• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.407-436
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• 2013

This study, based on understanding the play features of the participants, explores early children's peer-relation strategies of maintaining and altering play frame and understanding the meaning of the strategies. Free play of 5-year-old children's was observed. The child-care center was visited 1 or 2 days a week, from March to October, 2012. The data collected were based from field notes, interviews with participants, their workbooks and more. The participants used strategies such as 'refusing', 'incapacitating', 'interpreting in a way to sympathize', and 'changing the rules of play' to maintain the play, whilst 'tell-on', 'being on the same side', 'accepting 3rd party' features were used to alter play frame. Participants using these various play-frame strategies experienced life implications of 'dialectic of exclusion and selection' and 'quiver of boundary'. This study, specifying efforts of the children to maintain and alter the play frame, will provide an understanding of perception of "social exclusion" to children, which has been viewed negatively in the past. It will also benefit on-site teachers in helping them understand peer-relationship within children and provide a more in-depth intervention for peer-relationship issues.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.1-12
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• 2020

In scientific argumentation, students can use rebuttals to escape uncertainty, which, in this case, can be defined as a vague and fuzzy feeling about other students' explanations. As rebuttals can play a critical role in the sophistication of arguments and the alleviation of uncertainty, this study aims to understand the dynamics of uncertainty and rebuttals by exploring the context of the uncertainty experienced by elementary school students in the argumentation of "Why did the kidney beans not germinate?" and to get insights based on the research results. Twenty fourth-grade students and their homeroom teacher in Kyong-Ki province, South Korea, took part in the research. Students engaged in argumentation in five small groups of four students. The researcher collected qualitative data through video transcriptions, student interviews, and field notes. In the data analysis, the researcher employed the constant comparative method to explore in what context students experienced uncertainty and how they used rebuttals. The results of this study were as follows: First, students tried to reduce their uncertainty through argumentation on why the kidney beans did not germinate. Second, students used elaboration-oriented rebuttals, personal opinion-oriented rebuttals, and blame-oriented rebuttals to reduce this uncertainty. However, when they used blame-oriented rebuttals, their uncertainty and negative emotions increased. Third, intervention by the teacher led students to stop using blame-oriented rebuttals. Instead, they employed elaboration-oriented rebuttals to explore why the kidney beans would not sprout, and finally, they escaped uncertainty by discovering an appropriate explanation. Based on the findings of this study, the researcher discussed how the interaction between uncertainty and elaboration-oriented rebuttals could shape and facilitate argument development in elementary school students.

• Korean Journal of Social Welfare
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• v.37
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• pp.449-473
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• 1999

The purpose of this study is to investigate the relationship between suicidal ideation and psycho-social factors such as depression, stress, self-esteem, and support from family, friends, and teachers. Data from a sample of 224 male and female high school sophomore students. The results were analyzed by t-test, one-way ANOVA, person's correlation, and multiple regression. The findings of this research are as follows. Firstly, there was no statistically significant gender difference in suicidal ideation. However females reported greater suicidal ideation than males. Secondly, there were a statistically significant gender differences in depression. stress, self-esteem, and support from teachers. Thirdly, the variables in the cause model accounted for 42.3% for males, and 36.4% for females, of the variance in suicidal ideation. Fourthly, there were gender differences in the predictive power of variables within the cause model for suicidal ideation. Depression, self-esteem. and stress were found to be significant predictors of suicidal ideation in males. On the other hand, depression and lack of family support were shown as significant predictors of suicidal ideation in females. These findings suggest that the following approaches should be taken in order to decrease suicidal ideation among adolescents. With males self-esteem should be strengthened, depression should be reduced, and stress should be managed. With females family problems need attention, and depression need to be reduced.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.75-95
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• 2009

The purpose of the study was to investigate the scaffolding processes of children in mathematical problem solving. 3 groups of 4th grade students participated in the study and the researchers proceeded the study for 4 months. The procedures of this research were as followings. First, when the learners solved the problems, the categories of scaffolding processes(by way of unit line coding belong in open codings, the categories were made 25 concepts and integrated 20 subcategories) were produced the 7 results: invite to the learning, set the problems, affective aids, attempt self learning, re-ordering between learners and affirmation self learning. Second, the processes of scaffolding in mathematic problem solving resulted in condition, the present condition, action/interaction and the outcomes. Third, the cognitive and affective aids that discovered in the scaffolding processes were considered the main categories of learner's scaffolding processes in solving the mathematic problems. In conclusion, first, the learners' scaffolding processes, based on Vygotsky's "the zone of proximal development" in selection and presentation of mathematic problems, are very diverse. Peers' affective aids are very important in solving the problems. Second, learners in the scaffolding processes exchange the cognitive and affective aids with each other with joy and earnestness, and the aids can give assistance to all the participants. Third, in the results of observation and analysis in learners' scaffolding processes, it is meaningful to know how they think. Finally, the learners' scaffolding processes are a little unsystematic and illogical compared to those of adults, but those of scaffolders are so similar to those of learners' cognitive and affective systems that they can provide teachers with many merits in understanding and teaching learners.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.231-260
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• 2017

The Fourth Industrial Revolution foreshadows radical changes in our lives. In the era of the fourth industrial revolution called the digital revolution, individualized learning based on ubiquitous learning is emphasized. The contents of learning will be centered on procedural knowledge rather than narrative knowledge, and fusion education in which boundaries between learning domains are broken down will be achieved. First of all, learners in the fourth industrial revolution era should have critical thinking and problem solving abilities. Metacognition based on self-control and cognitive flexibility is important for effective self-directed and active learning. Creativity-based collaborative activities, social vision skills, and social and emotional skills are also important competencies. Therefore, in order to provide individualized learning contents to learners in the fourth industrial revolution era, they should be transformed into learning paradigm based on personal characteristics such as learners' self-efficacy, interest, curiosity and creativity. In addition to this, evaluation forms should be diversified according to changing teaching and learning methods. In order to cultivate teachers to lead such educational innovation, it is necessary to reconsider the teaching capacity. Teachers should be able to construct creative lessons by skillfully exploiting technology in future learning environments. In addition to this, it should also have the ability to collaborate and cognitive flexibility to converge with other academic disciplines. Along with these discussions, we proposed the need for policy intervention along with changes in education.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.323-349
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• 2020

In this study, we conducted eight reciprocal peer tutoring classes where each student took either role of a tutor or a tutee to study covariational reasoning in ninth graders. Students were given the opportunity to teach their peers with their covariational reasoning as tutors, and at the same time to learn covariational reasoning as tutees. A heterogeneous group was formed so that scaffolding could be provided in the teaching and learning process. A total of eight reciprocal peer tutoring worksheets were collected: four quantitative graph type questions and four questions of the qualitative graph to the group. The results of the analysis are as follows. In reciprocal peer tutoring, students who experienced a higher level of covariational reasoning than their covariational reasoning level showed an improvement in covariational reasoning levels. In addition, students enhanced the completeness of reasoning by modifying or supplementing their own covariational reasoning. Minimal teacher intervention or high-level peer mediation seems to be needed for providing feedback on problem-solving results.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.23-34
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• 2015

The purpose of this study is to analyze comprehensively Jeju Self-Governing School Policy (JSSP) by using the four dimensional views of policy theory frame and to suggest its improvements. The results are as follows: First, JSSP should improve differentiation of curriculum and locality centered on local basis, wide application of the special laws, and professional accountability. Second, JSSP should improve the policy structure of educational governance and differentiated standard of students achievement assessment, resolve equity issue, and secure the self-finance of the schools. Third, JSSP should improve localization of educational administration, administrative and financial support for teachers, parent's empowerment, and students understanding of the policy, and expand principal invitation system, Fourth, JSSP should improve public relations, the roles of the Council and professionalism of assessors, and adopt efficiency approach into the assessment system.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.373-386
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• 2013

The purpose of this study is to survey the middle school science gifted students' perception of the open-inquiry activity. To conduct the research we worked with 80 science gifted students, and the questionnaire was about the experience of the open-inquiry activity and the preference of the research methods. And also, we observed 19 gifted students of their open-inquiry activity and interviewed in each step. The answers were compared with the questionnaire survey. As a result, gifted students in this study have average of 3.25 times of open-inquiry experiences, and they prefer the group investigation comparing with the individual project. In the method of selecting the subject, they prefer an autonomous selection rather than passive influence of the instructor. And they seem to give large meaning on the fact that they are operating the open-Inquiry by themselves.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.1-14
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• 2017

The purpose of this study was to investigate the relationship between parental psychological control and adolescent school adjustment mediated by hope of adolescents. Four hundred three middle and high school students participated in this study. The data were analyzed using descriptive statistics, t-tests, Pearson's correlations, structural equation modeling(SEM), and multi group analysis. The average level of school adjustment was significantly higher in male adolescent group compared to female adolescent group. Adolescents' hope partially mediated the relationship between parental psychological control and adolescents' school adjustment. The proposed model was not significantly different as a function of gender. These results suggest that adolescents' school adjustment could be improved by reducing levels of parental psychological control and enhancing adolescents' hope.

• Korean Journal of Play Therapy
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• v.21 no.4
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• pp.449-471
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• 2018

This instrumental case study analysed the play engaged in during play therapy sessions provided for a child suffering from tension, embarrassment, and anxiety. The client, a 4-year-old girl, was referred to play therapy due to high levels of difficulties in expressing her thoughts, and her refusal to engage in group activities at a child care center. Child initiative play therapy and the consultation with the mother focused on building her child rearing skills and helping her create a facilitating environment for her child were employed as the therapeutic intervention. The teacher's weekly report focused on child behaviors at the child care center were continued during the sessions. 12 play therapy sessions were provided and there was a follow-up session after one month. The process of the play therapy itself and the themes thus revealed were analyzed on the basis of Erikson's developmental theory and the findings provide implications for mental health professionals.