• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• The Journal of Korean Philosophical History
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• no.28
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• pp.183-212
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• 2010

The purpose of this study is to provide a theoretical base for making a character education program and to develop a school violence prevention program and analysis the effects of the program in elementary schools. The prevention program was designed to target students, teachers, parents and community residents and utilized the above groups as participants. This study is developed on the basis of Social Emotional Learning as well as Emotional Intelligence which put on the importance on the role of emotion in the problem solving. In concrete, school violence prevention program based on the social and emotional learning, development of integrative programs articulating three key domains directly and indirectly influencing students' character formation, maximum use of the educational institutes' moral education curriculums and potential curriculums in the surrounding environment. To do so, bibliographical study and analysis of the research materials are carried out, and also the professionals' advice is received. The study object is 113 elementary school students of 2 elementary schools in Seoul. For them, the preparatory program is carried out from September 2009 to November 2009. And then, the analysis for the satisfaction degree of participation in the program and for the descriptive results of the school violence prevention education is carried out.

• Review of KIISC
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• v.18 no.5
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• pp.33-48
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• 2008

최근 은행의 소유지분한도와 설립자본금 등에 대한 정부의 금융규제 완화로 인터넷전문은행의 설립 가능성이 높아지고 있다. 그러나 우리나라의 전자금융환경은 전자금융거래법 제정에 따라 금융기관의 입증책임을 강화함으로써 금융기관의 전자금융리스크가 상대적으로 크게 증가하였다. 또한, 정보 공격기술 및 수법의 발달로 전자금융보안에 대한 위협이 지속적으로 증가하고 있다. 이외 에도 신BIS 리스크 평가에 IT운영리스크가 포함되는 등 금융환경 변화 및 정보통신 기술의 발전으로 인한 전자금융리스크가 계속 확대되고 있는 추세에 있다. 이러한 금융환경 변화와 함께 서비스채널이 인터넷에 집중되는 인터넷전문은행은 기존의 전통적인 은행과 차별되는 리스크에 추가적으로 노출될 위험성이 높다. 이러한 리스크에 대한 인식 및 대비 부재는 금융소비자가 금융권 전자금융거래에 대한 불신으로 확산되거나, 금융시장의 불안정성을 야기하는 금융사고로 이어져 자칫 국내 전자금융의 발전을 저해하는 심각한 요소가 될 수 있다. 본 논문에서는 국내 금융환경과는 차이가 있지만, 인터넷전문은행이 가져올 전자금융의 기술적 변화는 유사하다는 점에서 해외 주요국가의 인터넷전문은행 현황과 전자금융부문을 중심으로 인터넷전문은행 설립인가 사례를 살펴보고, 국내에서 인터넷전문은행 설립시 우리가 취해야 할 입장에 대해 시사점을 얻고자 하였다. 그리고 국내 전자금융 환경에서 전통적인 일반은행과 차별되거나 인터넷전문은행 고유의 특성으로 발생되는 주요 전자금융리스크를 다섯 가지로 분석하였고, 이러한 전자금융리스크를 줄이기 위한 대응방안을 모색해 보았다. 정부의 금융규제 완화는 금융자유화를 진전시켜 금융거래가 자유경쟁원리에 입각해 이루어짐에 따라 국민경제의 발전에 있어서 바람직한 결과를 얻고자 하는 것이다. 그러나 다른 한편으로 과도한 리스크에 노출 될 경우에는 금융시장의 불안정성을 야기하고 이로 인해 역 선택과 도덕적 해이를 야기 시키는 등 여러 가지의 폐해를 줄 수도 있다 이러한 폐해를 줄이기 위해서는 인터넷전문은행의 고유한 특성으로 수반되는 리스크와 상대적으로 그 중요성이 부각되는 전자금융리스크에 대한 관리 감독을 강화해야 한다. 또한 이러한 리스크 관리강화를 위한 제도적 장치는 인터넷전문은행의 자율성과 책임성을 부여하는 방향으로 이루어지는 것이 바람직하다. 인터넷전문은행이 실질적으로 다수의 금융이용자에게 다양한 혜택과 효율적인 금융서비스를 제공하기 위해서는 초기 사업계획 심사 단계에서부터 위험성이 크게 증가하는 전자금융리스크에 대해서, 적절한 관리방안 수립을 통해 예상되는 리스크를 줄이기 위한 노력이 필요하다고 생각한다. 그리고 인터넷전문은행에 대한 구체적인 인가요건이 마련되지 못한 현 상황에서, 국내 인터넷전문은행 설립이 우리나라 전자금융거래에 발전적 역할을 할 수 있도록 앞으로 더 많은 논의와 연구가 진행될 필요가 있다.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.503-527
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• 2009

The purpose of this research is to compare and analyze differences in modern 'Hyo' concepts and behaviors between the gifted and the general students of the elementary school. In this study, two groups(the gifted and the general students of the elementary school) were compared, in grade, birth-order, family members, education and religion factors in family, to seek for a better way to teach the Korean gifted students. The results are, as follows. First, the gifted had higher 'Hyo' concepts than the general students, because developments of the gifted in the field of intellect, emotion and will are faster than the general. The gifted had many interests in values and moral decisions. There are no meaningful differences between boys and girls in the gifted group. But in the general group, girls have higher 'Hyo' concepts than boys. This is because girls emotional developments are faster than boys. Second, in the gifted group, 5th graders have higher 'Hyo' concepts than 6th graders. On the other hand, in the general group, there are no meaningful differences between 5th graders and 6th graders. Third, there were no differences between the groups(gifted/general) by birth-order, family members and having religions or not. However, the comparison between nuclear families and large families shows that Korean traditional ethics - 'Hyo' is still in existence as a basic concept in the family, in spite of the changing family size and unit. In addition, in the family with a religion, the' Hyo' concept is revealed stronger than the other group. This is caused by the power of commanding love and affection which are emphasized through religions. From the results of this research, the gifted students of the elementary school have high consciousness concerning 'Hyo' concepts and behaviors. It is very essential for them to improve their 'Hyo' concepts until adulthood. Therefore, teachers and parents should pay more attention to help them improve their senses of Korean traditional morality - 'Hyo'.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.149-161
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• 2019

At present, we are at the point of change of the 4th industrial revolution era due to the development of artificial intelligence(AI) and rapid technological innovation that no one can predict until now. This study started from the question of 'What role should home economics education play in the era of the Fourth Industrial Revolution?'. The Fourth Industrial Revolution is characterized by AI, cloud computing, Internet of Things(IoT), big data, and Online to Offline(O2O). It will drastically change the social system, science and technology and the structure of the profession. Since the dehumanization of robots and artificial intelligence may occur, the 4th Industrial Revolution Education should be sought to foster future human resources with humanity and citizenship for the future community. In addition, the implication of education in the fourth industrial revolution, which will bring about a change to a super-intelligent and hyper-connected society, is that the role of education should be emphasized so that humans internalize their values as human beings. Character education should be established as a generalized and internalized consciousness with a concept established in the integration of the curriculum, and concrete practical strategies should be prepared. In conclusion, home economics education in the 4th industrial revolution era should play a leading role in the central role of character education, and intrinsic improvement of various human lives. The fourth industrial revolution will change not only what we do, or human mental and physical activities, but also who we are, or human identity. In the information society and digital society, it is important how quickly and accurately it is possible to acquire scattered knowledge. In the information society, it is required to learn how to use knowledge for human beings in rapid change. As such, the fourth industrial revolution seeks to lead the family, organization, and community positively by influencing the systems that shape our lives. Home economics education should take the lead in this role.