• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1119-1138
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• 2013

It has been a decade since argument and argumentation were introduced in science education literature in South Korea. The word "argument" has been translated into three different Korean terms in literature. The purpose of this study was to clarify those translated terms by examining how the terms were defined and used in Korean education research literature. From a philosophical perspective on the diversity of translation, we examined definitions of argument and argumentation, research topics in papers published in major international journals on science education, and reviewed relevant science education papers published in South Korean journals. We reviewed 79 papers published since the year 2000 in major international journals on science education, whose titles have terms argument and/or argumentation and 37 Korean science education papers whose titles have terms translated from the two English words. Findings showed that Korean researchers defined argument and argumentation either in a general sense or in a specific sense such as science investigation or group work aspects, depending on research contexts. Researchers in Korea rarely mentioned the diversity of translation. If they mentioned it, justification for a specific translation of the term was not provided except for in one case. When the same foreign literature was reviewed to define "argument" or "argumentation, different Korean words were used to translate the same two terms. This indicated to the researchers that the translation of the terms was not related to their definitions of them. On the other hand, each research group used a certain translation of the term consistently, indicating that translations might be based on research tradition. Based on the findings, a position on translation of the term is proposed in terms of professionalism and communication between research groups.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.509-519
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• 2021

This study was conducted in order to acquire useful information regarding the resilience of childcare educators amidst an emergency pandemic to adjust their job stress, job burnout, and turnover intention. A questionnaire was conducted for analysis from August 19th to the 30th in 2020 and 201 responses ended up being used for analysis. The analysis results revealed that job stress, job burnout, and turnover intention of childcare educators were low while resilience was high and it was acknowledged that all of them mostly differed according to the types of personal traits. Although the job stress of childcare educators had a positive (+) influence on job burnout at a statistically significant level, it turns out that job stress does not have an influential relationship with turnover intention. Furthermore, the emotion regulation ability, impulse control, and active conductivity among resilience displayed a moderating effect in the relationship between job stress and job burnout. Amidst an emergency pandemic known as the COVID-19 virus, it has been confirmed that job stress and turnover intention of childcare educators deteriorated, and the prominent reason for this was identified as the difficulty in carrying out smooth job performances. Accordingly, measures to strengthen resilience such as countermeasures against quarantine-based job stress and turnover intent, daily management over job burnout and resilience, as well as counseling or programs based on self-focused attention have been suggested.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.33-43
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• 2021

The purpose of this study is to examine the transformation and characteristics of the Verse-Chorus form. The musical form of a musical song is a structural mechanism for expression to effectively convey the dramatic situation of the characters to the audience. This study identified four types of representative forms that can be used to explore the transformation with the verse-chorus form and examined their characteristics. First is the Verse-Chorus form which repeats the description of simple situations and characters in the early stage of the musical. Second is the Verse-Bridge-Verse form which is used to evoke the atmosphere and escape boredom through a slight transformation of the bridge while explaining a simple character. Third is the Verse-Prechorus-Chorus form, which sits just before the chorus, connects the verse and the chorus, and promotes the emotional rise of the characters by smoothing the drama and the harmonic progression. Lastly, this study examined the expanded Verse-BG dialogue-Chorus form used to represent the situation in which conflicts about the complex feelings of the characters and the decisions about them coexist. As such, musical songs use various types of verse-chorus forms. Through the formality and transformation of the verse-chorus, the logic of the music and the logic of the drama are balanced so that the development of the music and the drama does not enter the state of imbalance. Based on this study, further progressive research can take place on the correlation between musical form and dramatic structure, beyond the transformation of musical song form.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.89-96
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• 2020

This study explores the characteristics and ways to improve the area of science education in secondary teacher employment test (hereafter, TET). We investigated ways to differentiate second-phase science education tests from those of the first phase in the TET, and ways to improve practical tests such as designing instructional plans, teaching demonstrations, in-depth interviews, and science experiment tests. Major findings of the study include increasing the proportion of teaching demonstration while maintaining the test of designing instructional plans, which have a different focus from the paper-based exam in the first phase of the TET. Teaching demonstration tests, applying the credit of student-teaching to the TET, assessing teaching expertise in real classroom contexts focusing on subject teaching expertise, etc. along with science experiment tests, making the science experiment test compulsory for all municipal offices of education, and the necessity of evaluating the experimental design and teaching of scientific inquiry. Based on these results, developing and implementing tests such as teaching demonstrations, in-depth interviews, etc. at the local municipal education offices, introducing the apprentice teacher system, and introducing graduate schools of education were suggested.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.309-325
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• 2009

The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.53-62
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• 2019

In recent years, South Korean has made a globally acknowledged achievement in movie industry. In terms of Art, films produced in South Korea obtained lots of awards in international movie festivals; in the business field, Korean movies are swiftly occupying the Asian or even the world film market. Extraordinary films with good reputations and high box office records are frequently launched and induced to a trend, which then forms into a cultural phenomenon and attributes to an important, major force in the so-called "Hallyu" culture. This, in part, benefits from the massive support of Korean government's cultural policies, and is also a product of the high degree of cultural consciousness of Korean movie producers. The Korean cultures, customs, and the underlying cultural elements of the East, that are presented in these movies, satisfy the audience and appeal their fondness. The Princess and the Matchmaker is a South Korean period romantic comedy film directed by Hong Chang-pyo and starred Shim Eun-kyung and Lee Seung-gi. The movie was presented on Feb 28th, 2018. It tells a story of Seo Do-yoon, the most proficient saju (fortune-teller) expert of the Joseon Era who selected a husband for Princess Song-Hwa based on her "fortune eight letters" (specifically, the time, day, month and year of her and her husbands' birth, normally in eight letters), in a hope of alleviating the rage of people following years of drought, and thus to resolve a national crisis. This paper takes The Princess and the Matchmaker as an example, from the aspects of cultural state, system, behavior and mentality, to analyze the traditional customs such as "fortune eight letters", "marriage by match" and the cultural concepts behind these phenomena, in order to explore the ways and methods of traditional culture in the modern cultural and artistic form of film.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.82-92
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• 2023

In this study, we analyzed the perceptions of elementary school students about science learning and lab safety in the affective, behavioral, and cognitive domains. With respect to science learning, students indicated liking science classes more than average, being good at scientific inquiry more than average, and having more scientific knowledge than average. Compared with before the COVID-19 pandemic, student confidence in retaining scientific knowledge had decreased markedly. Of the eight student types in the students' awareness levels about affective·behavioral·cognitive domain, the HHH type-the most ideal-was also the most distributed. Students' preferred science class methods were experimental (72.7%) and nature inquiry classes (23.2%); science knowledge classes were ranked a distant third (4.1%). Preferred class locations were the science lab (58.1%) and different places from time to time (34.4%); the classroom was ranked last (7.5%). With respect to lab safety, most elementary school students did not have experimental classes, but more than half reported understanding how to use experimental equipment. Most students recognized the need to wear safety equipment in the lab. They were not only well aware of the associated physical protection functions, but also of the affective and psychological effects. Most students also recognized that first aid education is necessary, but only 31.5% reported understanding first aid methods. Based on those results, the implications for science learning and lab safety in school are discussed.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.481-496
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• 2023

This study aimed to evaluate the effects of utilizing educational game content for science learning on science-related attitudes. The content was applied to 24 students in an after-school science club at an elementary school in Gyeongsangbuk-do Province followed by a pre and posttest analysis using the Attitude About the Relevance of Science Test and the Creative Personality Test. This study used Tino's Journey, which was developed by the Korea Creative Content Agency and is currently distributed for free through the Ministry of Education to develop nine lessons that include scientific scenarios and concepts presented in the game. The results demonstrated that science lessons utilizing educational game content significantly influenced the science-related attitudes of the students. Among the subdomains, enjoyment of science lessons increased the most followed by the attitude toward scientific inquiry, social meaning of science, and hobby of science. However, the commonness of scientists, acceptance of scientific attitudes, and career in science did not reveal significant differences. This study classified the students into two groups (i.e., high and low, n=12 each) using the Creative Personality Test in advance. This study performed covariate analysis with the score for pre-science-related attitude as the covariate. Result revealed that the scores for science-related attitude significantly differed between the high and low groups. Specifically, the increase in the scores of the low group was larger than that of the high group. Lastly, the study presented implications for the utilization of educational game content in science learning.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.219-232
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• 2024

This study aims to determine the perspectives of pre-service elementary school teachers on the science curriculum in the fourth industrial revolution era. In this study, 128 pre-service elementary school teachers were asked to express their perspectives on the Saber-toothed Tiger Curriculum through photovoice activities. The resulting images were classified into three types: conservative, progressive, and radical perspectives. The number of both conservative and progressive perspectives was similar and high, whereas the number of radical perspectives was l ow. Those who had conservative perspectives on the Saber-toothed Tiger curriculum regarded "Inquiry" as the basis of the science curriculum, which should be maintained regardless of the time period and environment. Similarly, older teachers believed that this curriculum was based on eternal truth, which should be protected. Those who showed progressive perspectives on the Saber-toothed Tiger curriculum regarded a progressive person as someone succeeding to the blood of "New fist," and they showed positive attitudes toward AI-based education such as coding and meta-verse, regarding these practices as part of the teaching and learning method that could replace the existing inquiry-based education. Those who showed radical perspectives on the Saber-toothed Tiger Curriculum assumed critical attitudes toward the rapidly changing political circumstances of science education and criticized conflicts between different social classes formed through progressive curriculum. Based on these results, this study found that pre-service elementary school teachers needed to consider the science curriculum from several different perspectives rather than just one.