• Journal of Christian Education in Korea
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• v.71
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• pp.61-96
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• 2022

This study tried to explore the ways to operate service learning more effectively by analyzing the educational effects of service learning and changes in learning sentiments that appeared in the service learning operation process established for the realization of the Christian educational philosophy at a small local Christian university. The analysis was conducted using NVivo11, focusing on the reflection journals of students who participated in service learning in the first semester of 2022 at J University. As a result of the study, through service learning, personal competence growth, self-reflection and will to change, self-esteem and self-efficacy, social and civic aspects, social responsibility enhancement, community (community) empathy and awareness of participation, and helping others There were educational effects such as an increase in the breadth of understanding. In addition, learning emotions that appeared in the service learning process included positive emotions such as gratitude, challenge recognition, pride, confidence, and responsibility, and negative emotions such as worry (difficulty), upset, regret, and awkwardness. It is a measure to increase the educational effect based on the learning emotion shown in the service learning process. When operating service learning, the service period at the visiting institution is increased to 6 weeks or more, and based on close interaction and detailed analysis of the educational environment in the planning stage, Suggest to develop and operate a plan. In addition, if you have the opportunity to receive feedback from your professors and colleagues through demonstrations and mock presentations in the classroom before visiting the institution, and finally have the opportunity to visit the institution again after the results of service learning are announced, more quality service learning education will be operated. Based on the results of this study, it is expected that more valuable and meaningful service learning education opportunities will be provided to learners by designing and operating a practical and sophisticated service learning curriculum.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.259-271
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• 2018

This study examined the effect of the SSI argumentation program based on social and emotional learning(SEL). The program consisted of 3 stages: (1) express their own feelings about SSI, identify the issues of SSI, and define a goal; (2) think of many possible solutions and envision results through argumentation; (3) select the best solution and make a decision based on warrants, data, and rebuttals. In each stage, the social-emotional strategies of self-awareness, self-management, social-awareness, relationship-management, and responsible decision making were used. Seventeen preservice biology teachers participated in this study during one semester dealing with four socioscientific issues. The results indicated that the preservice teachers, as time went on, became accustomed to expressing identifiable rebuttals, dispute talk, and asking questions. At the first SSI argumentation, argumentation mainly consisted of cumulative talk with no rebuttals, representing level 2 argumentation. Level 3 argumentation represented rebuttals that were implicit and weak, with cumulative talk. In level 2 and 3 argumentation, the preservice teachers represented understanding of others and compassion for self and others. Level 4 argumentation had rebuttals that were explicit, asking critical questions of the opposite sides. In addition, level 5 argumentation represented more than two controversial points with several instances of dispute talk. In levels 4 and 5, the preservice teachers became actively engaged in communication, inquiry self with others, managing vulnerability and negotiation.

• Journal of Korean Classical Literature and Education
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• no.38
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• pp.175-200
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• 2018

From the point of view of the law and public morals in Yi-dynasty, it is possible to discover new meanings in the love of Chunhyang and Mongryong-Lee, the conflicts between Chunhyang and Hakdo-Byeon, and the rescue of Chunhyang by Mongryong-Lee as a secret royal inspector. First, although the love of Chunhyang and Mongryong-Lee was against the law and public morals of Yi-dynasty, the narrator did not call to account, but he described the love as a romantic and new one conflicting with the ruling system. And it was an unprecedented case that Chunhyang asked a written contract as a legal guarantee for marriage when Mongryong-Lee courted her. Second, Hakdo-Byeon, the Namwon county governor, accused Chunhyang, a female entertainer of the Namwon county, of disobedience to his oder and contempt of him, and interrogated her with torture when she denied his demand for bed service which was prohibited by law. Chunhyang refuted against him and regarded his demand for bed service as the rape of a married woman. In this process, narrator sharply contrasted Chunhyang's claim for human rights with Hakdo-Byeon's legal administration. Characters such as people of Namwon county and king did not call Mongryong-Lee to account for that he, as a secret royal inspector, allegedly used his power privately to rescue his sweetheart Chunhyang from Hakdo-Byeon's illegal oppression. These different judgements on legal administrations of Hakdo-Byeon and Mongryong-Lee came from the legal emotion of characters and reading publics of . Namely, people who sympathized with Chunhyang's claim for love and human rights had the legal emotion that Mongryong-Lee's administrative order suspending Hakdo-Byeon's govenor's status could be approved as an legal and exciting one. Therefore the love of Chunhyang and Mongryong-Lee implied a new legal emotion which based on the sympathy with Chunhyang's human rights consciousness, and regarded the positive law of Yi - dynasty as one behind times.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.391-398
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• 2005

Recent studies say that informal learning is influential to students as much as formal teaming. Nowadays we can see various informal teaming inside and outside of the country. In 2004, it was the first attempt in Korea that engineer had gone to the elementary school fur activity that included scientific experiment and engineering work with students. National Academy of Engineering of Korea (NAEK) progressed activity with companies and elementary schools for students' making sense of engineer and what they are doing. To do that, NAEK had developed the network that company could support its local school's science education circumstance by engineers' visiting program. In 2004, seventeen companies including both large and small ones took part in the program called' Korea Junior Engineering Achievement (KJEA)'. In this program, engineers played the role of teacher (we call them company teacher), elementary school teachers played the role of organizing classes as a mediator. Elementary school teachers and company teachers' recognition is very important to make students' activity meaningful. The aim of this study was to give implication for informal science education activity for which engineers visit their local school. We got the result by survey and interview of company teachers and elementary school teachers. This study's result shows that almost company teachers and school teachers were in favor of purpose of this informal science education activity and satisfied with their participation. But some company teachers were not satisfied with worksheets, materials provided and relationship between school and company). Elementary school teachers and company teachers, both of them believed students' program as the key factor of success of informal science education activity. To make informal science education grow, school administrator and teacher need to have a will to utilize the activities more actively.

• Journal of Intelligence and Information Systems
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• v.23 no.4
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• pp.169-196
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• 2017

The fourth industrial revolution represents a revolutionary change in the business environment and its ecosystem, which is a fusion of Information Technology (IT) and other industries. In line with these recent changes, the Ministry of Employment and Labor of South Korea announced 'the Fourth Industrial Revolution Leader Training Program,' which includes five key support areas such as (1) smart manufacturing, (2) Internet of Things (IoT), (3) big data including Artificial Intelligence (AI), (4) information security, and (5) bio innovation. Based on this program, we can get a glimpse of the South Korean government's efforts and willingness to emit leading human resource with advanced IT knowledge in various fusion technology-related and newly emerging industries. On the other hand, in order to nurture excellent IT manpower in preparation for the fourth industrial revolution, the role of educational institutions capable of providing high quality IT education services is most of importance. However, these days, most IT educational institutions have had difficulties in providing customized IT education services that meet the needs of consumers (i.e., learners), without breaking away from the traditional framework of providing supplier-oriented education services. From previous studies, it has been found that the provision of customized education services centered on learners leads to high satisfaction of learners, and that higher satisfaction increases not only task performance and the possibility of business application but also learners' recommendation intention. However, since research has not yet been conducted in a comprehensive way that consider both antecedent and consequent factors of the learner's satisfaction, more empirical research on this is highly desirable. With the advent of the fourth industrial revolution, a rising interest in various convergence technologies utilizing information technology (IT) has brought with the growing realization of the important role played by IT-related education services. However, research on the role of IT education service quality in the context of IT education is relatively scarce in spite of the fact that research on general education service quality and satisfaction has been actively conducted in various contexts. In this study, therefore, the five dimensions of IT education service quality (i.e., tangibles, reliability, responsiveness, assurance, and empathy) are derived from the context of IT education, based on the SERVPERF model and related previous studies. In addition, the effects of these detailed IT education service quality factors on learners' educational satisfaction and their work application/recommendation intentions are examined. Furthermore, the moderating roles of learner position (i.e., practitioner group vs. manager group) and participation motivation (i.e., voluntary participation vs. involuntary participation) in relationships between IT education service quality factors and learners' educational satisfaction, work application intention, and recommendation intention are also investigated. In an analysis using the structural equation model (SEM) technique based on a questionnaire given to 203 participants of IT education programs in an 'M' IT educational institution in Seoul, South Korea, tangibles, reliability, and assurance were found to have a significant effect on educational satisfaction. This educational satisfaction was found to have a significant effect on both work application intention and recommendation intention. Moreover, it was discovered that learner position and participation motivation have a partial moderating impact on the relationship between IT education service quality factors and educational satisfaction. This study holds academic implications in that it is one of the first studies to apply the SERVPERF model (rather than the SERVQUAL model, which has been widely adopted by prior studies) is to demonstrate the influence of IT education service quality on learners' educational satisfaction, work application intention, and recommendation intention in an IT education environment. The results of this study are expected to provide practical guidance for IT education service providers who wish to enhance learners' educational satisfaction and service management efficiency.

• Information Systems Review
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• v.12 no.3
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• pp.19-48
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• 2010

This study focused on characterizing various factors in order for learners to maintain their interests in learning and to maximize learning effects as the top priority purpose of university e-Learning, on the basis of results of conceptual studies on existing e-Learning and practical studies, and then on examining them practically. It also analyzed which factors would have greater influence on learning effects of e-Learning in general. Moreover, in comparison with existing numerous studies which examined only factor such as learning effects of e-Learning, it analyzed such things in detail according to division into three items such as learning satisfaction, learning transfer and learning recommendation. To achieve such purposes of the study, it characterized and set 3 factors such as learning contents, instructional design and user convenience on the assumption that such factors have a significant influence on learning effects of e-Learning. Moreover, the factor of learning contents includes 3 detailed elements, i.e., learning issue and objective, knowledge information, and consistency and propriety, and the factor of instructional design includes 4 detailed elements, i.e., interest and sympathy, interaction, contents presentation and explanatory strategy. Lastly, the factor of user convenience includes 2 detailed elements such as screen configuration, and check-up of contents and teaching schedule. According to analytical results, it showed all 3 factors such as learning contents, instructional design and user convenience have a significant influence on learning effects of e-Learning(i.e., learning satisfaction, learning transfer and learning recommendation). In more detail, it showed the learning issue and objective from the factor of learning contents have the greatest influence on learning satisfaction of e-Learning. Then, it is the most important to set the learning issue and objective with given priority to learners and set the learning objective estimable, in order to raise the learning satisfaction. It showed the contents presentation from the factor of instructional design on the learning transfer. Therefore, it is the most important to structuralize mutual relation and presentation orders to promote learning systematically and to let learners access to such things, for the purpose of raising the learning transfer. Moreover, it showed the interest and sympathy from the factor of instructional design has the greatest influence on the learning recommendation. Thus, it is the most important to promote learners' interests to the maximum using well-timed media, and to give a lecture enough to arouse learners' sympathy.

• Journal of Popular Narrative
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• v.26 no.3
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• pp.189-219
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• 2020

This study is an analysis of Handol Heung-Gun Lee's Tarae, which is a coinage combining the Korean words for "playing an instrument" and "song", in terms of narrative and aesthetics. The components for analysis are the phenomena and nature of binary oppositions between nature and human beings, between alienation and interest, between division and unification, and between diaspora and people of the national community. Tarae in the period from the late 1970s to the early 1990s described the experience of pain and loss from non-resistance and disobedience in protest against social problems that emerged during the era of miliary dictatorship, such as industrialization, urbanization, reckless development, Westernization, university-oriented education, the gap between rich and poor, human alienation, and the conflicts arising from the division of the nation. After Handol overcame the lack of creative motivation with self-reflection and effort, Tarae took the form of a diaspora epic meta-narratives integrating the "sound of nature and his true nature" and "the awareness of diaspora and the spirit of the Korean people". The epics of the homeland, the national soil and the people, which began with "Teo", became more intense in terms of a sense of diaspora as they shifted their focus from an origin to a path with "Hanmoejulghi" as the turning point. Handol seeks inspiration in the source of narrative rather than in music. His Tarae focuses on "adding rhythm for lyrics". For this reason, the semiotic features of Tarae have a limitation in that its extrinsic phonology is simple even if its intrinsic meaning (i.e., emotion of sadness) is profound and subtle. In order to elicit sympathy from the audience and impress them, it is necessary to strike a balance between the implicit (semantic) part and the explicit (phonological) part. To share the emotion of sadness with more people, it is necessary to strengthen phonological elements. Sympathy for sadness and deep impression on the audience are more often induced by the mood of similar sentiments than by the stories of the same experience. The aesthetics of sadness in Tarae began with the narratives of past experience which were expressed in the contexts of loss, loneliness, and poverty that Handol had experienced since childhood. However, the aesthetics of sadness, deepened over the period of a long hiatus in Handol's career as a composer, formed the narratives of ultimate salvation, embodying even the diaspora experience of others (e.g., displaced people, overseas adoptees, ethnic Koreans in Russia, victims of Japanese military sexual slavery, etc.). This gave Tarae the potential to go beyond the limits of the ethnic group of Korea. Tarae, as a "dispersed sound", can benefit from the appeal of deep sadness at the point of contact with other forms of world music. It may form a global diaspora discourse because Tarae is oriented towards interculturalism rather than anti-multiculturalism. The future challenge and goal of Handol's Tarae would be to continue to find areas of sympathy and broaden the horizon of awareness as diaspora music.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.2
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• pp.23-39
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• 2017

This study began from the question, "is there a way to efficiently apply industrial demand in the university curriculum?" Research focused on how to actively accept and respond to the era of the NCS (National Competency Standards). In order to apply NCS to individual departments of the university, industrial personnel must positively participate to form a practical-level curriculum by the NCS, which can be linked to the work and qualifications. A valid procedure for developing a curriculum based on the NCS of this study is as follows: First, the university must select a specific classification of NCS considering the relevant industry outlook, the speciality of professors in the university, the relationship with regional industries and the prospects for future employment, and the need for industrial manpower. Second, departments must establish a type of human resource that compromises goals for the university education and the missions of the chosen NCS. In this process, a unique competency unit of the university that can support the basic or applied subjects should be added to the task model. Third, the task model based on the NCS should be completed through the verification of each competency unit considering the acceptance or rejection in the curriculum. Fourth, subjects in response to each competency units within the task model should be developed while considering time and credits according to university regulations. After this, a clear subject description of how to operate and evaluate the contents of the curriculum should be created. Fifth, a roadmap for determining the period of operating subjects for each semester or year should be built. This roadmap will become a basis for the competency achievement frame to decide upon the adoption of a Process Evaluation Qualification System. In order for the NCS to be successfully established within the university, a consensus on the necessity of the NCS should be preceded by professors, students and staff members. Unlike a traditional curriculum by professors, the student-oriented NCS curriculum is needed sufficient understanding and empathy for the many sacrifices and commitment of the members of the university.

• 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.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.469-478
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• 2014

To provide students an alternative image of science and scientist, we developed five lesson plans that include scientists' joy, anger, sorrow, and pleasure in their life. Through the 10 hour lessons with the five topics, we investigated the effect of our program on students' image change toward scientists, their science learning, and their career development in science field. Twenty high school students participated in our program and five of them were analyzed. The qualitative data included opinionnaire survey before and after the program, field note, video recording, students' worksheets, and interview. The science episode lessons that reflect the human side of scientists were designed in five steps. The first step is the one about imaging of scientists, the second step is the one about reading scientists' episode in their life, the third step is the one about investigating human side of scientists, the fourth step is the one about feeling sympathy in scientists' context, and the last step is the one about judging human side of scientists. Students participated in this program got to feel familiarity in scientists as well as confidence in science. By obtaining the alternative image of scientists after the class, it is expected that students will play roles of well-prepared supporters with scientific literacy.