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

• Journal of Science Education
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• v.41 no.2
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• pp.167-178
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• 2017

It has been suggested that character education, taught only in ethics and social science, should be integrated into other subjects including science education. In terms of inquiry and the nature of science, science education is related to character education, which is emphasized by SSI (Socioscientific Issue) education. Followed by necessity of character education, the Character Education Promotion Act was established in 2015. To investigate what and how character education is conducting in schools, analysis of curriculums and textbooks is needed in terms of elements underlined in the Character Education Promotion Act. For this purpose, this research analyzed general remarks and science sections in the 2009 revised and the 2015 revised curriculums and science textbooks based on the 2009 revised curriculum with regard to essential virtues in the Character Education Promotion Act. Results showed that parts of essential virtues were included in both curriculums, of which elements were inconsistent with those of science textbooks. Curriculums and textbooks reflecting whole elements faithfully need to be developed.

• Korean Journal of Culture and Social Issue
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• v.27 no.4
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• pp.529-559
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• 2021

This study examines how people perceive and experience busyness, which is a great social pressure in the Korean society, and The socio-psychological motives that drive people's different paces of life, such as busyness or slowness, despite being in the same busy reality, were examined. Furthermore, an in-depth study was conducted on the adaptation factors in the real society according to the speed of individual life. The analysis of this study was based on an in-depth interview data of 21 unmarried men and women in their 20s and 30s, and was conducted using a phenomenological qualitative analysis method. As a result, the perception and experience of being busy had both positive and negative parts. The components of socio-psychological motivation that affect the speed of an individual's life are 'internalization of positive values of (busy/rest)', '(future/present) centric', 'selection & concentration/Inertial busyness', 'personality characteristics' were derived. In addition, 'self-selection', 'successful time management', and 'maintenance of psychological health' were derived as common factors among adaptation factors in real society, 'a sense of achievement' and 'understanding and accepting self-characteristics' were derived as discriminatory factors. became Based on these results, the value and meaning of being busy in Korean society was discussed from a social psychology perspective, and a new perspective was presented to existing studies and discussions related to the speed of life. In addition, several follow-up studies were proposed.

• Korean Association of Arts Management
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• no.52
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• pp.75-105
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• 2019

In studying culture consumption today, it is essential to understand and analyze the actual visitors' experiences in detail. This is deeply related to the fact that we can utilize subjective experience records that were previously inaccessible as data since plenty of people actually record many performance experiences in the media space such as social media. This study attempts to examine what elements actually consists of people's performance experience based on actual expression of the performance experience that exists online. For this, we collected two types of data. First, we collected posts which required performance recommendation on online platforms such as Jisik-In and Cafes to see how people describe what they want and analyzed data focusing on the modifiers. Results show that people mainly use modifiers that reflect the specific situation of the individual such as companion or age. In addition we analyzed how the experience was described after the show through the review posts of ticket booking site. Results show how expressions are centered around companions, revisit intentions, and viewing experiences besides elements such as story and music, which have been known as main satisfaction elements of performance experience in previous studies. In addition, we discussed the practical implications and limitations of the study as well as the theoretical discussion.

• Journal of the Korean Applied Science and Technology
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• v.39 no.2
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• pp.246-260
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• 2022

This study was conducted to analyze the creativity education contents of dance activities in physical education textbooks for the 3rd and 4th grades of elementary school. For this purpose, 16 types of textbooks and auxiliary data for physical education in the 3rd and 4th grades of elementary school were collected and analyzed using the creative education content analysis frame of the physical education textbook based on the 4P model. In order to secure the integrity of the research, expert consultation was operated. The results of this study are as follows. First, from the viewpoint of creative person, 'inquiry' was the most common in creative mind, and the rest of the elements appeared relatively evenly. As for the subject of activity, 'individual' and 'colleague (team)' showed similar frequencies. Second, from the viewpoint of the creative process, all activity areas appeared as 'learning', and most of the elements of the activity purpose appeared evenly, and the creative process was explored. Third, from the viewpoint of creative output, physical activity performance was the most common activity method, and two or three activity methods were used together. In the creativity factor, all factors appeared evenly, and sensitivity and sophistication were the most common with 4 factors. Fourth, from the viewpoint of the creative environment, most of the activity spaces were no restrictions, and the activity media consisted of many educational contents using the body. Through this study, it was requested that creativity education in dance activities should be expanded quantitatively and intensified in quality, and the necessity of spreading creativity education contents of dance activities to other areas was explored.

• Smart Media Journal
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• v.12 no.8
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• pp.45-59
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• 2023

Users who want to experience the metaverse for tourism are exposed to strategic planning in space for the purpose of cultural content. In addition, users learn integrated cultural content in the process of proceeding according to the virtual environment. and Along with the meaning of time and space, users will experience space-telling. It is important to induce interest from the beginning of the experience to continue the experience. However, obstacles arise in this process. This is because developers should promote connections with new information to users who do not have sufficient prior knowledge and only have keywords of interest. Therefore, efficient design methods to enhance interest should be studied in advance. But so far, there has been no research on how to systematically design prior organizers to induce interest in virtual space. This study is an interest-inducing design method that occurs in the process of developing the meaning of virtual space and storytelling of cultural content, and can be seen as a basic study using conceptual guidance-based prior organizer education and learning techniques. First, virtual space elements and human behavior theories were considered. Subsequently, five representative examples of previous organizers currently used were explored, and redesigned and proposed based on a conceptual map for information access and delivery purposes. Through this research process, it was possible to confirm that spatial attributes and cognitive interest elements were effectively transmitted to meaningful learning leading to storytelling learning and elements of service design design method through conceptual guidance.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.934-950
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• 2009

This study attempts to identify the relationship between students' images of science and science learning, and their career choices. A total of 163 students (seventh graders) from three different middle schools participated in this study. Students' images of science and science learning were investigated using the Draw-A-Scientist Test (DAST) and the Draw-A-Science-Learner Test (DASLT), respectively. Then, students' drawings were analyzed using the Draw-A-Scientist Test Checklist (DAST-C) and the Draw-A-Science-Learner Test Checklist (DASLT-C). The relationship between each element composing the students' images and their career choices were analyzed. Among several elements constituting the students' image of science, 'expression,' 'lab coat,' 'oddity,' 'knowledge symbol,' 'technology symbol,' 'co-work,' 'danger,' and 'STS' showed significant differences between students who chose a science-related career and students who did not. It was also revealed that the following elements - 'expression,' 'learning type,' 'inquiry symbol,' and 'learning place' - were more significantly associated with a science-related career choice compared to other elements consisting of an image of science learning.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.623-630
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• 2007

The assessment affects the learning motivation of students. If we know what factors in assessment affect motivation, we could find the method for stimulating the motivation. In this study, we used two kinds of method, the recollection paper and the questionnaire. 54 undergraduates of a university in Seoul made the recollection paper about the science learning before, and 63 undergraduates also answered the question for the effect of factors in assessment on the science learning motivation. In result, the factors in assessment that affect the science learning motivation of high achieving students are the achievement, difficulty, validity, and preparation for science fair. This study suggests that difficulty and validity of assessments remarkably affects the science motivation and the science fair is more affective to the science motivation than regular examination in school. Therefore we suggest two methods for the science motivation of high achieving students. The first method is to make questions that can assess scientific thinking faculty and investigating faculty without pre-learning and memorizing. The second method is to encourage various activities in science to increase the number of chance for participating in them.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.192-212
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• 2022

The purpose of this study is to analyze scientific attitude and its components in the general remarks and in the particulars of one government-designated and seven authorized elementary school science teacher's guides for the 3rd~4th grades which were developed according to the 2015 national science curriculum, and to derive implications for future development of teacher's guide. The results of the study are as follows: First, in their general remarks, five of eight teacher's guides (62.5%) give a very brief explanation on the components of scientific attitude, and the remaining three teacher's guides give a relatively detailed explanation on the components but they lack practical information on teaching and assessing of the components; Second, in the case of unit objective in the four units of the area of 'Earth and Universe', five of eight teacher's guides (62.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity', 'critical mindedness', or 'respect for evidence', and one of the remaining three teacher's guides contains only the component of 'curiosity', another guide doesn't have any component, and the other guide doesn't have unit objective itself; Third, in the case of unit assessment, only one of eight teacher's guide (12.5%) has independent unit assessment, includes several components of scientific attitude in the unit assessment, and is broadly consistent between the components of scientific attitude in unit objective and in unit assessment; Fourth, in case of lesson objective, three teacher's guide (37.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity' and 'critical mindedness', and the remaining five teacher's guide (62.5%) include only 'curiosity'; Fifth, in the case of lesson assessment, among eight teacher's guides, five (62.5%) evaluate 3~4 components of scientific attitudes, two (25.0%) evaluate only 'curiosity' and 'cooperation', and one (12.5%) does not evaluate anything.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.427-434
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• 2022

This study aims to develop design elements for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities, which is a key area in the practical support system for independent life support for individuals with developmental disabilities. As for the research method, a procedure for conducting FGI by forming two teams for professors majoring in special education and rehabilitation science was formed. The research was presented in three upper categories (universal cultural convergence elements, field-centered cultural convergence elements, and policy-centered cultural convergence elements) that should be designed for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. In addition, subcategories were specifically composed for each upper category. First, as a universal cultural element, "open creative convergence" was presented in principle, which can be explained as a principle of exploring and practicing the validity of convergence between related fields for rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. Second, field-centered cultural factors included development of joint practice model between fields of rehabilitation science and special education, subject matter education knowledge and skills, teaching and learning methods, learning career roadmaps, employment and job career development roadmaps, and the formation of an independent life development history certification system. Third, as policy-centered cultural elements, the formation of a curriculum integration composition system between local related institutions, the establishment of a qualification development path for coordinator-professional teacher-type personnel, and the organizational systematization between school-center types were presented. The study concluded that independent life support for individuals with developmental disabilities should not only be guaranteed for the entire life of adulthood, but also a lifelong education for individuals with disabilities based rehabilitation support system for individuals with developmental disabilities should be established through cultural convergence.