• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Journal of the Daesoon Academy of Sciences
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• v.27
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• pp.135-169
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• 2016

While examining the religious ideas implied by Jeungsan's Great Works of the Reordering of Universe, we find special ideas which cannot be found in any other religions, and these ideas are presented in diverse ways. Most of all, the representative idea is that of human nobility; a distinctive idea which makes Daesoonjinrihoe different from other religions. Thus, this research focuses on the following questions: when was Human Nobility concretely realized? What kind of organic relationship does human nobility have between the divine world and the world of humanity? In light of the forthcoming Era of Human Nobility, what are some concrete images which can be drawn from the interaction between the realms of heaven and humanity wherein preordinations are plotted in heaven and then carried out by humankind? Prior to formulating my own sense of the subject matter, I consulted 43 previous discussions and dissertations and arranged them chronologically so as to examine their correlation. From these sources and my own insights, I was able to gain a sense of the starting point of the era of human nobility and its tenor. I have found the following problems in previous research on the uniqueness and distinctness of human nobility: ①The conceptual undertones of human nobility have not been adequately gleaned. ②There do not seem to be any dissertations which examine the way in which human nobility is connected with the doctrines of the creative conjunction between yin and yang, the harmonious union of divine beings and human beings, and the resolution of grievances for mutual beneficence. ③In most dissertations, not only is the starting point of the Era of Human Nobility regarded as concurrent with the start of the 50,000 years of earthly paradise in the Later World, but also the point of division between the former world and the later world is widely disputed. ④In-depth and fully realized studies dealing with the subject of human nobility are not easily found. ⑤There is little sense of progression in the research on human nobility because scholars are not sufficiently engage with one another to achieve common consensus. Therefore, in this dissertation, I have provided answers to the problems I discovered in previous research. I have developed my own tenor as follows: ①By giving priority to the Jeongyeong, I have closely investigated the period which divides the Former World and the Later World. Then, I produced a chronological timeline to demonstrate the progression: the Former World → the Era of the Resolution of Grievances → the Later World. This aids in the comprehension of human nobility. ②The Era of Human Nobility was preceeded by the opening of the Era of the Resolution of Grievances of human world which began in 1901. Human nobility is stipulated as a regulatory system for the universe set in motion by the opening the Era of Resolution of Grievances. ③While synthetically examining the aspects of transition which enable the Ear of Human Nobility to be realized, the period to be studied is stipulated as beginning from 1901 and ending at the start of the Later World. The subjects are defined as the flowing from Jeungsan, the first leader of human nobility, to the noble individuals empowered by Dao and the noble populace. In the Era of Human Nobility, studying the transition process by which human nobility is realized requires delving into the resolution of grievances. Although this method is essential to understanding Daesoon ideas, in actuality it does not hinge upon speculative exegetical theorizing but instead it was gained through eisegetical rigor.