• Journal of The Korean Association For Science Education
• /
• v.44 no.2
• /
• pp.219-229
• /
• 2024

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.291-305
• /
• 2020

The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.

• The Journal of the Korea Contents Association
• /
• v.13 no.1
• /
• pp.512-529
• /
• 2013

The purpose of this study was to exam the Influence of a disability-awareness program at creativity innovation development activities and early morning classes on elementary school students' perception and attitudes toward students with disabilities in Kyunggi-do and Inchon. A total of 28 3rd grade students and 32 5rd without disabilities in the one classrooms of elementary school were selected. Differences in results were analyzed by t-test. There was a statistically significant difference between pre-test and post-test in the disability awareness and acceptance attitude. Based on theses results, the researcher suggested some ideas about how improve students' disability-awareness and acceptance attitude toward disabilities and develop the better inclusive environment.

• Korean Journal of Childcare and Education
• /
• v.11 no.1
• /
• pp.231-247
• /
• 2015

The purpose of this study was to identify how character education activities utilizing picture books affect pro-social behaviors of young children. The subjects were 46 children aged 5 who attended private child care centers in G city. The children were allocated to either the experiment group or the control group. The data were collected for 12 weeks and the activity sessions were provided to the experiment group 3 times a week (36 times in total). The sessions consisted of an integrated approach toward character education. Therefore, various activities were included such as listening to the stories of picture books, discussion, drama, language activities, music, mathematics, science and games. The findings of this study were as follows: The experiment group which experienced character education utilizing picture books has significantly improved their pro-social behaviors compared to the control group. The approach positively influenced the overall sub-variables such as leadership, helping, communication, initiative consideration, approach trial, sharing, empathy, and emotional control. The character education activities should be applied to character education utilizing picture books for young children because they let young children experience building up trust and learn social attitude, and influenced increase of pro-social behaviors on young children.

• Korean Journal of Childcare and Education
• /
• v.8 no.2
• /
• pp.27-61
• /
• 2012

The purpose of this study was to develop an integrated early childhood music education program using storytelling songs and to examine its possible effects by analyzing musical expression ability, language expression ability and creativity. In order to verify the effect of the program developed in the study, 68 4-year old preschoolers were selected from 2 preschools to be divided into an experimental group and a control group. The experimental group was given the integrated music education program 16 times in total (two times a week for 8 weeks). The data were analyzed by t-test. The results of this study were : First, it was found that the integrated early childhood music education program using storytelling songs had a positive effect on children's musical expression ability and linguistic expression ability. Second, it was found that the integrated early childhood music education program using storytelling songs had a positive influence among the sub-areas of creativity.

• Journal of Digital Convergence
• /
• v.17 no.3
• /
• pp.55-61
• /
• 2019

Multimedia materials were developed to creative children's songs to elementary schoolers so as to improve favorable personality. To this end, we selected elementary school students to select appropriate songs for the cultivation of humanity, and produced multimedia including various image materials such as animation, documentary, chorus, dance performances, and interviews. Above all, we have created a teaching - learning process and presented the program so that teachers can easily guide students to agitation. As a result, the change of personality of elementary school students was positively shown through sway broadcasting, and I tried to give practical examples of practical application for cultivation of creativity and personality that should be emphasized at elementary school.

• Journal of the Korea Society of Computer and Information
• /
• v.15 no.6
• /
• pp.91-99
• /
• 2010

The purpose of this study is to design and develop an e-mentoring system for full inclusion. Through the literature review of related studies, the e-mentoring performance model was drawn. Based on this model, an e-mentoring system was designed and developed. Especially the horizontal mentoring was mainly considered during the procedure. To evaluate the usability of the system, 2 system managers, 5 mentors, and 5 mentees were chosen and they were interviewed by researchers. Researchers used an interview instrument(10 items) consisting of mentoring support(cognitive support, affective support, adaptability) and technical support(convenience, accuracy, look & feel) categories. On the whole affirmative responses were given in both mentoring support and technical support areas. It can be concluded that the e-mentoring system is very effective in supporting full inclusion. In future it is recommended that several empirical studies of utilizing the e-mentoring should be performed.

• Journal of the Korean Society for Library and Information Science
• /
• v.57 no.4
• /
• pp.25-47
• /
• 2023

Library collaboration instruction (LCI) is a process in which a classroom teacher and librarian collaborate to co-planning, co-implementation, co-assessment instruction. LCI is being studied and modeled in various dimensions such as the level of collaboration, information activities, and time scheduling. However, there is no integrated model that comprehensively covers teacher and librarian collaboration. The purpose of this study is to propose a schematic integration model for LCI by comparing and analyzing various models in five dimensions (level of collaboration, information activities, collaborative approach, time scheduling, and technological integration). The main results of the integration model for LCI reflected in this study are as follows. First, in terms of the level of collaboration, TLC integration model reflected such as library-based teacher-led instruction, cross-curricular integrated curriculum. Second, in terms of information activities, LCI integration model reflected social and science subjects inquiry activities in addition to the information use process. Third, in terms of collaborative approach, LCI integration model is divided into such as lead-observation instruction and parallel station instruction. Fourth, in terms of time management, LCI integration model took into account the Korean national curriculum and scheduling methods. Fifth, in terms of technology integration, LCI integration model reflected the PICRAT model, modified from the perspective of library collaboration instruction.

• Journal of The Korean Association For Science Education
• /
• v.39 no.2
• /
• pp.187-195
• /
• 2019

The purpose of this study is to diagnose the operation status of high school integrated science newly introduced in the 2015 revised national curriculum and first applied in 2018, to examine teachers' perception on the new educational policy, and then based on this, extract implications for settling down the policy. A survey was administered to science teachers who participated in the in-service teacher training on integrated science, and the responses of 384 high school science teachers were analyzed. According to the results of the survey, integrated science was allotted six units to each school, and two or more teachers divided achievement standards and were responsible for them in many cases. Science teachers pointed to the increase of student-oriented activities as the biggest change due to the application of integrated science and also showed a positive attitude towards increasing the proportion of performance-based assessment, diversifying evaluation methods, increasing teacher consultations, and enhancing the holistic understanding of natural phenomenon, etc. In particular, teachers with 15 years or more of teaching experience were significantly positive about the increase of student-oriented activities, diverse assessment methods, and opportunities of teacher consultations. For teachers with a sub-major in science, teaching about non-majored contents was the most difficult and it was also difficult to determine the appropriate level of contents to teach. Teachers who majored common science, however, rarely complained about teaching non-majored content. In the case of two teachers in charge of integrated science, there was a statistically significant demand for subject matter knowledge as training content, and for mixed education incorporating theory and practice and customized training as a training method. In the case of one teacher responsible for the subject, there was a relatively lower demand. From these results, some implications for the successful implementation of integrated science were discussed.

• The Journal of the Korea Contents Association
• /
• v.15 no.9
• /
• pp.662-669
• /
• 2015

The purpose of this study is to explore plan for increasing the analysis and understanding skills of literary works by using systemic thinking technique. This study used a literatures analysis method. The concrete study contents are as follows; First, it is centered on presenting values of literary education through analysing fairy tales conditions in Korean textbooks in relation to national curriculum for elementary and middle school. Second, it is to explore the features of systemic thinking technique. Third, it is to draw the instruction design model and application. Main expected effects of this study are breakaway from habitual routine, developing comprehensive and logical thinking ability, expanding fancy and imagination, cultivating innovative problem solving skill, inducing interest in literature, and increasing linguistic skills. That is, it is to be effective instruction strategy to enhance creativity and to cultivate character in classroom.