• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.259-271
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• 2018

This study examined the effect of the SSI argumentation program based on social and emotional learning(SEL). The program consisted of 3 stages: (1) express their own feelings about SSI, identify the issues of SSI, and define a goal; (2) think of many possible solutions and envision results through argumentation; (3) select the best solution and make a decision based on warrants, data, and rebuttals. In each stage, the social-emotional strategies of self-awareness, self-management, social-awareness, relationship-management, and responsible decision making were used. Seventeen preservice biology teachers participated in this study during one semester dealing with four socioscientific issues. The results indicated that the preservice teachers, as time went on, became accustomed to expressing identifiable rebuttals, dispute talk, and asking questions. At the first SSI argumentation, argumentation mainly consisted of cumulative talk with no rebuttals, representing level 2 argumentation. Level 3 argumentation represented rebuttals that were implicit and weak, with cumulative talk. In level 2 and 3 argumentation, the preservice teachers represented understanding of others and compassion for self and others. Level 4 argumentation had rebuttals that were explicit, asking critical questions of the opposite sides. In addition, level 5 argumentation represented more than two controversial points with several instances of dispute talk. In levels 4 and 5, the preservice teachers became actively engaged in communication, inquiry self with others, managing vulnerability and negotiation.

• The Korean Nurse
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• v.22 no.1 s.119
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• pp.47-64
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• 1983

간호원은 비록 그가 양호교사가 아니라고 하더라도 그가 처한 위치에서 거의 매일 건강교육을 실시하고 있다고 할 수 있다. 그러한 비정규직 교육은 상황에 따라 간호활동의 대상자들에게 수시로 별 준비 없이 실시한 경우도 있겠으나 효율적인 결과를 얻을 수 있는 체계적인 보건교육은 구체적인 학습목적과 교육과정이 교육적으로 미리 계획되어 있어야만 가능하다고 할 것이다. 양호교사의 기본적인 역할이 학교 구성원들의 건강증진과 질병예방에 있으며 효율적인 건강교육을 통하여 이러한 목적을 달성한다고 할 때, 양호교사는 자신을 그 학교공동체의 주된 건강교육자로 이해하고 학교에서 이루어지는 모든 보건교육 과정에 적극적인 참여를 하여야만 한다. 그러한 역할중의 하나는 보건에 관한 수업을 실시하는 학과목 교사나 담임교사들이 건강교육에 관련한 협의를 양호교사에게 요청하도록 적극적인 건강교육환경을 학교 내에 조성하여야 하는 일과 중요한 건강주제에 대하여서는 양호교사가 직접 수업을 교실에서 이끌어야 하는 것일 것이다. 이 논문에서 다룬 보건교육 교안 연구는 양호교사에게 또 건강에 관한 주제를 가지고 수업을 하는 일반교사에게 중학생의 건강교육 과정의 한 모델로써 사용하는데 도움이 될 것으로 본다. 건강교육 프로그램을 질병예방, 건강증진에 초점을 두어 설계한다고 할 때 건강교육의 주된 방향은 대상자 하나 하나의 생활에서 건강을 위한 바람직한 행위를 생활화하도록 하는 것이다. 이 목적을 학교에서 달성하기 위해서는 건강교육 프로그램을 통하여 학생들에게 건강에 대한 지식을 전달하고 그 지식 위에 건강을 위한 바람직한 행위를 하도록 동기를 부여하며 그러한 행위를 지속하도록 보강하는 것이 필요하다고 할 것이다. 사람들은 건강에 대한 지식이나 정보를 가지게 되면, 행위는, 그것에 상응하여 바람직하게 행할 것이라고 가정하기가 쉽다. 그리하여 건강에 대한 정보를 주는 것 건강교육을 했다고 간주하기도 한다. 그러나 실제적으로 건강을 위한 정보를 받고 지식을 가졌다 하더라도 바람직한 행위를 실천하지 않거나, 습관된 반건강 행위를 바꾸지 않는 경우가 많다. 그러므로 건강한 행위를 실천하기 위해서는 그에 대한 가치관이나 태도가 먼저 분명하게 세워져야 한다. 학생들의 경우에도 그 가치관이 확립되어야 하겠으므로 이를 위한 효과적인 교육방법이 제시된 교육안 모델이 있어야 할 것이다. 즉 건강문제에 대한 태도의 확립과 그에 따른 올바른 행위를 실천하도록 하기 위하여 구체적으로 치밀하게 계획된 건강교육 안이 연구되어 지는 것이 건강교육의 가장 중요한 과제중의 하나이다. 이 연구에서 제시하는 건강교육 프로그램에서는 많은 부분의 정보가 학생들 스스로에 의해서 수집되도록 하였다. 그렇게 함으로써 그들이 흡연에 관한 사실들을 스스로 명백하게 파악할 수 있었기 때문이다. 또한 소그룹 토의와 논쟁의 방법을 통해서 학생들이 흡연에 대해서 자신들의 생각하고 있는 것을 검토하여 올바른 판단을 하도록 하는 기회를 가질 수 있도록 하였다.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.79-94
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• 2019

The purpose of this research study was to examine how multi-cultural education contents are reflected in the contents related to the 'Human Development and Family' area of middle school Technology-Home Economics textbooks, based on the multi-cultural education criteria developed by Paek(2014). The sample of the study consisted of the 'Human Development and Family' contents in 'Technology-Home Economics 1·2' textbooks from five publishers (10 volumes) written in accordance with the 2015 revised curriculum. The research results of the study can be summarized as follows: First, all the four multi-cultural education criterion components were shown in the textbooks from five publishers. Cooperation was shown in the highest frequency, followed by Identity, Diversity, and Equality. Second, the analyses of text, image, and learning activities in the textbooks confirmed that Home Economics as a subject contains multi-cultural education contents that allow students to establish self and identity, respect others, accept diverse family patterns, understand family changes from multiple viewpoints, and form family community culture from gender equality perspective without prejudice. Ultimately, it can be concluded that Home Economics is a subject that enables learners to learn how individuals and families can cooperate and care for each other in order to harmoniously coexist.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.85-103
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• 2019

This study aims to analyze the direction of the reading education programs based on the 2015 revised curriculum and to seek the plans for the school library and the teacher librarian to be able to contribute them. For this purpose, the types of school-based reading education programs in the report of 100 excellent school curriculum in 2016, which was first applied by the amended curriculum were analyzed through multiple intelligences. Upon the analysis results, the reading education programs in the schools showed to be operated with interpersonal Intelligence. Community-aligned reading was the most frequently operated in the primary schools while student reading club activities were the most common in the middle and high schools. In case of reading education program related to linguistic intelligence, the most commonly operated ways were reading books, writing with literatures, and writing book report, in primary, middle, and high schools, respectively. In case of reading education program related to spatial intelligence, media production type showed the most commonly operated in all types of schools. However, there was no reading program related to naturalist intelligence. Based on these analysis results, the plans to contribute the activation of reading education programs by school libraries under the 2015 amended curriculum were suggested in the aspects of development of connection programs with teachers, students and parents as the center of education community, installation and operation of maker spaces and enhancement of program management and inquiry-based learning competency of teacher librarians.

• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.43-65
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• 2023

The purpose of all public libraries is to provide knowledge and information services for the intellectual and reading activities of local residents, program services that provide opportunities for cultural enjoyment and lifelong learning, and third-party spaces and facilities that contribute to the development of the community. To this end, social needs must be reflected in a timely manner with the establishment of a sound infrastructure as a prerequisite. This study analyzed the current status centered on key indicators of the public libraries in Daegu City and presented policy issues that need to be improved through a survey. The key indicators in Daegu City, compared to the national average, were not only significantly weak for the 3rd largest city but also showed considerable variation among local governments. While Daegu citizens valued public libraries in their daily lives, the dissatisfaction rate was high in the order of transportation inconvenience, lack of necessary materials and desired programs, and various regulations. Therefore, Daegu City should focus on increasing the acquisition budget, strengthening the development of new book collections, expanding the number of librarians, expanding the construction of public libraries to address service disparities among local governments, improving accessibility, and addressing factors that hinder usage. In addition, with the establishment and operation of the Daegu Library in 2024, efforts should be made to establish an operational system for public libraries, expand the scope through collaborative partnerships with other knowledge and cultural institutions, and enhance knowledge and cultural services for the Daegu citizen.

• Journal of the Korean Geographical Society
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• v.52 no.1
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• pp.25-53
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• 2017

The ultimate goal of this research is to examine the geographical characteristics of therapeutic spaces where have been appeared in Wa-dong and Gojan-dong, Ansan-si after the disaster of the MV Sewol. As looking into the inside, the aim of the therapeutic spaces, which cover each target group (victims) individually, is various and different because the disaster of the MV Sewol generated various direct and indirect victims requiring healing. The therapeutic spaces are estimated at about 10 organizations and are leaded by private agents predominantly. Furthermore, the therapeutic spaces are located near, but are aside from Danwon high school where many students are reported killed and injured in the incident. And the therapeutic spaces provide simple and repetitive diversions, for example, having a meal, knitting and studying, rather than special programs to restore a broken daily life to the original state. On the basis of such a background, the geographical characteristics of the therapeutic spaces related to the disaster of the MV Sewol can be summarized as follows; first, it seems that target groups accept the therapeutic spaces as the concept of place gradually. Even though most of the therapeutic spaces were suggested by third parties at first, target groups are involved in the management and recollection of their own therapeutic spaces as well as the plan for a future direction now; and consider the therapeutic spaces as exclusive properties. Second, the disaster of the MV Sewol have embedded collective trauma to not only direct victims, but extensive groups such as parents, brothers and sisters, relatives, friends and neighbors as noted earlier. Therefore, the therapeutic spaces support comprehensive target groups; but each therapeutic space is not overlapped each other. However, to solve collective trauma in a local community effectively, the therapeutic spaces are networked closely and build a regular cooperative system. Third, a continuous memory is mentioned as an important point to overcome collective trauma, but some phenomena such as fatigue and conflict with neighbors, out-migrants and a faded atmosphere as time passes act as risk factors in Ansan-si. To keep a continuous memory, the therapeutic spaces attempt the recovery of local communities and devise various events, for example, cultural performances; furthermore, are closely connected with external organizations.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.467-479
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• 2023

For the successful implementation of education using artificial intelligence (AI) in schools, the perception of teachers is important. This study focuses on elementary school teachers and their perception of the need and teaching efficacy of science classes using AI before and after participating in a research school program. The analysis explores four key aspects, namely, learning, teaching, assessment, and communication. The study recruited 24 elementary school teachers from a school designated by the Gangwon Provincial Office of Education to participate in a year-long research school program. The study collected data using pre- and post-program surveys to explore changes in the perception of teachers regarding AI-based science classes. Furthermore, the researchers conducted individual in-depth interviews with four elementary school teachers to investigate the experience factors that influenced the changes in their perception of the aforementioned classes. The main findings were as follows. First, elementary school teachers were positively aware of the need for science classes using AI even prior to their research school experience; this perception remained positive after the research school program. Second, the science teaching efficacy of the elementary school teachers using AI was generally moderate. Even after the research school experience, the study found no statistically significant increase in efficacy in teaching science using AI. Third, by analyzing the necessity-efficacy as quadrants, the study observed that approximately half of the teachers who participated in the research school reported positive changes in learning, teaching, and assessment. Fourth, the study extracted four important experience factors that influenced the perception of the teachers of science classes using AI, namely, personal background and characteristics, personal class practice experience, teacher community activities, and administration and work of school. Furthermore, the study discussed the implications of these results in terms of the operation of research schools and science education using AI in elementary schools.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.31-53
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• 2014

The purpose of this study is to analyze how the elements of activating happiness education suggested by Noddings is reflected in the Home Economics part of Middle School Technology-Home Economics Textbook Volume 1 of 2009 Curriculum Revision. The introduction style of unit, sub-unit, and small chapter, the objectives, the body contents, the activity resources, the tables/diagrams/pictures, the supplementry and advancedl materials, and the wrap-up and evaluation of sub-unit and units of Home Economics part of Technology Home Economics textbook volume 1 were analyzed. Noddings suggested the elements for activating happiness education in five areas of personal life sector including 'home making', 'place and nature', 'parenting', 'chracter and spiriual experiences', and 'growth of interpersonal relationships' and two areas of public one including 'preperation for work' and 'community, democracy and voluntary activities'. The specific elements in seven sectors of activating happiness education were extracted using the content analysis. How the elements of those suggested by Noddings were reflected in the various parts of the textbook were analyzed in terms of the closeness of approaches, contents, and procedures between Noddings's and textbook. The major findings of this study were as follows: 1. The degree to which the elements of activating happiness education were reflected in the textbook differed by each unit. The elements of activating happiness education were reflected the most frequently in the unit of 'Understanding Adolescence' and the least frequently in the unit of 'Self-management of Adolescence'. 2. Although the elements of activating happiness education were generally reflected in all the elements of a textbook, these elements were relatively more reflected in the body contents and tables/diagrams/pictures.