• Journal of the Korean association of regional geographers
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• v.21 no.1
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• pp.1-20
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• 2015

This paper is to provide some suggestions to complement and extend theory of network city, and to consider preliminarily its applicability for development of the Yeongnam region, exploring its normative implications for urban and regional policy and its significance of empirical research. In order to resolve some limitations and problems of network city theory and of empirical research, we need to reconsider systematically analysis methods, to extend indices of connectivity, to reconfirm normative characters inherent in network city theory, to suggest the constitution of cooperative governance, and to develop policies for embedding functional connectivity into internal community. In a preliminary analysis of Yeongnam region on the basis of network city theory, it is not clear whether the urban system of the region is entirely a type of network city, even though it seems to be close to network city. However, in order for the Yeongnam region to orient towards network city, we can point out importance of policy issues such as expansion of transportation and communication infrastructure, strengthening of economic connectivity, constitution of cooperative governance, and local embeddedness of functional network within the region.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6036-6045
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• 2014

This survey research was performed to determine the social capital that public officials generate within the relationship of the community at the individual level by performing their public office work as an administrative duty. To this end, a survey was conducted on 500 civil servants in Jeju province. The survey period was May 19-23, 2014. 476 subjects were analyzed using a T-test, One way ANOVA, and multiple regression analysis to on SPSS 19.0Win software. As a result of the analysis, 1. The norms of the community cultural, male staff participation and cooperation, and social capital level of civil servants, showed a significantly higher association than female civil servants. There was a difference between the populations of registration to an association to the work location type. In addition, the social capital increases generally as the level of the officers increases. 2. The sub-category in the social capital of a personal level on civil servants family & associates trust, participation & cooperation and neighbor trust had a positive impact on the efficiency of public services. On the other hand, community cultural associations (network) did not have an influence on efficiency.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.493-514
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• 2016

Since the Gifted and Talented Education Promotion Law was enacted 15 years ago, in Korea, gifted education in Korea has continued rapid and quantitative growth. The number of gifted classes or institutes for the gifted have increased, as well as the number of gifted education teachers increasing their participation in professional development training and educational activities. However after 2014, gifted education is somewhat shrinking. Due to the controversy of private education and expansion of social welfare in Korea, administrative and financial support for gifted education is being reduced. This study reviewed the gifted education policies promoted by successive governments and analyzed the relationship between politics and support for gifted education efforts by the government. In addition, the phenomenon of the recently shrinking gifted education in Korean society was analyzed in various aspects. These aspects include: decreasing quantitative growth due to the weakening of administrative and financial support from central and local governments on gifted education, regulations on suppressing private education, social inequality to gifted education access, and lack of solidarity in the gifted education scholastic community. Based on this analysis of gifted phenomenon, ways of developing the ideological and practical aspects of future-oriented gifted education were suggested. In the ideological dimension, it was emphasized that gifted education must move away from insularity and the adhesive perspective of Korean society on the concept of giftedness, the concept of intelligence and the recognition of the legitimacy of gifted education. On the other hand, in the practical dimension, the following points were identified: the collection of empirical data on the economic impact of gifted education, gifted education amendment of the statutes, adaptation of the gifted education program with gifted identification, diversification of gifted education service system, and actively promoting new research topics in relation to the Gifted and Talented Education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.406-414
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• 2019

The purpose of this study was to investigate how educational experience (teaching experience, experience participating in the Teacher Learning Community, curriculum training experience, and innovative experience working in school) of elementary school teachers affects the recognition and execution of curriculum and textbooks. For this purpose, the results of a questionnaire survey for elementary school teachers were analyzed by performing T-tests, One-Way ANOVA, correlation analysis, and regression analysis. The results were as follows. First, according to the teacher's educational experience, there were statistically significant differences in the recognition and execution of curriculum reorganization, and the recognition and dependence on textbooks. Second, there were statistically significant correlations among such variables as recognition and implementation of curriculum reorganization, and the recognition and dependence on textbooks. Third, the teacher's educational experience had a significant impact on curriculum reorganization and the dependence on textbooks. Curriculum restructuring in elementary schools is not an end in itself. What is also needed is to find and implement the best class plans for promoting the .meaningful growth and development of elementary school students. This study suggests that the dependence on textbooks should be lowered and the curriculum should be actively reorganized, and teachers should develop their expertise based on extensive educational experience.

• Journal of Christian Education in Korea
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• v.67
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• pp.229-265
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• 2021

The purpose of this study is to suggest educational directions by exploring the stories of changes and expectations experienced by Christian children during the COVID-19 pandemic. For this purpose, nine third- to fourth-grade elementary school children attending the church, were interviewed about their changes and expectations regarding COVID-19. The results identified five areas of experience: daily life changes, school life changes, interpersonal relationship changes, religious life changes, and emotional changes during the COVID-19 period. Daily changes included infection prevention, missing play, leisurely routine, and lethargy. Changes in school life included loss of face-to-face classes and various rule requirements. Interpersonal relationship changes included the difficulties in forming relationships with friends, teachers, parents, and siblings, and religious life changes included loss of face-to-face worship and the restoration of family worship. Various negative emotions were expressed. Analysis of the participants' expectations showed in daily life they wanted to travel and play, return to pre-corona school life, return to face-to-face worship, restore retreats, and develop fun programs as religious life expectations. Based on these children's experiences and wishes, the study suggests that educators need to recognize children's efforts during the COVID-19 period, read their hurt feelings, and develop church programs that include communication, community, and fun elements.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.57-80
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• 2021

The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.83-89
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• 2021

This study examined how the learning styles and emotions of 234 students enrolled in early childhood education-related departments affected their ability to participate in the learning community. The research collected the variables of the pre-service early childhood teachers' ability to participate in the learning community, the emotions that they experienced while learning, and their learning styles. The collected data were analyzed through correlation analysis and regression analysis. The results indicate that the students' ability to participate in the learning community was positively correlated with the following: their analytical learning attitude (among learning styles); learning motivation; degree of preference for discussion and discussion types; positive and negative emotions, which are subcategories of learning emotion; and the degree of preference for experimentation and their practice type among teaching methods. Second, regression analysis showed that the students' ability to participate in the learning community could be predicted by negative emotion as a subcategory of their learning emotion, learning motivation, degree of preference for the experiment and practice type, their analytical learning attitude, and the degree to which students value studying the content of their major subjects.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of Climate Change Research
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• v.1 no.1
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• pp.1-11
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• 2010

This study is analyzed based on the statistical data for the effect of Kyoto Protocol which is adopted on 1997. The first greenhouse gas obligation reduction countries such as OECD (Organization for Economic Cooperation and Development), and the first non-obligated developing countries such as China and India, the increasing rate of carbon dioxide emission displayed -10.2% and 88.1% in 2005 with respect to 1990, respectively. This increasing rate is not only shows statistically significant differences but also shows significant meanings when we consider the global increasing rate of carbon dioxide is 29.1%. Changes in the carbon dioxide emissions are also analyzed based on the time of the adaptation of Kyoto Protocol, time of the publication of the second and third reports of IPCC, and withdrawal of the Kyoto Protocol of the United States. Withdrawal of the Kyoto Protocol of the United States is the most significantly affected to the differences in the carbon dioxide emission rates rather than the adaptation of Kyoto Protocol, international agreement on the greenhouse gas reduction, and belief on the scientific evidence for the reasons for increasing carbon dioxide concentrations. Therefore, acceptance of the post-Kyoto Protocol in the United States is very important in order to success as a climate regime.

• Korean Journal of Heritage: History & Science
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• v.46 no.2
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• pp.166-185
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• 2013

After analyzing the location, arrangement, inner structure, and form of the hunting pit in the Bronze Age, this paper sets up three types and talks about types of hunting pits. After analyzing the types of the hunting pit, three types of hunting pits are derived: mountain district - large group's arrangement - long oval - I II type(A), mountain district - arrangement in a line - oval - I type(B), flat area - arrangement in a line - oval - I III type(C). Literature, the ways in hunting pits, the purpose of the installations, and the characters are studied and compared with those of the anthropological cases. Even though hunting pits of types A and B are constructed to hide and get protein and bone of animals for breeding, there are differences in the ways in hunting and characters. Type of A seems to be constructed only for occupation that is the standardized hunting method on a small works. However, type B is the chasing method to hunt as a group and it has various purposes including main occupation. For example, it is for improving the war skills by practicing the hunting strategies and cooperating with the people. In addition, it is for getting a sacrifice for god. The type C hunting pit is estimated that it plays a role to protect themselves from invasion. It's inferred that there are many purposes for military defense and protection of people or animals within the village. It is the reason why the construction is spread in hunting pit including various purposes in the Bronze age that originates in social and economical specialization like the increase in agricultural productivity and appearance of a chief.