• Journal of Science Education
• /
• v.39 no.3
• /
• pp.389-403
• /
• 2015

The goal of this study were to look into the elementary school teacher's experience in the self-review of science class and analyze the changes of reflection level revealed in it. This study was a qualitative example research where two elementary school teachers participated and performed self-review via reflective writings regarding their science classes. Both teachers showed changes in aspect and frequency of review to a certain extend by reflective writings based on their class experience and the educational settings they are at. They all revealed a high level of changes on reflection by the feedback from the class reviews. Affirmative changes of cognition on science class and the perception of factors affecting the practice of the class such as understanding students, class observation of the peer teachers et al. contributed to the elevation of reflection level by continuously adjusting and complementing the practical knowledge through the reflection during or after the class.

• The Korean Publising Journal, Monthly
• /
• s.304
• /
• pp.10-10
• /
• 2001

• The Korean Publising Journal, Monthly
• /
• s.304
• /
• pp.11-11
• /
• 2001

• 대학교육
• /
• s.101
• /
• pp.111-120
• /
• 1999

• Proceedings of the KAIS Fall Conference
• /
• 2011.05b
• /
• pp.626-628
• /
• 2011

문학과 음악처럼 다른 두 예술 분야에서는 필연적으로 발생하는 시대별 표현방법의 변화에서 공통점이 발견되기 마련이다. 시기적으로는 고전주의적 표현에서 낭만주의적 표현으로의 변화를 겪은 18-19 세기 영, 미 문학의 표현 형태와 20세기 중반 미국재즈의 획기적인 표현방법상의 변화에서 공통점을 발견할 수 있다. 1846년, 제약과 규범의 틀을 탈피한 인간 중심의 자기 주도적 표현 방식을 보인 낭만주의적 성향이 만연한 시기에 모든 창작은 계산에 의해 나와야한다는 에드거 앨런 포우의 한 비평문이 소개된다. 신고전주의적 사상의 출발로 볼 수 있을 정도인 이 비평문에서 포우는 작가의 순간적 감정을 자제시키면서 창작은 사전 준비에 의해서만 행해져야한다는 주장을 한다. 이 연구는 포우가 비평문을 통하여 주장하는 사상을 마일즈 데이비스의 작품 속에서 의도적 창작의 개연성을 연계하여 유추하는 것에 중심을 둔다.

• Journal of Korean Classical Literature and Education
• /
• no.39
• /
• pp.5-39
• /
• 2018

This paper aims to identify the characteristics of literary therapy in relation to literature education. It also intends to clarify its distinctiveness. Literary therapy is not to teach literature. It does not deliver knowledge on agreed analyses, backgrounds and the nature of genres. Literary therapy encourages participants to fully appreciate one's thought and emotions and express them. The end goal is self-knowledge rather than the understanding of texts. Literary therapy focuses on self-knowledge through literatures as opposed to literature education which aims to encourage understandings of literature texts. In literary therapy, literature is media for personal growth facilitating self-expansion. Literature works enable participants to view oneself objectively by the means of one's responses to literature works. Literary therapy has more permissive viewpoints on recipients' response to literature texts than literature education. In addition, the subject of literary therapy is more unique and individualistic.

• Journal of The Korean Association For Science Education
• /
• v.30 no.8
• /
• pp.1084-1096
• /
• 2010

In this study, class criticism by elementary school teachers was analyzed on the subject of science classes by beginner teachers. And then the viewpoints and characteristics of the class criticism were investigated. Teachers for class criticism consisted of six members, including two each of low- and high-career teachers. The viewpoints were analyzed in comparison with all the teachers. The subject of class criticism was 'Activity of leaves in plants', which is in the seventh unit of the science textbook for fifth grade elementary students of the first semester. The result of this study was as follows. Teachers criticized the science class mainly with three codes of viewpoints: motivation, inquiry focused on student, and summary of the results, where viewpoints consisted of 18 codes. They criticized the class by factors on a standard checklist and their criticism was characterized by partial situation and context. Low-career teachers criticized the class with the viewpoint in sympathy with the beginner teachers and criticized the class with the viewpoint of recollecting their teaching experience as beginners. While high-career teachers criticized the class mainly overall situations rather than specific matters. The result of this study can be used as basic data for a program of professional development and teacher education for science classes.

• The Korean Publising Journal, Monthly
• /
• s.223
• /
• pp.18-19
• /
• 1997

올 가을 출판계에 문학평론집의 작황이 풍성하다. 이들 평론집은 우리 문학과 작가들이 더이상 이 시대의 위기 속에서 안전하지 않다는 첨예한 문제의식을 담고 있다. 미시적인 현장비평에서 거시적 담론에 이르기까지 90년대 문학환경에 대한 자기반성이 적극적인 발언으로 표출되고 있다.

• Journal of the Korean Magnetics Society
• /
• v.7 no.5
• /
• pp.274-279
• /
• 1997

A magnetic spectrometer was designed for out-of-plane coincidence (e, e' P) measurements in electron scattering. The spectrometer consists of four magnetic spectrometers with different polar angles about the symmetric axis in the scattering plane. The performance of the machine was optimized for the precision measurements of nucleons and few-body nuclei. This paper presents the ion-optical design and measured performance of one spectrometer which was constructed as a prototype.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.2
• /
• pp.259-281
• /
• 2016

Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.