation of Creativity and Character Model School (창의·인성 모델학교 운영에 따른 학생, 학부모, 교사의 창의·인성교육에 대한 인식 변화)

  • Kang, Beo-Deul;Park, Jong-Un
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.2
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    • pp.257-269
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    • 2014
  • The purpose of this study was to investigate the change of perceptions of students', parents', teachers' on creativity and character education at the model school for creativity and character education. This study used pre and post tests to examine the effects of creativity and character education on students, parents, and teachers. The results were as follows. Firstly, operating model school for creativity and character education brought about the statistically meaningful changes of students' perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average is about 3.5 point. Secondly, operating model school for creativity and character education brought about the statistically meaningful changes of parents' perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average was about 3.5 point like their children. thirdly, operating model school for creativity and character education brought about the statistically meaningful changes of teachers' perception on creativity and character education. The changes seemed that the level of their perception on creativity and character education was rational as the average was about 4.5 point unlike their students and school parents. Fourthly, it seemed that the perception on creativity and character education showed a difference among students, school parents, and teachers.

Directions for Character Education in Science Education and a Theoretical Approach of Nature-Study in Terms of Character Education (과학교육에서 추구해야 할 인성교육의 방향과 그 실현 방안으로서 Nature-Study에 대한 이론적 고찰)

  • Park, Dahye;Park, Jongseok
    • Journal of The Korean Association For Science Education
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    • v.36 no.4
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    • pp.581-589
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    • 2016
  • This research aims to find directions for character education in science education and to analyze Nature-Study theoretically as one of the ways to implement character education in science education. In order to accomplish this, references for character education were collected and analyzed to derive the directions for character education in science education, and then the results were verified by expert workshops composed of 2 science education experts and 4 PhD students. Through the consideration of references for Nature-Study in terms of character education, we supposed to confirm that Nature-Study is an efficient way to implement character education in science education. The research resulted in the following: First, science education should establish it's own role in character education by expanding the domains of value and realizing practice-centered character education. Accordingly, 'Expanded model of character education (The domains of the value)' was developed on the basis of 'formation of relationships' with 'nature & environment, spiritual object' and 'The practice-centered character manifested mechanism' empathized 'formation of relationships' and 'practice' was also diagramed. Second, Nature-Study empathized 'Science Education through Nature' can be one of the efficient ways to implement character education in science education. Nature-Study corresponds with the directions of character education in science education because Nature-Study aims for character education in it's educational purpose and emphasizes 'formation of relationships' with 'nature & environment' and 'practice' in the real world. In conclusion, science education should establish it's own role in character education by expanding the domains of value and realizing the practice-centered character education and Nature-Study is efficient ways to implement character education in science education.

A Survey on Middle School Teachers' Perception of Character Education (인성교육에 대한 중학교 교사들의 인식 조사)

  • Yoon, Ok-Han;Lee, Kyeung-Ran
    • The Journal of the Korea Contents Association
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    • v.17 no.7
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    • pp.193-203
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    • 2017
  • The purpose of this study is to analyze the perception of middle school teachers of character education and to suggest implications for middle school character education. A total of 161 middle school teachers in Korea were surveyed and their responses were analyzed by frequency analysis and descriptive statistical analysis on the approach to character education, problem of character education, general view on character education, constituent of character education program, and teaching and learning method, First, character education was intended to be carried out through life instruction and subject education. Second, the problem of character education is that it is not carried out properly because senior school is given priority. Third, the overall view of character education is becoming more and more problematic for the personality development of students. Fourth, character components to be taught in character education program are consideration, manners, self-control, and responsibility. Fifth, the teaching and learning methods for character education were ranked in order of reflection, mutual learning, experiential activities, and student centering. Sixth, the proper period of the character education program should be continuous throughout school life with consent for continuous and repetitive education. Based on this, it is suggested that it is more important to consider how to organize character education for guidance throughout life and for curriculum than to develop it as one time program.

Exploring the content factors to develop mathematics teachers' professionalism for creativity and character education (수학교사의 요구를 반영한 창의성과 인성 교육 전문성 신장 내용요소 탐색)

  • Kim, Hyun-ah;Lee, Bongju
    • The Mathematical Education
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    • v.55 no.4
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    • pp.485-501
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    • 2016
  • This study was to explore the factors that mathematics teachers actually need to improve their students' creativity and character to pursue education in the direction of the revised curriculum. We first temporarily extracted the elements to reinforce mathematics teachers' professionalism for creativity and character education through literature review, and then conducted the modified delphi technique and interview by targeting secondary school mathematics teachers. Based on the discussion of previous studies, we divided into five areas for mathematics teachers' professional development of creativity and character education: 1. understanding of creativity and character education, 2. creating an environment, 3. understanding curriculum for creativity and character education, 4. instructional design and apply for creativity and character education, 5. evaluating for creativity and character education. Actually content elements highly required by mathematics teachers were reset 17 items. The results of this study are expected to be used as the basis for teachers' professional development of creativity and character education in mathematics education.

Development of the Character Index Instrument for Engineering College Students (공과대학 학생 인성지수 도구 개발을 위한 기초 연구)

  • Han, Jiyoung;Park, Suyeon;Bang, Jae-hyun
    • Journal of Engineering Education Research
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    • v.21 no.3
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    • pp.46-55
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    • 2018
  • The purpose of this study was to develop the character index instrument for engineering college students. For this, literature review and survey were used. The survey was conducted with 275 engineering college students in D university. Finally, draft of character index instrument for engineering college students was developed with 10 factors and 47 questions. Based on the results, the investigation of engineering college students' needs is necessary to conduct for developing character education programs. And it is necessary to research validity of the draft of character index instrument for engineering college students. It is necessary to develop various convergence subjects by experiencing the character substantially for engineering college students.

A Study on the Framework Development of Character Education by Reading (독서를 통한 인성교육의 프레임워크 개발에 관한 연구)

  • Lee, Byeong-Ki
    • Journal of Korean Library and Information Science Society
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    • v.45 no.4
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    • pp.95-117
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    • 2014
  • A number of studies have emphasized the importance and values of reading in character education. However, there is no tool or framework for developing character education program. If teacher librarian to develop a character education program by reading should be preceded the framework for a comprehensive and systematic approach. The framework for character education program by reading is required to develop a program. The framework must be considered with a character factor and reading elements. The purpose of this study is to establish a framework that will help teacher librarian to develop a character education program by reading. This study analyzed on construction elements of character, reading material for character education, reading strategies, teaching methods. Then, this study propose a framework for developing character education program based on the analysis information. The proposed framework in this study consists of construction elements of character, reading material for character education, reading strategies, teaching methods.

Implementing Character Education in the Family and Consumer Sciences Education Curriculum

  • Kwon, Yoo-Jin
    • International Journal of Human Ecology
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    • v.9 no.1
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    • pp.63-69
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    • 2008
  • Character education is an opportunity for students to develop character through teaching values in schools. In the past, students have been taught values at home but contemporary society has strongly encouraged the public schools to provide time for children to learn values because society is facing a crisis of human values that affects the behavior of individuals. According to research findings, the primary benefit of character education is to develop the intellectual, personal, and social aspects of students. However, there are some problems concerning how to teach values and how to evaluate student outcomes in public schools. This article explores the current character education in the U. S. through a review of the literature in order to reach a better understanding of how character education might be included in the Family and Consumer Sciences Education curriculum.

Parents' Perceptions on Character and Character Education in Family (인성개념에 대한 부모의 인식과 가정 내 인성교육에 관한 연구)

  • Chin, Meejung;Lee, Hyun Ah;Seo, HyunSeok
    • Journal of Korean Home Management Association
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    • v.32 no.3
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    • pp.85-97
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    • 2014
  • This study attempted to explore parents'perceptions on character and character education for their children using a focus group interview method. According to previous research, the concept of character consists of wholeness of three components: relationship, individuality, and morality. This study investigated how parents' perception differ from the widely agreed concept of character. Forty-four mothers and ten fathers participated in eleven focus group interviews. The results showed that parents recognized social relationship and self realization as two most important components of character education of children. However, the parents paid less attention on morality and wholeness. The parents conceptualized character as an alternative to academic achievement. For example, they considered self realization as an alternative to academic achievement. These tendencies could be a barrier in character education in family. Based on these findings, this study recommends that parent education should take more attention on character education in family and help parents develop a balanced understanding on the concept of character.

A Study on Teachers' Attitudes Toward Character Education in Early Childhood and Elementary Education in Korea (유아·초등교육 내에서의 인성교육 활성화 방안에 대한 교사인식연구)

  • Chang, Young-Eun;Park, Jeong-Yun;Lee, Seung-Mie
    • Journal of Korean Home Management Association
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    • v.30 no.2
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    • pp.87-99
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    • 2012
  • This study aimed at examining the problems in character education in early childhood education and elementary education in Korea and at providing policy implications for more effective character education. The study interviewed 20 teachers from child care centers, kindergartens and elementary schools located in Seoul and Gyeonggi province using the focus group interview method. The results showed teachers' level of understanding of the definition and purpose of character education. Teachers experienced difficulty because they lacked a manual as well as training for character education and because of the inconsistency between character education and the burden of academic performance. The lack of connection among character education in early childhood education and elementary school, strong needs for parent education, and partnership between the three spheres of the home, school, and community were also implied.