• Journal of the Korean earth science society
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• 제39권3호
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• pp.291-302
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• 2018

The purpose of this study is to investigate pre-service middle school earth science teachers' perceptions about the learning of geological field trip. The study sample consists of 39 undergraduate students at the university located in a metropolitan city. Additionally, 4 pre-service earth science teachers are semi-structure interviewed. The instrument of the study includes a 5-category perception about the learning of geological field trip, which consists of needs, educational values, educational experience, teaching methods, and training for learning. The results are as follows. First, participants are important to the need and educational values of learning about the geological field trip regardless of gender and grade level. Second, all participants have experienced geological field trip in college. They have more opportunities to experiment for field trip as they advance to higher grade. There is significant difference between lower and higher graders in terms of the goal of learning about geological field trip. It needs a new lesson model to teach geology between men and women regarding teaching methods category. In order to practice geological field trip in school, participants perceive that they need the knowledge of geological context, experiment of field trips, and how to teach geological field trip to students. This study suggests that pre-service earth science teachers' perceptions include how to teach and learn geological field trip during their college year.

• Journal of Educational Research in Mathematics
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• 제22권4호
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• pp.581-602
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• 2012

For developing mathematics teachers' professionalism, it is necessary to construct PDS to provide training programs which are appropriate for Korean context and needed by mathematics teachers. This study is a preliminary study for constructing PDS and aims to design PDS model for Korean mathematics teachers. Firstly, components of model were elicited by theoretical review. Secondary, focus group discussion with 8 teachers and individual interview with 1 educational profession and 3 foreign mathematics education researchers were conducted. Finally, by reflecting FGD and interview results, the final version of PDS model was designed. The final model is constructed by 3 components, which are life cycle, program types, and participants. In addition, professional development topics for each life cycle according to PDS model are presented.

• Journal of Gifted/Talented Education
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• 제10권1호
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• pp.1-32
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• 2000

Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.

• Journal of Educational Research in Mathematics
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• 제23권4호
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• pp.467-490
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• 2013

Correlation is a basic statistical concept which is necessary for understanding the relationship between two variables when they change values. In the middle school curriculum of Korea, only informal definition of correlation is taught with two-way data representations such as scatter plots and contingency tables. In this study, we investigated Korean high school students' understanding of correlation using a test consisting of 35 items about interpretation of scatter plot, contingency table, and text in realistic situation. 216 students from a high school in Seoul took the test for 20 minutes. From the results, we could observe the following: First, students did not have right criteria for determining the strength of correlation presented in scatter plots. Most of students could determine if there is correlation/no correlation and if the correlation is positive/negative by seeing the data presented in scatter plots. However, they did not judge by the closeness to the regression line but rather judged by the closeness between data points. Second, when statements about comparing the strength of correlation in the context of real life situation were given in text, the students had difficulty in understanding the distribution-related characteristic of the bi-variate data. Students had difficulty in figuring out the local distribution characteristic of data, which cannot be guessed merely based on the expression 'The correlation is strong' without statistical knowledge of correlation. Third, a large number of students could not judge the association between two variabels using conditional proportions when qualitative data are given in 2-by-2 tables. They made judgement by the absolute cell count and when the marginal sum of two categories are different for explanatory variable they thought the association could not be determined. From these results, we concluded that educational measures are required in order to remove such misconceptions and to improve understanding of correlation. Considering that the current mathematics curriculum does not cover the concept of correlation, we need to improve the curriculum as well.

• The Mathematical Education
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• 제42권2호
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.

• Journal of the Korean association of regional geographers
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• 제7권3호
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• pp.59-73
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• 2001

This thesis aims to explore the effects of ecotourism in New Zealand as a foreign area study and investigate spatial implications of ecotourism in geographical context. In addition, this research pursuit to provide effective regional policies for ecotourism in Korea. To achieve the objectives this research carried out literature review before taking field survey in New Zealand. The survey was undertaken for three times in New Zealand. Using the materials such as data collection and interviews, the effects of the ecotourism were investigated. The effects of the ecotourism in New Zealand not only have presented environmental conservation and educational feedbacks to the ecotourists, but also contributed to development of regional economy. In addition, the collaboration of the governmental policies has supported the ecotour environments and active involvement of residents that resulted the effects of the ecotourism in New Zealand. Therefore, the ecotour industry has been able to foster stable economic development in long-term and provide educational opportunities for ecotourists to recap environmental importance. These benefits that the ecotour resources provide have contributed to accomplish the main purposes of the tour industry in New Zealand where natural environment has been identified as the mostly highest priority to be preserved for their tour industry. These effects have led aggressive activities of the ecotour development of central and local governments and local residents The ecotourism in Korea has not still achieved the real benefits which meet environmental conservation, regional economic advantages and educational effects. To obtain the effects, therefore, it needs close collaboration with governmental activities and close involvement of local residents. For this, the case studies of New Zealand present a good examples of how to success the ecotour as a set of tour industrial resource.

• Korean Journal of Comparative Education
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• 제22권4호
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• pp.1-24
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• 2012

This comparative study attempts to explore in what politico-social context 'Education Welfare Invest Priority Zone Plan' has been developed and to find politico-social implications of Korean EWIPZP through critically comparing the cases of UK and France. Korean financial crisis brought up the importance of 'Education Welfare' turning into a concrete system, 'EWIPZP' in 2003. This educational welfare policy has expanded since 2005 up to now by the changed name of 'Education Welfare Priority Plan' in 2008, that is structurally different from the original framework which was to support schools in educationally disadvantaged areas. Even the cases of EAZ in UK and ZEP in France started by progressive political parties and established on the ground of 'equity' philosophy, turned into the excellence-based equality policy confronting with the harsh condition of neo-liberalistic global economy under the conservative regime. So does Korea under the critics against this tendency. Comparing Korean case with the cases in UK and France, the current Education Welfare Priority Policy in Korea should be back to the original principle of educational equity and transform into the bottom-up bilateral cooperation model from the top-down model by the authorized party itself in order not to be manipulated politically.

• Korean Journal of Comparative Education
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• 제27권3호
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• pp.23-48
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• 2017

The purpose of this study is to analyze the meaning of Joseon school or Korean school (hereafter, Korean school) education in the context of Japanese foreign education through oral history of Korean residents in Japan. I focused on how educational experience of Korean residents who were born and raised in Japan formed through the Korean school education was implemented and applied in Japanese society. Participants were 7 Korean residents in Japan who were educated at Korean school. They all grew up in Kansai region including Osaka Prefecture and Hyogo Prefecture. The oral data was collected three times from September 17, 2014 to February 29, 2016. The oral interviews were conducted two times, two hours per session. As to the analysis of oral data, we first prepared the classification table according to the detailed themes and then cross-checked between the history of Korean residents in Japan as well as related literatures and the memories of the oral interviewees. The results of this study are as follows. The oral interviewees recognized that there was no relation between the development process of foreign education policy in Japan and Korean school education. They said that the education of foreigners in Japan was "consistent with the exclusion of Korean schools." However, unlike the Japanese central government, local governments implemented the policies such as providing subsidies to Korean schools, accepting the graduates of Korean schools in public and private universities, and providing fare discounts for students of Korean schools in local private railways.

• (The) Korean Journal of Educational Psychology
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• 제31권2호
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• pp.215-237
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• 2017

This study was to examine the mediating role of high school students' teacher justice experience and their emotional relationship with teachers in the links between belief in a just world and school engagements, along with gender differences. The participants were 383 high school students in Seoul, Korea. The results showed that the more the students believed in a just world, the more they engaged in school life. In addition, the effect of belief in a just world on teacher-student relationship was fully mediated by teacher justice experience, and teacher-student relationship also mediated association between teacher justice experience and school engagement. In particular, for female students(N=213), the belief in a just world had both direct and indirect effect on school engagement mediated by students' experience of teacher justice and their relationship with teachers in order. On the other hand, for male students(N=168), the influence of belief in a just world on school engagement was fully mediated by teacher justice experience and teacher-student relationship in sequence. The results that belief in a just world had different path to school engagement by gender could be helpful to understand beneficial effect of belief in a just world in educational context.

• (The)Study of the Eastern Classic
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• 제68호
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• pp.345-377
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• 2017

Jang Hyeongwang is one of the leading scholars since the era of Toe'gye and Yulgok in Korean Confucianism. Thus, this paper will summarize his schooling, i.e., education in local school(Hyanggyo), specific activities, and the meaning of moral education. Although Toe'gye and Yulgok recognized the problems of local school and their indictment revealed in 16th century, they sought different solutions to overcome the issues. Toe'gye paid attention to establishment of local academy(Seowon) and strengthening its stature in order to renew Confucian education while Yulgok kept an eye on reformation of local school as government educational institution for revitalizing schooling, fostering the talented and establishing moral discipline. In this context, I will summarize Yeoheon's perspective on schooling in terms of the difference with Toe'gye and Yulgok's ideas. Especially, I will analyze his problematique paying attention to restoration of moral order in local communities devastated since Japanese Invasion of Korea in 1592, and how it makes connection with local education and its implication. Furthermore, I will systematically examine the educational regulation of Indong local school(Indong Hyanggyo) he proposed and what its contents and real body he intended. In addition to these, I will suggest how much Yeohon's ideas on local education are meaningful in moral education and what kind of insightful things they would give us in current educational environments.