• Journal of Korean Library and Information Science Society
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• v.37 no.3
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• pp.235-263
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• 2006

I have discussed some problems of distortion in reading education. I think we must give careful consideration to the true meaning of reading to overcome the matter. From the position of the readers I have looked into the true meaning or reading and cases of reading programs. I presented the directions for a new reading program.

• 대학교육
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• s.133
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• pp.21-29
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• 2005

사립대학 구조조정 방안의 큰 틀은 시장수요에 대응한 교육의 질 관리에 초점을 두고 구조조정이 이루어져야 하며, 정부에서는 각종 법률로 정하고 있는 재정·세무상의 규제를 풀고 사립대학에 대한 국고지원을 확대하여야 하며, 각 대학에서는 시장의 논리에 입각하여 대학의 본질적 역할을 재정립해 가야 할 것이다.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.69-83
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• 2011

The purpose of this research is to investigate the essence and directions of the library and information science education in Korea. For this purpose, first, the introduction and development of library and information science education in Korea was examined in this research; Second, the problems in the library field as well as the academic community of library and information science are analyzed; Third, based on these findings, the essence and directions of developing library and information science education are explored. In this research, an attempt was made to figure out the essence of library science education with the focus on libraries as 'the quality as a facility', not as 'a facility itself.' Furthermore, it was emphasized that Korean Library Association should establish the essence of library and information science education, develop the standard program for educating professional librarians, and improve the certification system and educational institutions for librarians by connecting the library field with the academic community of library and information science.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.449-475
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• 2022

The purpose of this study is to critically examine science content and science education from the 'essential-holistic' perspective, in particular, among the core disciplines constituting the teacher education curriculum. In this study, we first, analyzed the definition of the 'essential-holistic' perspective, the philosophical background, and the relationship with the practices in-depth, and then, from the 'essential-holistic' perspective, conducted an inquiry into the essence of science content and science education. The results of this study are as follows: first, according to the 'essential-holistic' perspective, science content is a study that explores the science practices and systematizes the results of that inquiry. Major activities of science content include the establishment and implementation of 'science for teachers' and participation in the development of science curriculum (textbook). Second, science education according to the 'essential-holistic' perspective is a study about in-depth exploration of essential problems in science education phenomena rooted in the science practices and the practice of good teaching. More specifically, science education is a field that carries out work related to inviting, participating, and guiding students to grow into science practices (i.e. initiating into practices). The main activities of science education related to this include activities ranging from the development of the science curriculum (textbook) to teaching and evaluation (recording). In this study, we discussed important tasks to be carried out in the future based on the results of the study.

• 대학교육
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• s.26
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• pp.86-90
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• 1987

• 대학교육
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• s.116
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• pp.2-3
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• 2002

• 대학교육
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• s.61
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• pp.6-7
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• 1993

• 대학교육
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• s.78
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• pp.92-97
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• 1995

• 대학교육
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• s.30
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• pp.60-65
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• 1987

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.123-133
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• 2019

The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.