• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1084-1096
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• 2010

In this study, class criticism by elementary school teachers was analyzed on the subject of science classes by beginner teachers. And then the viewpoints and characteristics of the class criticism were investigated. Teachers for class criticism consisted of six members, including two each of low- and high-career teachers. The viewpoints were analyzed in comparison with all the teachers. The subject of class criticism was 'Activity of leaves in plants', which is in the seventh unit of the science textbook for fifth grade elementary students of the first semester. The result of this study was as follows. Teachers criticized the science class mainly with three codes of viewpoints: motivation, inquiry focused on student, and summary of the results, where viewpoints consisted of 18 codes. They criticized the class by factors on a standard checklist and their criticism was characterized by partial situation and context. Low-career teachers criticized the class with the viewpoint in sympathy with the beginner teachers and criticized the class with the viewpoint of recollecting their teaching experience as beginners. While high-career teachers criticized the class mainly overall situations rather than specific matters. The result of this study can be used as basic data for a program of professional development and teacher education for science classes.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.890-902
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• 2012

This study intended to analyze science-arts integration activities in science textbook and explore the artistic elements of science-art integrated activities. For this purpose, we selected science-arts integration activities in elementary science textbooks of Korea by revised curriculum in 2007. We analyzed them by the type, the function and the role of arts. The analysis of artistic element was based on 'design element' suggested by Baron & Eisner. Results revealed that the science-arts integration activities were using a visual art form than any other and the role of arts was mainly to apply science concepts. Through the artistic element analysis, we found that most activities were emphasized on 'empathic understanding' category than other categories. Based on the results, science-arts integration activities with more diverse form of art should be developed. Also the artistic element should be considered in developing future science-arts integration activities.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.279-292
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• 2012

Prospective high school students and science teachers' perceptions of 'advanced material', which was first introduced in the science textbooks of the 2009 revised curriculum, were surveyed. One thousand four hundred and ninety nine students and 123 teachers from Seoul, Incheon, and the Kyeonggi areas participated in this survey. The results are as follows. First, the attitude of students and teachers towards 'advanced material' was positive, but their interests in 'advanced material' was low. Also, some teachers mentioned that 'advanced material' was one of the difficult subjects to teach. Second, the perception of 'advanced material' was relatively low for both students and teachers. Both of them had heard of 'advanced material' through various routes, however not many of them thought that they knew what 'advanced material' was exactly. Also there were some teachers who didn't understand the detailed information of 'advanced material'. Third, both students and teachers agreed that 'advanced material' was worthwhile to learn and teach. However, each party had their own desire of 'what to learn', 'what to teach', 'how to learn' and 'how to teach'. Based on the results, some suggestions were made for effective teaching of this new subject.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.261-285
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• 2016

Saseol-sijo, a form of sijo with longer verses, still affords pleasure to modern readers, even when it is read without the original performance context. In this study, I focused on Saseol-sijo that induces laughter through exaggeration and caricature while singing about eagerly waiting for a lover who has left. These texts describe concurrently the emotions that are contradictory to each other, such as nostalgia and laughter. In addition, this feature reflects human's inner emotions that are not unified but rather change dynamically. Craving creates a sense of nostalgia, and also produces a comical element in nostalgia, so that nostalgia and laughter can be co-exist without conflict. In this study, 'semiotic square' was applied as the framework for interpreting the Saseol-sijo, which demonstrates the coexistence of inconsistent meanings. As a result, a Saseol-sijo which sings about waiting for a lover can be interpreted through contraires such as prohibition and authorization, craving and concerns, exposure and concealment and concentration and dispersion. The nostalgic laughter in Saseol-sijo is generally based on the conflict between the craving self and the restrictive world. A character consumed by craving may seem ridiculous and pathetic in the view of others. However, people in general would find sympathetic humor and identify with characters who portray their weaknesses or repeat their mistakes. After all, this is the laughter of compassion and reflection which Saseol-sijo evoke.

• Journal of Korean Classical Literature and Education
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• no.37
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• pp.75-109
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• 2018

This paper explains how the exile experience and the writer's consciousness were presented in Namhaemungyeonrok and Bukgwannojeongrok, both written by Yu, Eui-yang in the 18th century. He was banished to Namhae island and Jongseong because of the King Yeongjo's anger. The author composed his writings by presenting historic events and tales related to the places he was passing, and by presenting poems as well. It means that the author tried to understand these places through history and literary works. Moreover he presented in detail, the lives of people living in the places of his exile. It shows how he tried to understand and recognize their lives as they themselves did. In addition, focusing on the relationships and conversations with the people from each place, the author described his life in exile. There are some reasons he presented his exile experience in the ways mentioned above. First, he was a government official and a writer. Second, as the reason for his banishment was not very significant, he felt relaxed more or less. Last, by focusing on his journey and the place of his exile, he was able to forget the agony he was facing to some degree.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.223-233
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• 2021

This study is was conducted for 37 first-year students (including 27 males and 10 females) enrolled in the engineering product design class opened as a regular class in the second semester of 2018 at 'A' University in Seoul to examine creative problem solving experiences in class using design_thinking. In this study, creative problem-solving ability was divided into creative personality and problem-solving ability and in the results of examining the difference in pre- and post-creative problem solving abilities through Hotelling's T-square test and t-test, among the creative personality, the tolerance & passion, humor, curiosity, and progressive attitude were found to significantly increase after class. Next, in the results of examining the process of creative problem solving through the reflection journal, in the empathy and prototyping and testing stages of design thinking, more activities for problem solving appeared, and at the stage of problem definition and idea generation, it can be seen that more activities expressing creative personality appear. The results of this study show that creative problem-solving abilities can be improved through design thinking, suggesting that instructional support for effective design thinking should be designed.

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.69-82
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• 2023

High-tech sensibility textile and fashion, in which consumers' emotions and various textile and fashion technologies are converged, is an important industrial group. It is important to develop the ability to apply in practice by gathering the creative by understanding other fields and exchanging ideas through interdisciplinary collaboration in the field of emotional engineering. Through interdisciplinary research and collaboration, talent must be nurtured of individuals who would lead the era of the 4^th Industrial Revolution with the ability to empathize with others as well as the creative convergence-type intellectual ability necessary for the rapidly changing society. To determine content-creation methods, basic research is conducted. Additionally, this study investigates on the current status and educational process of the emotional textile-fashion industry worldwide. To nurture talents in the textile and fashion sensibility science, the basic contents are created to manage the knowledge that delivers sensibility science and the ICT related to this field, as well as in the intensive, PB-style conceptual design based on sensibility. The process from derivation of consumer emotion analysis and product development can be experienced through smart kit practice. Moreover, various methods are developed to set up intellectual property rights generated while developing ICT convergence products as start-ups. The study also covers new knowledge rights to develop emotional textile fashion.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.373-381
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• 2024

We confirmed that the children affected by child abuse, which has recently become an issue in the counseling field, were the highest in the ages of 10-17, and the number of occurrences by parents was the highest. We tried to understand the hardships of parents with adolescent children while conducting counseling and parental education to understand the difficulties of parenting experiences that play an important role in growing children. Therefore, this study attempted to analyze the subjective perception types and characteristics of each type of parenting experience of parents with adolescent children using the Q methodology. After forming a Q population and extracting the 33-question statement of the Q sample, the P sample was classified into the Q sample of 35 parents with adolescent children, and the perception type analysis was conducted with the QUANL program. As a result of our study, it was found that Type 1 was the unconditional love and understanding type, which was recognized as a process of endless understanding of children, Type 2 was the "reflection and change type," which recognizes empathy with children, communication, and parental reflection and change, Type 3 was the "learning and psychological independence assistance type," which recognizes that children should be psychologically independent and grow, and Type 4 was the "regret and identity confusion type," which recognizes regret about raising children in childhood and identity confusion as parents. Our study is meaningful in that it classified the subjective perception structure of parenting experiences perceived by parents with adolescent children by type. It is expected that this subjectivity study on parenting experiences will be used as basic data for parental education and parental counseling to raise adolescent children.

• Journal of Music and Human Behavior
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• v.5 no.1
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• pp.67-90
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• 2008

This case used MI techniques that give an imagery experience to depressed client's mental resource, and that makes in to verbalism. Also those images are supportive level therapy examples that apply to positive variation. MI is simple word of 'Music and Imagery' with one of psychology cure called GIM(Guided Imagery and Music). It makes client can through to the inner world and search, confront, discern and solve with suitable music. Supportive Level MI is only used from safety level music. Introduction of private session can associate specification feeling, subject, word or image. And those images are guide to positive experience. The First session step of MI program is a prelude that makes concrete goal like first interview. The Second step is a transition that can concretely express about client's story. The third step is induction and music listening. And it helps to associate imagery more easily by used tension relaxation. Also it can search and associate about various imagery from the music. The last step is process that process drawing imagery, talking about personal imagery experience in common with therapist that bring the power by expansion the positive experience. Client A case targets rapport forming(empathy, understanding and support), searching positive recourse(child hood, family), client's emotion and positive support. Music must be used simple tone, repetition melody, steady rhythm and organized by harmony music of what therapist and client's preference. The client used defense mechanism and couldn't control emotion by depression in 1 & 2 sessions. But the result was client A could experience about support and understanding after 3 sessions. After session 4 the client had stable, changed to positive emotion from the negative emotion and found her spontaneous. Therefore, at the session 6, the client recognized that she will have step of positive time at the future. About client B, she established rapport forming(empathy, understanding and support) and searching issues and positive recognition(child hood, family), expression and insight(present, future). The music was comfortable, organizational at the session 1 & 2, but after session 3, its development was getting bigger and the main melody changed variation with high and low of tune. Also it used the classic and romantic music. The client avoids bad personal relations to religious relationship. But at the session 1 & 2, client had supportive experience and empathy because of her favorite, supportive music. After session 3, client B recognized and face to face the present issue. But she had avoidance and face to face of ambivalence. The client B had a experience about emotion change according depression and face to face client's issues After session 4. At the session 5 & 6, client tried to have will power of healthy life and fairly attitude, train mental power and solution attitude in the future. On this wise, MI program had actuality and clients' issues solution more than GIM program. MI can solute the issue by client's based issue without approach to unconsciousness like GIM. Especially it can use variety music and listening time is shorter than GIM and structuralize. Also can express client's emotion very well. So it can use corrective and complement MI program to children, adolescent and adult.

• (The) Research of the performance art and culture
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• no.43
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• pp.203-228
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• 2021

This thesis examines the play education method shown in the elementary school textbook 'Enjoy Play'. If the educational methods of the curriculum other than plays were presented in the order of 'Understanding play - Appreciation of Works - Creation of Works', the method of drama education is presented sequentially in the order of 'Understanding play - Creation of Works - Appreciation of Works' in the order of 'Understanding play - Artwork - Appreciation' have. Even if such a curriculum considers the study linked to the subject of 'Plays', students may not feel the 'burden' of 'creation', and by simplifying the understanding of 'spoken language', it is rather the characteristic of 'Korean language'. It may also make it difficult for students to feel the attraction. In addition, empathy through the conflict situation of the play or comparison with the actual conflict is mainly presented through the translation of foreign works or the expression of a fairy tale and fantastic world that is far from reality, so the burden of inferring the right life problems can be confirmed. Theatrical expressions and plays and plays learned through textbooks are partially different depending on the educational goals to be achieved. The result of this study is that the course of textbooks for elementary and upper grades may correspond to the problem of expressing 'Plays', but it is regrettable in leading students to think about ways to solve life problems in detail through 'Plays'. It is also necessary to emphasize the importance of expression that makes students realize how to express themselves autonomously in the way of expressing their feelings, but on the other hand, on the other hand, it is necessary to share empathy with feelings first, understand these feelings, Therefore, it was suggested that training to infer expressions and emotions by learning individual expressions through methods of expressing emotions and a process of educating students to voluntarily accept shared emotions are also necessary. Sharing and expressing emotional emotions through 'play', and participation through cooperation and division of labor through the process of performing.