• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.503-517
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• 2021

This study is focused on tourism storytelling(educational, interesting, emotional, uniqueness), SNS tourism value (functional, social), SNS trust, and immersion in travel agency relationship, which are important discussions in the tourism industry. The study subjects are verified 390 respondents who had accommodation experience using SNS, and SPSS 25.0 and Smart PLS 3.0 were used to perform the analysis. The study results are as follows. First, it was confirmed that the educational and interesting factors of tourism storytelling had a positive effect on the functional value, and that the affective relationship was not established between emotional and uniqueness factors. In addition, it was confirmed that educational, interesting, and uniqueness factors had a positive effect on social values, but emotional factors did not establish an influence relationship. Secondly, it was confirmed that SNS tourism value had a positive effect on immersion in travel agency relationship. However, there was no relationship between SNS tourism value and social value. Finally, it was confirmed that SNS trust had a moderating effect on the relationship between SNS tourism value and immersion in travel agency relationship. Through these research results and implications, comprehensive recommendations were presented to tourism industry practitioners.

• The Mathematical Education
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• v.55 no.4
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• pp.467-484
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• 2016

What an individual values and regards as important has a significant impact on his or her learning. Classroom instruction would be even more effective if what the teacher regards as important in his or her pedagogical practice are aligned with what students regard as important too. Given this background, this study sought to find out what Korean students valued about mathematics and mathematics learning using a questionnaire developed by Seah (2005). The participants were 409 students from Grade 6 and 407 students from Grade 9 in Korea. The results of this study showed that students put the biggest emphasis on ideological aspects of mathematics, specifically rationalism, among mathematical values. The students also valued product, computation, process, exposition, and recalling among values related to the learning of mathematics. A comparative analysis between the two groups of students showed that sixth graders tended to think more positively with regards to each value than ninth graders. On the basis of these results, this paper raises some issues about students' values in mathematics learning. It also suggests that teachers need to consider what students value and regard as important in their mathematics learning to bring about even more effective instruction.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.253-269
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• 2020

The study developed and analyzed programs that incorporate observable worldviews-based science education and education for sustainable development(ESD) in science classes to emphasize integration with the background of the times and achieve effective goals of science education aimed at cultivating scientific literacy. As a result of applying the program to actual high school students, students were able to see the transition to the worldviews of ecology in the process of considering various values and making decisions by identifying their own values. Students' worldviews were found to be at odds during the process of identifying their worldviews and approaching values in various aspects of the class due to the conflicting values of each curriculum and teacher worldviews. In the area of individual values, the worldviews should be applied in science education and understanding of the worldviews of teachers and curriculum contents is also required. Through this study, we hope that access to the area of individual values represented by the worldview in science education will help students change fundamental.

• The Mathematical Education
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• v.53 no.4
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• pp.463-478
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• 2014

우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

• The Journal of the Korea Contents Association
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• v.10 no.1
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• pp.381-390
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• 2010

The study aims to figure the effect quality of perceived education service on service value of student' satisfaction major in physical education students' of college. The subjects of the study are students enrolled in Junior colleges located in Seoul and five major cities (Busan, Daejeon, Incheon, Ulsan and Gwangju) as of May 2008. It adopted purposeful sampling method to sample 443 students, and 409 effective samples were used in the study. SPSS 12.0 was used to conduct factor, reliability, frequent analysis, correlation and regression analyses, and the study reached the following conclusions. First, the tangibles and responsiveness of the quality of education service had positive effected on the value of service. Second, the tangibles, reliability, responsiveness and irritability had positive effected on students' satisfaction. Third, the value of service had positive effected on students' satisfaction.

• (The)Study of the Eastern Classic
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• no.43
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• pp.65-92
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• 2011

, or The Story of Jeonuchi, is a classical Korean novel written at an unknown date by an unknown writer. It has a few different editions presumably because they were printed from a variety of different woodcuts carved in a few dialects. The present study examines The Story of Jeonuchi based on one of its earliest editions collected by the Academy of Korean Studies. Focused on the novel's main ideas of educational value, the author explores effective educational means to teach these ideas to college students. The novel's main ideas with edifying qualities include: alleviating resentment of the people, punishing the greedy, promoting filial piety and loyalty to the sovereign, and antagonism between disloyal forces. And these ideas can be effectively discussed in class using brainstorming, demonstration and logical description. Changing time requires a different approach to understanding and appreciating classical novels. Based on this awareness, the study seeks to find an effective way to teach today's students about literature from a different time. It also stresses that this process involves encouraging the students to logically express their ideas in writing.

• 대학교육
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• s.128
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• pp.20-31
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• 2004

현재 개별 대학은 주어진 물적, 인적, 제도적 자원(조직역량)을 기초로 하여 대학에 요구되는 복합적이며 상충하는 가치를 선택적으로 구현하기 위해 다양성을 어떻게 규정하고, 이를 어떤 방식으로 구현해 나가야 할 것인지를 결정해야만 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.1281-1283
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• 2012

향후 도래할 융합시대의 국가적 발전을 위하여 6T 첨단기술 간의 융합기술을 예측하고 지원하기 위한 거버넌스 체계의 구축이 필요하며, 전략 산업 발굴 및 R&D 지원을 위해서 새로이 발생할 융합기술의 분류체계 분석이 필요하다. 본 연구에서는 6T중 문화(Culture)와 기술이 상호적으로 융합하여 만들어지는 CT(Culture Technology)를 기준으로 연구를 진행하며, 구체적으로 CT를 통해 생성되는 융합형 콘텐츠의 분류체계의 핵심요소 도출에 관하여 연구를 진행한다. ICT 관점에서 융합형콘텐츠의 핵심요소로서 시장성, 응용성, 독창성, 핵심성을 도출하였으며, 생태계적 가치사슬 관점에서 창작성, 가공성, 창출성을 핵심요소로 도출하였다. 또한 융합형콘텐츠의 융합 단계를 창의 혁신 단계로 바라보았으며, 이러한 단계에 따라 ICT 및 생태계적 가치사슬 관점에서 가지는 핵심요소가 다름을 볼 수 있었다. 본 논문은 융합형콘텐츠의 발전 단계로 구분하여 다양한 관점에서 융합형콘텐츠의 발전방향을 바라보아야 하는 시사점을 제시하는데 의의를 가진다.

• Journal of Korean Classical Literature and Education
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• no.35
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• pp.5-46
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• 2017

This study aims to investigate the context of materials in literature textbooks and the awareness about the educational value of classical literature, as part of an interest in literature education phenomena. This study accepts the premise that textbooks affect the practice of classical literature education and, in particular, materials in textbooks are chosen according to the intentions, demands, and perspectives of education in specific social conditions. I divided the educational value of classical literature into two categories, classical and literary value, and investigated the actual conditions and context of materials of literature textbooks based on the 2009 revised curriculum and the 2011 revised curriculum. Classical literature is generally alienated and excluded; contemporary literature materials are mostly included and organized in the domains of 'the role of literature', 'reception and production of literature' and 'literature and life.' In addition, the tendency to heighten classical value and diminish literary value is deepening. In order to solve the problem that classical literature is only included as the product of the past, changes must be made not just to the curriculum, which are external changes, but to the awareness of the essence of classical literature, which are internal changes. Above all, generality as 'literature' and the sense of distance about space and time as 'classic' should be connected to various relationships which respond to problematic situations and the demands of learners. Based on the relationships, we can expect a rich diversity of contexts and aspects of included classical literature. In addition, an extension of the width and scope of included classical literature is anticipated. The reduction of workload, the advent of the concept of capability and the dissolution of traditional literature concepts are the changes of external environment, which is continuously requiring renewed investigation into classical literature beyond simple appropriateness.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.409-434
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• 2015

The purpose of this study was to investigate the influences of teaching mathematics for social justice on students'interest towards mathematics and perceptions of mathematical values. Eighteen 6th grade students, at B elementary school in Seocho-gu, Seoul, who wished to involved in the study participated in the 10 hour lessons. During the lessons for social justice, the researchers analyzed the students' reactions in the lessons according to the three categories: Perceiving given problematic situations of social conflicts, searching for problem-solving methods based on mathematical analysis, and changing social behaviors to solve life issues through mathematics. They also examined changes of students' interest towards mathematics and perceptions of mathematical values through the activities and reactions using the preliminary questionnaires, observations of lessons, and students' activity sheets. The research results showed that the students perceived mathematics as a tool for social justice in mathematics lessons, tried to find problem-solving methods based on mathematical analysis, and expressed their active social behaviors by cultivating the will of practice to solve life issues through mathematics. Based on those findings, the study reached the following conclusions. First, the students recognize many of the social problems in their societies as social justice regardless of their economic levels. Second, learning activities need to design in a way that students can accept the social problems as realistic situations in teaching mathematics for social justice. Third, students look at the world from a mathematical perspective, have interest in mathematics, and recognize the values of mathematics in teaching mathematics for social justice.