• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.477-491
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• 2013

In order to live up to public expectations, universities dedicate their best efforts to cultivating all Essential Competencies for outstanding individuals, especially reorganizing and improving their general education curricula and methods of teaching and learning, in light of the fact that a cutting-edge technology in a specific field does not bear a long span in the modern society. Through a Grounded Theory approach, the aim of this research is to study undergraduates' Experience Process of Action Learning designed to foster their Essential Competencies. With broadly selected 15 students from the courses for Essential Competencies, the method of theoretical sampling was employed so as to secure the diversity of the subjects' characteristics and backgrounds. After in-depth interviews, the data from the subjects were analyzed on the basis of Grounded theory approach of Strauss and Corbin. The conclusions of this analysis are as follows; Firstly, a learning coach should play a different role depending on the levels of Action Learning. Secondly, some time for introspection should be taken for the effective operation of Action Learning. Thirdly, learners ought to solve the problems faced during the learning process on their own. Fourthly, the aims of courses for Essential Competencies are also needed to be focused.

• Cartoon and Animation Studies
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• s.49
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• pp.267-297
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• 2017

This paper attempts a close-reading of Michel Ocelot's short animation film, (1979), and proposes it as an available text in art appreciation class for young students. stimulates the students' attention and intellectual curiosity thanks to the exotic and fantastic atmosphere, beautiful mise en scene, and intriguing plot. Ocelot's technique of decoupage used in this film rejuvenates both the traditional folk art and Lotte Reiniger's early experiments in the history of animation film. Ocelot subverts the ideal of modern male adult subject as unique possessor of scientific knowledge and technology, by adopting a female figure and a young child, who is also female, as main characters. The imaginative and subversive power of animation contributes to creating posthuman beings beyond the homocentric figure of Vitruvian Man. The posthuman condition supposes that human beings have the equal relationship of continuum with not only other humans but also non-human beings like all living things and inanimate matters. In order to teach and learn the posthuman condition, it is necessary to conceive an interdisciplinary and integrated curriculum including art, science, philosophy, history, and social sciences. Animation film serves excellently as educational text for the integrated curriculum of the posthuman.

• Journal of the Korean Society of Radiology
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• v.12 no.2
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• pp.225-231
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• 2018

Recently, new teaching methods for communicating with teachers and students have been emerged according to the trends of decreasing the school-age population and the development of the mass media. We have applied teaching-learning model based on the flip learning to the college students in this work. As a result of the test for the customized flipped learning teaching-learning model in pre-class, the attendance rate of the major subject was 92.3% whereas that in liberal arts courses other than majors revealed 87.6%. This result for attendance rate shows that first year students in the radiology department have been actively participated in pre-class of the major subject than that of the liberal arts curriculum. From comparing the differences between the study group that was applied flipped learning in class and the non-applied group, the research group showed higher scores in knowledge, skills, and attitudes than the comparative group. In addition, more than 90% of the learners improved their responsibility, problem solving ability, creative thinking, cooperative ability, and communication ability through this learning program. From the test for the difference in the role of radiologists in the post class, the mean score was 4.40 for the group applied the teaching-learning model while that for non-applied group was 2.10. Hence, from such results, we see that this teaching-learning model is appropriate and needs to be extended to cultivate basic skills in radiology and relevant vocational education.

• School Mathematics
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• v.15 no.3
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• pp.551-568
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• 2013

The purpose of this study is to verify the research trends on 101 articles about mathematical creativity published in domestic journals. The analysis criteria are as follows: (1)What kind of terms the articles use to refer to the creativity in mathematics education, (2)Whether the researchers conceptualize such the terms or not, (3)Whether the definitions are domain-specific or not, (4)What perspectives, categories and levels of the articles have on creativity. The results of this study show the following. First, numerous articles used 'mathematical creativity' in order to point to the creativity in mathematics education. Second, among the 101 selected articles, 60 (59.4%) provided an explicit definition of the mathematical creativity and 19(18.8%) provided an implicit definition. Among the 79 articles, only 43(54.4%) provided domain-specific definitions. Second, the percentage of articles preferring one perspective over the other 3 perspectives were similar. Third, the rate of articles which focused on press(environment) of all categories (person, process, product, press) was low. Fourth, regarding the levels of creativity, most articles were done on little-c creativity level, on the other hand, the articles having an interest in mini-creativity were very rare. Based on these results, necessities of explicit and domestic-specific definition, whole approach of mathematical creativity, and articles focusing on the mini-creativity level should be reported.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.129-147
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• 2019

This study aimed at exploring the influence of 'Healthy couple relationship' education on the relationship formation competencies and marriage values of high school students. To achieve the research objective, the 'Healthy couple relationship' lesson plan developed by the author was executed in two high schools for eight weeks from September 1 to November 3, 2018 from which the effects were analyzed. The results are as follows. First, the 'healthy couple relationship' education for high school students has been effective in improving their relationship performance, which is a part of the home economics curriculum. In S high school, the paired t-test of pre-/post-test comparison results showed statistically significant differences in the areas of 'communication', 'conflict resolution' and 'relationship formation performance'. For Sejong City campus-type joint curriculum group, where Wilcoxson signed-rank test was applied due to small sample size, showed that the overall scores as well as all the subsections of 'relationship formation performance' (i.e., 'communication', 'self-understanding', 'conflict resolution', and 'empathy') have improved, although not statistically significant. Second, the 'Healthy couple relationship' education for high school students had positive effects on the marriage values of high school students. In S high school, students' perception of marriage values rendered a statistically significant positive change, while in campus-type joint curriculum in Sejong City, no statistical significance was detected. In conclusion, the 'Healthy couple relationship' education can help high school students build positive values by cultivating their 'relationship formation competence', which is a part of the competencies listed in home economics curriculum, and also broaden their understanding of marriage, by acquiring knowledge and skills to build healthy couple relationships, and learning to implement the knowledge and skills in their own lives.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.1
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• pp.139-156
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• 2015

The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.

• School Mathematics
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• v.19 no.4
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• pp.751-774
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• 2017

Having mathematics for everyone in terms of students' mathematics achievement and attitudes toward mathematics is challenging in high school in South Korea. To gain such purpose, teachers are supposed to have a considerable amount of knowledge and develop mathematical and pedagogical reasoning and insight because equity can be fulfilled in mathematics classroom when any student share their ideas and have mathematical discussions. As a part of a large project aimed to develop and enact professional development for equity and examine its effects and, finally, to propose the direction of professional development to help students cognitively and affectively balanced grow in mathematics, the current study briefly introduces how such professional development was designed and implemented. This study reports its effect based on the statistical analysis of students' responses for the three different surveys, which are parts of the National Assessment of Educational Achievement study, TIMSS Advanced, and the survey about classroom interaction. The data collected in all students in school whose three mathematics teachers had participated in the professional development for two years. The findings consistently indicate the strong and impressive growths in students' attitudes toward mathematics, which are statistically significant. Furthermore, their attitudes toward mathematics are also related to interactions in a mathematics classroom. Based on such results, this study claims expansion of professional development for equity.

• Journal of the Korean Society of Food Science and Nutrition
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• v.36 no.9
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• pp.1161-1171
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• 2007

This study investigated the effects of a nutrition education program which used children's books, on students' food preferences and eating behavior. The program used seven children's books on the subject of food and nutrition, and included diverse learning activities based on Multiple Intelligences. The subjects were divided into two groups: control and experimental. The control group took only the regular practical arts lessons, while the experimental group took the additional lessons of this program. The results were as followed. First, the food preferences of the experimental group increased for various foods, expecially fish, beans, vegetables, and seaweed, for which their preferences had been low, while their preferences for processed foodstuffs decreased. Second, the eating behavior of the experimental group improved more than that of the control group. Thus, this program had positive effects on the children's food preferences and eating behavior. Programs such as these can help children to participate in learning activities with greater interest, and to learn various subjects in books. In addition, this study suggests that children's books can be valuable materials in nutrition education.

• Korean Journal of Heritage: History & Science
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• v.54 no.4
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• pp.132-151
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• 2021

The purpose of this study is to analyze the current status of and suggest future improvement practices for cultural heritage education in primary school. We analyzed a primary school textbook for each of five subjects (Korean, social studies, music, art, physical education), surveyed ten teachers with cultural heritage education experience, and analyzed the results. Based on the results, we made the following five suggestions: First, the goal of cultural heritage education should be expanded to foster citizenship. Second, in cultural heritage education, it is necessary to discuss what should be included in the educational content and to organize the content systematically in connection with the student environment, local community environment, and subject content. Third, cultural heritage education should be linked with sustainable development so that cultural heritage can be passed on from the present generation to future generations. Cultural heritage has characteristics, such as universal values of humanity, that transcend national boundaries, regional identities, dialogue and understanding between civilizations, and sources of creativity, and thus serves as the foundation for sustainable development. Fourth, for the effective implementation of cultural heritage education in schools, it is necessary to develop step-by-step teacher training programs. The success or failure of cultural heritage education in schools depends on teacher training. Fifth, the degree to which cultural heritage education is integrated into the curriculum should be strengthened, allowing learners to be educated so that they can cultivate knowledge and critical thinking about cultural heritage, enjoy and protect it, and connect with a sustainable society.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.27-39
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• 2019

The purpose of this study is to develop a STEAM program for teaching climate change through CLAMP (Climate-Leaf Analysis Multivariate Program) paleoclimate inquiry in connection with high school 'Integrated Science' subject. In order to do so, we analyzed the 2015 revised national curriculum and science textbook in terms of the PDIE instructional design model, and developed the teaching-learning materials for 10 class hours through expert panel discussion and pilot test. According to the STEAM class procedure, in the situation presentation stage, the fossil leaves were collected from the dicotyledon plants near school, and the LMA (Leaf Margin Analysis) climate inquiry activity. was presented as the learning goal. During the creative design stage, students were taught about geology and leaf fossils in the study region, and CLAMP input data (31 characteristics of morphotype and leaf architectural of fossil leaves) were given. In the emotional experience and new challenge stage, we collected leaf fossils for outdoor learning, explored paleoclimate with CLAMP method, and promoted climatic literacy in the process of discussing tendencies and causes of Cenozoic's climate change. The validity of the development program was assessed (CVI .84) as being suitable for development purpose in all items through the process of establishing reliability among expert panel. In order to apply the program to the high school, a pilot test was conducted to supplement the discrepancies and to review the suitability. The satisfaction rate of the participants was 4.48, and the program was complemented with their opinions. This study will enable high school students to have practical knowledge and reacting volition for climate change, and contribute to fostering students' climate literacy.