• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.309-342
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• 2013

This study analyzes the development process of national childcare curriculum, the goal and contents of the 3rd Standard Childcare Curriculum for Childcare Center in order to suggest the successful way to improve the 3rd Standard Childcare Curriculum. After its establishment in 2007, significant changes had been made to the Standard Childcare Curriculum in order to improve the quality of childcare: Nuri Curriculum for age 5 in 2011, second revision of Standard Childcare Curriculum in 2012, creation of Nuri Curriculum for age 3-4, revision of Nuri Curriculum for age 5, and third Standard Childcare Curriculum in 2013. The third Standard Childcare Curriculum is specified as infants age 0-1, age 2, and age 3-5(Nuri Curriculum). For a successful settlement of the 3rd Standard Childcare Curriculum, first, we need in depth analysis of the Nuri Curriculum by age classification. Second, there should be an effort to link the Standard Childcare Curriculum with elementary school education in practical manner. Further, we need to solve the payroll gap problem between teachers in charge of Nuri Curriculum and infant classes. Finally, teachers should be given more respect, and equivalent teaching qualification standard should be made between childcare and early childhood education.

• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.389-397
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• 2013

In this study, the effects of STAD cooperative learning strategy on students' achievement, learning motivation, perceptions of learning environment, and perceived classroom goal structure were investigated in terms of students' collectivism level. Two classes (64 students) from an elementary school were respectively assigned to a control group and a treatment group. A individualism-collectivism test, a learning motivation test, a perceptions of learning environment test, and a perceived classroom goal structure test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. After instruction, an achievement test, the learning motivation test, the perceptions of learning environment test, and the perceived classroom goal structure test were administered. The results indicated that the students of the treatment group significantly outperformed those of the control group in the achievement test. There was a significant treatment-aptitude interaction effect in the scores of the attention subcategory of the learning motivation. In the perceptions of learning environment, the score of the treatment group was significantly higher than the control group in the cohesiveness subcategory, whereas the score of the treatment group was significantly lower than their counterpart in the competitiveness subcategory. It was also found that the score of the treatment group was significantly higher than the control group in the performance subcategory of the perceived classroom goal structure.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.731-747
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• 2015

The purpose of this RSP program is to enhance the invention gifted students' creative thinking and self-efficacy in studying. This program has 20 subcategories and interesting activities attracting students' attentions which are based on TRIZ's 40 principles of invention. 3-Steps to learning, which are - experiencing, recognizing, and inventing are arranged as teaching methods of RSP program. In the first step, experiencing, students are motivated and get a glimpse of the principles of invention while experiencing innovative products. In the next step, recognizing, students grasp the related scientific principles from the products. In the last step, inventing, students are given keys to solutions for problematic situations and then they create new ideas after repetitive encounters with several products made by similar principles. RSP program is different from other programs in that it has this 'inventing' step, where students can create new ideas based on related basic knowledge. In conclusion, RSP program is systematically well organized with 4 steps(purpose, contents, teaching method and evaluation) and is shown to enhance invention gifted students' creativity and self efficacy in studying. Therefore, the RSP program is shown to be a reliable and useful program, and may be used in the classes for positive results.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.2
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• pp.187-205
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• 2020

The purpose of this study is to develop the elementary mathematics education program for the cultivation of humanistic imagination and characters through the link between mathematics and literature to find out its effectiveness. This study has verified the effectiveness of mathematics academic achievement, humanistic imagination and characters with the program development and preliminary program and application of this program for two years. After conducting classes on proportional expression and proportional distribution for 79 sixth-grade elementary school students (39 in the experimental class and 40 in the comparative class) in Seoul and Gyeonggi-do under this program, the researcher analyzed how the application of the program affects students' perception using pre- and post-examinations on mathematics academic achievement, humanistic imagination, and characters, including interviews with students, and analysis of outputs of the students. Studies have shown that the application of the elementary mathematics education program to foster humanities imagination and characters did not make any significant difference in mathematics academic achievement, and there were statistically significant differences in the subcategories of "reflection on life", "positive self-consciousness" and "humanistic imagination" categories, and there were no statistically significant differences in the "purpose of life" and "human relations" categories. However, the responses from the students' interviews showed that their perspectives of humans and the world has become wider and deeper. It also did not produce significant results for characters. As suggestions, the ministry should present the need to develop and distribute concerning materials for teachers, secure time for creative experience activities for convergence subjects, and operate practical and long-term training programs for teachers.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.1-20
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• 2021

The purpose of this study was to understand students' representational competence while they engaged in learning in geological field trips with scientific models and modeling(Mt. Gwanak and the Hantan-river were formed). Ten students agreed to participate in this study voluntarily. They were attending the Institute of Gifted Education in the Seoul Metropolitan area. The data were collected for all students' activities during field trips and modeling activities using simultaneous video and voice recording, the interview after classes, written data(note) made by the students. The analysis framework that distinguished levels of representational competence and added the resulting interpretation with the final models in the process of scientific models. Results suggested that representational competence levels varied from one to six. However, students showed relatively low levels of representational competence in outdoor learning environments than indoor learning environments. In other words, it began with a relatively low level of representational competence in outdoor class. Then students developed a higher level of representational competence indoor class. Ultimately, we need to understand students' representational competence implies a tool to explain phenomena in the process of modeling activities.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.76-90
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• 2022

In this study, after applying the argument structure class design program for 20 preservice earth science teachers, we conducted individual in-depth interviews, analyzed the data, and derived a scientific argumentation PCK development model. The scientific argumentation PCK development model consists of three dimensions: Scientific argumentation PCK, PCK ecosystem, and reflective practice. Scientific argumentation PCK is demonstrated in the process of designing or executing classes using argumentation structures as an instructional reasoning tool. PCK ecosystem, consisting of the existing conventional PCK components, is a dimension surrounding the scientific argumentation PCK, and these two dimensions develop by interacting with each other. Reflective practice regulates each dimension and develops it in various ways by mediating the two dimensions of the scientific argumentation PCK and the PCK ecosystem. The conclusions drawn based on the results are as follows: First, preservice science teachers can demonstrate scientific argumentation PCK in the process of design and implementation of lessons using argumentation structures as a pedagogical reasoning tool. Second, it is necessary to develop the PCK for pedagogical reasoning tools such as scientific argumentation PCK in advance for the development of science teachers' PCK, since the scientific argumentation PCK can develop various components of the PCK ecosystem. Finally, it is necessary to use scientific argumentation PCK to support the preservice teacher's reflective practice, seeing that the scientific argumentation PCK promotes the development of PCK ecosystem components by inducing reflective practice.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.279-295
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• 2021

The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.

• Journal of the Society of Disaster Information
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• v.18 no.4
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• pp.817-827
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• 2022

The real-name safety management system is to indicate "safety" after inspection by construction personnel before workers use it for the purpose of preventing safety accidents caused by unsafe conditions in temporary facilities and temporary constructions installed at construction sites. Purpose: By implementing the real-name system for safety management at construction sites, the objective is to respond to the "Severe Accident Punishment Act" and to improve the level of safety management at the same time. Method: In this study, a hierarchical analysis model was produced through previous studies of actual conditions such as types of safety incidents and causality at construction sites. The AHP model was used to calculate integrated weights and rankings with a pairwise comparison questionnaire for experts. Conclusion: As a result of the analysis of the upper classes, construction machinery was evaluated the highest, and real-name management system was evaluated the lowest. As a result of the lower-level analysis, it was considered that opening doors for safety facility management, tower cranes for construction equipment, management under the "Occupational Safety and Health Act" under the real-name management system, and CEO duties for safety management organizations were the most important.

• Journal of Pharmacopuncture
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• v.26 no.1
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• pp.27-37
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• 2023

Objectives: Moroccan Arbutus unedo is an essential medicinal plant; however, little is known about the biological properties of its leaves mentioned in Moroccan traditional medicine. Methods: Various standard experiments were performed to evaluate the phytochemical, antidiabetic, antioxidant, antibacterial, and acute and sub-chronic toxicity characteristics of A. unedo leaves. Results: Phytochemical screening led to the identification of several phytochemical classes, including tannins, flavonoids, terpenoids, and anthraquinones, with high concentrations of polyphenols (31.83 ± 0.29 mg GAEs/g extract) and flavonoids (16.66 ± 1.47 mg REs/g extract). Further, the mineral analysis revealed high levels of calcium and potassium. A. unedo extract demonstrated significant antioxidant and anti-diabetic activities by inhibiting α-amylase (1.350 ± 0.32 g/mL) and α-glucosidase (0.099 ± 1.21 g/mL) compared to the reference drug Acarbose. Also, the methanolic extract of the plant exhibited significantly higher antibacterial activity than the aqueous extract. Precisely, three of the four examined bacterial strains exhibited substantial susceptibility to the methanolic extract . Minimum bactericidal concentration (MBC)/minimum inhibitory concentration (MIC) values indicated that A. unedo harbor abundant bactericidal compounds. For toxicological studies, mice were administered with A. unedo aqueous extract at single doses of 2,000 and 5,000 mg/kg. They did not exhibit significant abnormal behavior, toxic symptoms, or death during the 14-day acute toxicity test and the 90-day sub-chronic toxicity test periods. The general behavior, body weight, and hematological and biochemical status of the rats were assessed, revealing no toxicological symptoms or clinically significant changes in biological markers observed in the mice models, except hypoglycemia, after 90 days of daily dose administration. Conclusion: The study highlighted several biological advantages of A. unedo leaves without toxic effects in short-term application. Our findings suggest that conducting more comprehensive and extensive in vivo investigations is of utmost importance to identify molecules that can be formulated into pharmaceuticals in the future.

• Journal of Internet Computing and Services
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• v.24 no.4
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• pp.117-125
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• 2023

Flipped learning is an instructional approach that reverses the traditional order of in-class and after-class activities. It entails students studying course materials before attending class, and then utilizing class time for completing homework tasks. Due to collaborative support available from teachers and peers, flipped learning has gained extensive adoption in computer science and engineering courses, enabling students to effectively engage in homework assignments. Nevertheless, students are responsible for studying class materials independently, which can limit their understanding of advanced topics. We propose an approach that combines both flipped learning and the traditional method, allowing them to mutually enhance each other. In the proposed approach, students acquire foundational concepts prior to attending class, and subsequently delve into advanced topics during classroom sessions through lectures and guidance provided by the teacher. Afterward, students collaborate with their peers to solve problems that involve the application of the concepts they have learned, and exchange a variety of solutions and perspectives. We implemented the proposed approach in four computer science and engineering classes, spanning one to four semesters and observed an enhancement in students' comprehension and satisfaction levels. We anticipate implementation of the proposed approach across various computer science and engineering courses, while enhancing their overall quality.