• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.855-865
• /
• 2012

The goal of this research is to investigate ways to improve science teaching methods to develop students' key competencies. Since the OECD DeSeCo (Definition and Selection of Key Competencies) project, key competencies are redefined as 'what people should know and be able to do in order to lead a successful life in a well-functioning society, which leads many countries to emphasize competency-based curriculum. In this research, we collected and analyzed foreign and domestic classroom cases that have implemented competency-based curriculum in science teaching. Through open-ended interviews with the teachers and principals, we explored ways to improve science teaching methods to develop students' key competencies. In foreign cases, science teachers emphasized students' knowing what KCs to accomplish, activities and student-centered learning, students' group activities and collaboration, and greater curriculum integration among subjects and contexts. Korean science teachers argued that the KCs should be realized through teaching methods and emphasized scientific inquiry learning whereby non-science track students could also benefit from science lessons. Korean science teachers also emphasized links to real-life situations, providing students with various learning experiences that supported students to develop the KCs, and the delivery of an integrated curriculum. In the conclusion section, the difficulties with the implementation of key competencies are discussed.

• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.991-1006
• /
• 2012

The purpose of this research is to find factors that affect high school science teachers' class compositions. In this research, we developed the class composing factor analysis framework and we observed teachers' class to figure out the class composing factors. The results from this research were as follows: First, the class composing factor was classified with 'positive motive factor' and 'negative motive factor'. It is the positive motive factor that teachers' voluntary motives operate to teacher for class compositions. It is the negative motive factor that outer demands operate to teacher for class compositions. Second, both positive and negative motive factors were shown in all the steps, which included preparing a class, progressing a class, and after a class. Also, according to the circumstances, each factor changed. Minimizing and overcoming negative motive factors will lead to positive interaction between the teacher and students. It will also increase a teachers' achievements in class and maximize the effectiveness of class. Therefore, it is expected that this will be a great help for teachers to enhance their teaching professionalism.

• Journal of the Institute of Electronics and Information Engineers
• /
• v.53 no.12
• /
• pp.161-168
• /
• 2016

Thanks to mass production and provision of smartphones and the HMD (head mounted display), VR (virtual reality) is now being applied to various areas. The VR HMD is the interface equipment which allows users to have realistic experiences through human sensory organs such as vision and auditory sense. Since the majority of VR equipment is operated by the display for both eyes, 360-degree video content and the depth information, the VR mechanism is closely related to human senses, especially vision. Previous studies have focused on how to minimize negative impact such as motion sickness or visual fatigue. Little attention has been paid on research about the visual treatment. Therefore, the focus of this study is to develop technical elements for utilization of vision therapy with the VR HMD and explore possible areas to apply it. To this end, we analyzed the past case studies and technical elements to identify 16 areas for vision therapy. We also developed the optical parameters for utilization of the VR HMD visual targets. The result of this study is expected to be utilized for development of visual targets for vision therapy based on the VR HMD.

• Journal of The Korean Association For Science Education
• /
• v.38 no.4
• /
• pp.565-574
• /
• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Korean Journal of Childcare and Education
• /
• v.10 no.4
• /
• pp.29-49
• /
• 2014

This study focused on how early childhood in-service teachers and pre-service teachers understood the concept of Forest Education. By applying the analysis of conceptual maps, introduced by Novak and Gowin's (1983, 1984), this study examined the number of upper category and subcategories, characteristics, hierarchy, and density of teachers' knowledge of Forest Education. 39 early childhood teachers and 60 pre-service teachers participated in this study. First, in-service teachers put 'nature(forest)' and 'living creatures' in the highest level of knowledge of Forest Education. On the other hands, pre-service teachers put 'the effect of Forest Education' and 'program' as well as 'nature(forest)' in the highest level of knowledge. In-service teachers seemed to construct their knowledge by understanding Forest Education as curriculum or activities such as math, language, music or multicultural education. Therefore they had a tendency to talk more about specific concepts including four seasons, insects, air, or climate change. However, pre-service teachers described 'the interconnectedness between human and nature', 'deep relationship with nature' and 'provision of nature.' This tendency might relate to their prior educational experiences of Eco-centered Early Childhood Education. With regards to the density and hierarchy of knowledge on Forest Education, both groups revealed the relatively low degree of density with average of around 2.00. This result can be interpreted that both groups of teachers might not have strong hierarchical and organizational knowledge of Forest Education. For the teacher education, philosophical background and practical knowledge of Forest Education should be included more.

• Journal of Korea Port Economic Association
• /
• v.24 no.3
• /
• pp.37-55
• /
• 2008

This paper attempts to examine the effect of EXPO 2012 Yeosu on the economy of Gwangyang bay area. Based on previous successful EXPOs, We identified four major positive effects (direct economic impact, regional infrastructure developments, redevelopment of slum areas and industrial complex, and internationalization of Gwangyang bay area). Especially, EXPO 2012 Yeosu will contribute to make the job creation of 97,842 employees and promote tourism industry. To maximize the above positive effects of EXPO 2012 Yeosu, we suggest several strategic alternatives in this paper. First of all, we need to make several plans for realizing the specialized theme of EXPO 2012 Yeosu. Second, local governments should create a more favorable business environment for foreign investors. Third, we have to make the strategic tourism programs to attract foreign tourists. Finally, local governments need to make the several communication strategies of utilizing mass media and non-mass media.

• Journal of Hospice and Palliative Care
• /
• v.14 no.1
• /
• pp.34-41
• /
• 2011

Purpose: The purpose of this study was to analyze the reason to select complementary and alternative therapy for terminally ill cancer patients. Methods: The data were collected from 21 terminal cancer patients and families through the in-depth interview. Data analysis were performed by the Colaizzi's phenomenological method (1976). Results: The reason to select complementary and alternative therapy for terminal cancer patients and families was then categorized with 4 elements; Awareness of limitations in contemporary medical treatments, Belief in effectiveness of the CAM, Satisfaction with emotional needs of family members, and Disbelief due to negative attitudes of physicians. The result indicated the following 9 themes expectation for a complete cure, uncertainty in hospital treatments, complementary method for management of side effect of chemotherapy, alleviation of symptoms and life-sustaining, fear for side effects of cancer treatments, belief in earned information, referrals by other, responsibility of family, and dissatisfaction with negatine attitudes of physicians. Conclusion: Physicians should provide a sufficient explanation and try to effectively communicate with clients about hospice and palliative service and the CAM. We strongly realized that concerns about patients' best care and satisfactions with family's needs should be understood.

• Journal of Hospice and Palliative Care
• /
• v.14 no.1
• /
• pp.20-27
• /
• 2011

Purpose: The purpose of this study was to investigate the effects of Death Education Program which had been provided to family caregivers of disabled individuals. A single group pretest-posttest design was employed for this study, which was conducted at a community rehabilitation center located in Ulsan, South Korea. Methods: Death Education Program was conducted for 16 family caregivers of disabled individuals who agreed to participate in this study. A 2.5-hour session was conducted once a week for 10 weeks. To investigate the effects of the education program, structured questionnaires, which assessed the patients and their family member's conceptions on the meaning of life, and their resilience, burden, and attitude towards death, were administered before and after the program. Results: The subjects' conception of the meaning of life and resilience did not significantly change. The median scores for the burden of family caregivers declined, while those for the subjects' attitude towards death increased, after attending the education program. Conclusion: The findings showed that Death Education Program has an affirmative effect on the burden of family caregivers of disabled individuals and their attitude towards death.

• Journal of the Korean earth science society
• /
• v.26 no.3
• /
• pp.183-198
• /
• 2005

The purpose of this study was to develop teaching modules related to Earth Science courses in order to enhance scientific inquiry skills of middle school students. A 'process skill-centered' module was developed to induce scientific process skills, while students explore specific scientific context. A module consists of several activities, and each activity focuses on a specific science process skill. Modules were designed such that the skills would improve depending on the completion of the module. To evaluate the effectiveness, field workshops for middle school science teachers were done twice. Science teachers, who were participants of the workshop, commented that the activities in each module were suited to enhance students' interest in science. They noted that scientific inquiry skills would be developed from each activity. Students responded that the activities in the modules were interesting, and it was a good experience to do them by themselves. Students were the focal point in class, not teachers. This enabled teachers to evaluated each student's achievement level, and provide a proper feedback. Hence, applying these modules in classes should enhance the students' scientific inquiry skills.

• Journal of The Korean Association For Science Education
• /
• v.32 no.2
• /
• pp.388-401
• /
• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.