• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.131-142
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• 2015

The purposes of this study are to develop a measuring instrument for the analysis of science classroom culture from the perspective of Community of Practice (CoP) and to confirm its feasibility. We set the structural factors of CoP and developed preliminary questions through literature review. The validity and reliability of the instrument were examined and modified through the pilot survey participated by a total of 219, 4th, 6th, and 8th grade students. The modified instrument consisted of 5 factors of 'responsibility for learning', 'common interest', 'mutual relationships', 'open participation', and 'practice', comprising a total of 27 items. As the main survey, confirmatory factor analysis and reliability analysis of the instrument were carried out with a total 706 students of the 4th and 6th grade. This measuring instrument was validated and used for analyzing the culture of science classroom CoP of elementary school by comparing the data from the main survey in terms of structural factors, grade, gender, and teacher type. The measuring instrument is expected to be used not only for analyzing science classroom culture from the perspective of CoP, but also for offering implications for the desirable science classroom culture.

• Journal of Science and Technology Studies
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• v.19 no.3
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• pp.119-166
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• 2019

The risk of electromagnetic field(EMF) from power lines has been heavily disputed whenever high-voltage power line towers were built in South Korea. Local communities and civic groups had regarded burying the lines in the ground as an alternative to building power line towers. In 2014, however, when an elementary school science teacher reported the results of EMF measurements over the underground power lines to the Asian Citizens' Center for Environment and Health (ACCEH), the risk controversy over underground power lines took a whole new turn. The level of EMF from underground power lines turned out to be higher, and therefore more harmful than that from power line towers. In the debates that took place from then on over the EMF risk, ACCEH and NIER(National Institute of Environmental Research) presented conflicting topographies of EMF risk. This paper examines measuring practices of ACCEH and NIER by analyzing the measuring sites, measuring devices, and measuring heights chosen by each organization. This paper further examines how ACCEH and NIER mobilized various standards(EMF exposure limit, measurement guideline, categorization of carcinogens) differently. This controversy on the EMF from underground power lines of Seoul has raised concerns on the non-thermal effects of EMF in the long-term exposure and has led people to question whether burying the power lines is the safe alternative to building power line towers. Furthermore, this suggests conflicting answers on whether Seoul, where 90 % of transmission lines were already buried, is a safely managed place or not.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.525-534
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• 2019

The purpose of this study is to investigate the influences of Science Core schools on students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science core schools. In-depth interviews with teachers were conducted to explore the factors that led to the effectiveness of science core schools in improving the student's PES in light of operational characteristics of science core schools as leading schools, characteristic factors of science core schools on students PES, and improvement plans and requirements of science core schools as leading schools, as well as implications for general high schools. In the case of science core schools, the teacher's enthusiasm for science teaching encouraged students' participation in science classes, promoted students' interest in science other than science-core classes, improved students' inquiry and research skills, increased students' competencies such as communications and collaboration by improving science instructions, and affected career search and exploration based on interests in science experiences. Based on the results, ways to spread the characteristics of science core schools to general schools' curriculum implementation are suggested including providing opportunities to experience the value of science study, to experience science and engineering careers through senior students, to participate in team projects and self-regulated science inquires, and so on.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.359-369
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• 2021

This study aims to investigate pre-service primary English teachers' perceptions of multicultural education. For this study, the researchers surveyed 63 pre-service teachers at a national university of education using an online survey. A quantitative method is used in order to collect and analyze data. The results revealed the following: First, pre-service primary English teachers stand at a considerably high level in their overall understanding of elementary students and clearly recognize the necessity of multicultural education in school. Second, concerning the difference that the personal variables of gender, grade, and major make in the subjects' perception of English education based on multicultural education, grade showed no statistically significant difference, but gender and major are responsible for a slight difference. Third, an analysis was made of the correlation between the subjects having or not having received multicultural education and the personal variables of gender, grade, and major, yielding the following results: Gaining or not gaining multicultural education does not correlate with gender, but does significantly with grade and major.

• Korean Educational Research Journal
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• v.41 no.3
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• pp.1-22
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• 2020

The purpose of this study was to investigate the relationship of job satisfaction, self-encouragement, and subjective well-being of public kindergarten teachers. To achieve this, a questionnaire was given to 121 teachers in public kindergartens, and the data were analyzed through descriptive statistics and independent-sample t-tests. The main results of this study are as follows: First, job satisfaction, self-encouragement, and subjective well-being of the teachers were above medium level, while negative affect was lower. Second, public kindergarten teachers with higher job satisfaction showed significantly higher subjective well-being than those with lower job satisfaction. Third, teachers with higher levels of self-encouragement showed significantly higher subjective well-being than those with lower job satisfaction. Fourth, in the case of teachers with higher job satisfaction, those with higher levels of self-encouragement showed significantly higher subjective well-being than those with lower levels. The results suggest that the subjective well-being of the teachers depends on the level of their job satisfaction and self-encouragement, and that even if they do have low job satisfaction, high self-encouragement could have a positive effect for them. The results of this study are discussed, and suggestions provided for further research.

• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.131-154
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• 2023

This study analyzed the effectiveness of visiting reading programs for vulnerable children, focusing on the case of libraries in A-si, Gyeonggi-do. Library A utilized a visiting teacher to deliver books that matched the children's levels and interests through non-face-to-face interactions, or to engage in face-to-face reading sessions and deliver books together. In 2022, a total of 158 individuals from 103 families participated in the program, with 103 individuals from 67 families delivering books and 55 individuals from 36 families engaging in book reading activities. Pre- and post-project surveys were conducted to assess the reading effects, and interviews were conducted with the visiting teachers. The analysis revealed that the level and interest of the children during book delivery and reading sessions were identified, and the effects of reading books with high levels of interaction were significant. Infants who were able to easily acquire reading experiences according to their age exhibited better reading effects compared to elementary school students. The program aimed at the new participant group showed slightly greater effectiveness than the group of continuing participants. Furthermore, following the implementation of the program, improvements were observed in reading interest, reading attitude, reading environment, reading interaction, self-esteem, social skills, language ability, reading proficiency, self-directed learning ability, and library utilization rate.

• Archives of design research
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• v.18 no.2 s.60
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• pp.243-254
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• 2005

Great Britain and the United States and Finland are having an interest in long policy subject about child design education through early design education. And they approaches and practices it systematically. The research about the design learning program instance of advanced nation of primary school's design education for various objective is necessary for use with the fundamental reference data for an elementary design education. And so, This research presented the program instance investigation and analysis result of British primary school's design education. U.K is teaching an primary design education from two subjects of Art & Design and Design and Technology which is a legal subject with national curriculum. The analysis result of design relation unit learning program of two subjects is: Design relation unit learning programs of 'Design and Technology' subject's 20 unit which except 4 food relation unit is largely scientific engineering contents that include utility function contents in part. The reason is as behavior styles based on Design process solve problems scientifically & rationally. Design relation 6 units in subject of Art & Design which except the units which relates with the pure fine arts and architecture in 19 units is aesthetic-symbolic and utility-functional contents largely. And so, the result was analyzed about relation of scientific-engineering content of 'Arts & Design' subject is insufficient comparing with 'Design and Technology' subject Specially, I think that the design relation's unit learning program instances of 'Design and Technology' subject of the British primary school which have been presented by this research paper is a possibility becoming one reference model for a program development. And so I expects that this research could be applied in the program development for the primary design education of primary teacher & education agency.

• Journal of Science Education
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• v.37 no.3
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• pp.434-445
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• 2013

The purpose of this study is to aid the teaching strategy for the teacher by investigating the preconception of the earthquake for 4th grade students in elementary school before learn the curriculum. For this, 31 grade students who lived in Seongnam in Gyeonggi province were interviewed with the questionnaire. The following is the findings. On the definition of an earthquake, 64.9% of the students had scientific conception. On the question of 'what happens on the ground when there is an earthquake', 59.2% of the students responded shaking or cracking of the earth, ground, things or building. On the question of 'what a person should do when there is an earthquake', most of the students responded by more than two answers. In contrast, on the causes of an earthquake, there were the largest percentage (35.3%) students who answered they didn't know. Except for one student, there were no students had talked about scientific conception. On the question of 'what happens below when there is an earthquake', 26.3% of the students responded they didn't know. On the place where an earthquake occurs rather frequently, 22.2% of the students mentioned an island. On the reason, 39.9% of the students responded they didn't know and there were no students with scientific answers. This study showed 4th grade students had scientific conception on the definition of an earthquake, and they had many experience interaction with external environment on 'what happens on the ground when there is an earthquake', 'the place where an earthquake occur rather frequently'. However the students had relatively small experience on the causes of an earthquake, on 'what happens below the ground when there is an earthquake', and earthquake-prone areas. Based on this study, additional research must be conducted on science in which the students' preconceptions is investigated to connect back to curriculum development. In addition, consideration must be given on how to integrate the thinking processes of students during the curriculum development process.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.339-358
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• 2021

This study explores the agency of a student leader, expressed through efforts to distribute power and encourage participation in elementary scientific modeling classes. The study also analyzes the context in which the leader's agency was expressed and the context in which the development of a collective agency was constrained. The participants were 22 fifth-grade students. The leader's agency was analyzed by examining his words and actions. As a result, at the outset of the study, the leader had the most power, performing all the activities as the sole authority in a non-cooperative participation pattern. However, with reflection and help from the researcher, the leader recognized the problem and facilitated the participation of other students. He developed an identity as a teacher and demonstrated the agency. The leader's agentic behaviors can be categorized into three aspects. First, regarding the cognitive aspect, the leader helped other students participate in modeling by sharing his knowledge. Second, regarding the normative aspect, he made rules to give all students an equal voice. Third, regarding the emotional aspect, the leader acknowledged the contribution of the students, increasing their confidence. The leader's agency temporarily helped the group to overcome the student hierarchy, facilitating a cooperative participation pattern. However, the development of a collective agency was constrained. The power of the leader was partially redistributed, and the other students did not position themselves as equal to the leader. To support the leader's agency to develop into a collective agency, it is necessary to redistribute the power of the leader more equally and to change the recognition of students.

• Korean Journal of Culture and Social Issue
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• v.12 no.1
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• pp.161-195
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• 2006

The purpose of this study is to examine factors influencing quality of life for individuals in the family, school or workplace, leisure settings, and Korean society using the indigenous psychological analysis. A total of 3,406 participants, consisting of 1,331 elementary, middle, high school students and 2,075 parents and teacher, completed an open-ended questionnaire developed by Kim and Park (2004b). The respondents reported the factors that influence quality of life in Korean society as follows: Economic condition, collective effort, leisure and cultural life, harmonious interpersonal relationships, effective government policy, and educational attainment. The factors that reduce quality of life in Korean society are as follows: Economic uncertainty, political instability, lack of citizenry, ingroup favoritism, corruption, lack of facilities for leisure and social life, and overemphasis on educational achievement. Second, the factors that influence quality of life in the family are as follows: Harmonious family relations and financial security. For students relationship with friends and academic achievement are reported as important factors influencing quality of life at school. For adults, harmonious interpersonal relationship, financial factors and occupational achievement are reported as important factors influencing quality of life at the workplace. For leisure and social leisure life, financial security, leisure time and interpersonal relationships are reported as important factors influencing quality of life. Third, as for generational differences, students reported political instability and adults reported economic uncertainty as the most important factor reducing quality of life in Korean society. For family life, students reported conflicts among family members and adults reported financial constraints as the most important factor reducing quality of life. For leisure and social life, students reported lack of leisure time and adults reported financial constraints as the most important factor reducing quality of life. Fourth, for students the following characteristics were associated with higher quality of life: Higher socio-economic status of the family, younger, and higher academic achievement. For adults, the following characteristics were associated with higher quality of life: Higher socio-economic status of the family and greater achievement their social life. Implications of these results on the quality of life in Korea, focusing on human relationship, financial factors, self-regulation and educational achievement are discussed.