• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• 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.

• Korean Journal of Culture and Social Issue
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• v.27 no.4
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• pp.629-659
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• 2021

This study compared the influences of Korean psycho-social experiences on emotional-distress(stress, depression, anxiety, anger) of Koreans between two-periods during COVID-19. First, an online survey was conducted among 600 participants between April 13, 2020 and 21, while WHO had declared the pandemic, and Daegu-Gyungbuk were declared as a special-disaster area. Second, an online survey was conducted among 482 participants out of 600 study participants from the first study during August 21 to September 2, while COVID-19 re-spreaded around the world, and total confirmed cases were over 1,000 for a week in Seoul-Gyeonggi province. Hierarchical-regression analysis was used to determine the influence of personal characteristics, fear and social constraints, relationship conflict and income-decreasing factors on stress, depression, anxiety, anger in the two-time points. Results suggest that gender, quality-of-life, 'frequent information-checking about COVID-19', 'fear of unpredictability' and 'difficulties on hospital treatment access' predicted distress(stress, depression, anxiety, anger) at both Time1 and 2. 'Difficulties with official schedule' predicted distress at Time 1, and age, vulnerability to infection and difficulties with personal schedules predicted distress(stress, depression, anxiety, anger) at Time 2. Based on the reseults, implications and recommendations were presented.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.103-124
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• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.

• Journal of Korean Philosophical Society
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• v.129
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• pp.83-109
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• 2014

The aim of this study is to examine the limits and problems of researchers that appear in the papers of applied qualitative research by phenomenological methods. Using phenomenological methods in the field of Pedagogy, pedagogical phenomenology is not to approach pedagogical issues that are closely related to human life through scientism or positivism, but to explain them in things themselves. The problem, however, is that cases misunderstood and distorted in the essential meaning of phenomenology are happening as domestic researchers are applying pure phenomenology(the philosophical phenomenology) to the field of phenomenology of practice(the pedagogical phenomenology). Especially, these researchers show some errors caused by lack of basic understanding about research logic and research techniques in qualitative research methodology. Thus if a researcher carry out a qualitative study by using phenomenological methods, she or he needs insights in analysing and interpreting the essence of the various phenomena appearing from the participants by comparing in with her or his own lives.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.450-463
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• 2021

The purpose of this study was to examine the moderated mediating effect of self-compassion on the relationship between socially prescribed perfectionism, internalized shame, and interpersonal problems among university students. For this purpose, survey data of 327 domestic university students were obtained, and the collected data were analyzed using SPSS 25.0 and Macro 3.4 programs. The results of this study are as follows. First, it was found that internalized shame partially mediates the relationship between socially prescribed perfectionism and interpersonal problems. Second, it was found that self-compassion moderate the relationship between internalized shame and interpersonal problems. Third, it was found that there was a moderated mediating effect of self-compassion mediating the effect of socially prescribed perfectionism on interpersonal problems through internalized shame. Finally, the significance of this study and suggestions for follow-up studies were discussed.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.221-228
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• 2019

General education of university is facing the problem of failing to perform its original educational function compared to major education. The most urgent step in solving this problem lies in the evaluation of general education, which is currently designed and implemented by each university. Therefore, this study is aimed at developing the evaluation tool for university general education. This study determined the allotting of evaluation tools by verifying the relative importance among the evaluation index through the AHP analysis method, away form the simple list of the evaluation index, which is the limit of the precedent researches. The results of AHP showed that the organization of general education was the most important, while the latter was the implementation and evaluation of general education. The index determined to be the highest weighting of the total 22 indexes was "appropriateness of course organization" with "appropriateness of general education's purpose" being ranked second.

• Communications of Mathematical Education
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• v.11
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• pp.171-180
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• 2001

적응하기에 너무나 빠른 속도로 정보의 물결이 굽이치는 현실에서, 초등교육 현장은 지, 덕, 체를 겸비한 조화로운 인간 교육, 즉 참된 인간 교육의 필요성이 강조되고 있다. 그러나 교육 자체의 본질과 목적에 비추어 조화로운 인간을 육성하기 위한 기초교육이 어떤 모습을 띠어야 할 것인가에 대한 문제의식에서 Pestalozzi의 기본 사상, 초등교육의 원리, 수학교육학의 체계를 고찰해 봄으로써 우리의 초등수학교육에 시사하는 바를 찾고자 한다.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.390-400
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• 2006

The purpose of this study is to propose an improvement plan based on an analysis of the current earth science teacher education curriculum in the department of education in the four fields of teaching profession theory: student-teacher practice, subject lesson education, and subject content education. The following are the conclusions and suggestions of this study. In case of teaching profession theory, too much emphasis is put on pedagogical theory over practical issues, and a problem arises upon completion. Therefore, it is sugguest that teaching profession theory might be completed before subject lesson education to ensure more authentic subjects performing teaching profession. The current term for student-teacher training is too short to understand the whole school system. Current school system does not have any off-job training course or internship system. Therefore, student-teacher training term should be increased by at least $3{\sim}6$ months to play a vital role in the current system. The credit number of subject lesson education is too small compared with subject content education. Consequently, the credit number of subject lesson education should be increased, and more professor majored in subject lesson education should be recruited. Significant deviation between the content of subject content education and that of middle school grade exists, and there is also much difference in the ratio of subject according to university. To get rid of these problems, subject content education should be connected with subject lesson education and appropriate number of credit needs to be assigned to each subject domain.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.219-219
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• 2010

교육학의 질적 연구는 문헌 연구, 면담 연구, 비참여 관찰 연구, 참여 관찰 연구로 분류한다. 문헌연구에는 내용분석, 철학적 연구, 역사학적 연구, 문학적 비평이 들어가고, 면담연구에는 구술사, 전기, 탐문(探問) 저널리즘 등이 포함되고, 비참여 관찰연구에는 전문적 감정(鑑定), 인간의 종적 특성 연구, 관찰자 연구, 비개입적 행동 연구 등이 포함된다. 마지막으로 참여 관찰연구는 일반적 현장연구, 문화 기술적 연구가 포함된다. 질적 연구는 사람, 사물, 현상의 범주화나 수량화가 가해지기 이전의 상태, 즉 '있는 그대로'의 상태에 최대한 접근하는 방법으로써, 고정관념을 깨고 기존의 이론을 최대한 유보한 채 연구에 임하는 것으로 최근에 발달한 인문사회과학적 연구방법이다. 질적 인식이 자연언어에 주로 의존하는 데 비해 양적 인식은 인공언어에 많이 의존한다. 수식과 도형, 부호등은 대표적인 인공언어이다. 모든 사물이 질과 양의 속성을 다 가지고 있듯이 모든 연구는 질적 과정과 양적 과정을 다 포함하고 있다. 질적이냐, 양적이냐 하는 구분은 연구방법론의 문제인데 연구방법론은 연구논리와 연구기법을 포함한다. 본 연구는 인공언어인 수와 식에만 익숙한 수학교육에서, 질적 연구가 왜 필요한지, 어떤 특성이 있는지 논의함으로써 수학교육의 새로운 방법론을 제시하고자 한다.