• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.45-73
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• 2017

The purpose of this study was to suggest the effects of early childhood design program based on brain-compatible learning principles. Subjects were thirty-six children from two class of I kindergarten and S kindergarten in K city. One class was assigned to an experimental group and had early childhood education program activities based on brain-compatible learning principles and the other class was assigned to a comparative group the general art education program activities. The results of this study are as follows. First, there was a significant difference between the experimental group and the comparative group in their fluency, originality, sensitivity of creativity. Second, participants in the experimental group also score higher on the helpful act, communication skill, sharing skill, empathy, and regulation of emotion. Therefore, early childhood design education program based on brain-compatible learning principles should be considered as a meaningful alternative method for promoting children's creativity and prosocial behaviors.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.155-162
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• 2020

We extracted the meaning of educational experience of the parents who moved to rural village for their children's education. While moving to the cities for the childen's education is general trend, moving to the rural village for the children's education is peculiar phenomenon. For the study, in-depth interviews were conducted with six parents who moved to rural village, and the statements were analyzed by the phenomenological analysis method of Colaizzi. As a result, thirty themes, eight theme clusters, and three meaning categories were extracted. Three categories which characterize the experience of parents who moved to rural village for their children are 'longing for nature-friendly life in rural area', 'positive experience of communication and empathy with neighbors', and 'children's happiness-centered education'. Eight theme clusters are 'dislike confined environment of an apartment', 'positive experience of childhood in the countryside', 'value direct and indirect experiences of variety', 'free and stimulating environment of countryside', 'experience of communicating and empathizing with neighbors','regret private education caused by parents' greed', 'value child centered education', 'yearn for the self-directed learning around character and art-physical abilities'. Based on the result, implications were discussed and follow-up studies were suggested.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.261-266
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• 2020

The purpose of the Convergence study is to analyze the impact of students' satisfaction and educational performance through research on overall educational service quality factors for beauty academies. The subjects of the study were conducted from March 29 to April 12, 2020 for those in their 10s and 40s attending beauty academies in Seoul, Gyeonggi-do and Incheon, and 377 surveys were analyzed and used for research. Multiple regression analysis was performed using the SPSSWIN 21.0 program for research purposes. As a result of the study, the higher the level of empathy, reliability, responsiveness, type, and certainty of educational service quality, the higher the satisfaction level of the class. The higher the satisfaction level, the higher the educational performance. Based on these research results, measures to improve the quality of education services that can enhance the satisfaction and educational performance of beauty academies should be improved by diversifying educational methods and contents and enhancing the quality of education and service expertise. The expertise of education should be strengthened to improve competitiveness. Therefore, follow-up research is needed to develop various programs to enhance future course satisfaction and educational performance and to develop education methods to enhance the quality of beauty education services.

• (The) Research of the performance art and culture
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• no.36
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• pp.553-584
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• 2018

In order to succeed to the 'Traditional Play Series 1~9' by Prof. Sa Jinsil, this article sought the contact points between the traditional drama and the elementary drama education that Prof. Sa Jinsil held. The educational perspective of the prof. Sa Jinsil is reflected specifically in the seventh and eighth volumes. However, these educational perspectives are similar to those presented in the 2015 revised curriculum. It is also similar to the cultivation of humanities through theater education. In other words, the similarity is confirmed in that the target is creativity-interdisciplinary type human. The foresight of the prof. Sa jinsil in the education for creativity-interdisciplinary type human is confirmed. On the other hand, in order to cultivate creativity-interdisciplinary type human, it is also required to cultivate the ability to 'fun speaking' as well as 'logically speaking'. In this regard, I presented Jaedam, one of the Korean traditional plays, as an alternative. The reason for this is as follows; (1)It is possible to succeed Korean traditional theater performance style through regular class. (2)Students can develop emotional and empathy skills through fun speaking education. (3)Students will develop persuasive storytelling skills. At this time, the traditional play series 1~9, which contains the works of Prof. Sa Jinsil, and cultural ideas and educational ideas, will be useful.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.63-70
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• 2022

The essence of the definition of "tolerance" is analyzed. Motivational, knowledge and behavioral criteria for tolerance of future teachers are highlighted. Indicators of the motivational criterion are the formation of value orientations, motivational orientation, and the development of empathy. Originality and productivity of thoughts and judgments, tact of dialogue, pedagogical ethics and tact are confirmed as indicators of the knowledge criterion. The behavioral criterion includes social activity as a life position, emotional and volitional endurance, and self-control of one's own position. The formation of tolerance is influenced by a number of factors: the social environment, the information society, existing stereotypes and ideas in society, the system of education and relationships between people, and the system of values. The main factors that contribute to the education of tolerance in future teachers are highlighted. Analyzing the structure of tolerance, it is necessary to distinguish the following functions of tolerance: - motivational (determines the composition and strength of motivation for social activity and behavior, promotes the development of life experience, because it allows the individual to accept other points of view and vision of the solution; - informational (understanding the situation, the personality of another person); - regulatory (tolerance has a close connection with the strong - willed qualities of a person: endurance, selfcontrol, self-regulation, which were formed in the process of Education); - adaptive (allows the individual to develop in the process of joint activity a positive, emotional, stable attitude to the activity itself, which the individual carries out, to the object and subject of joint relations). The implementation of pedagogical functions in the information society: educational, organizational, predictive, informational, communicative, controlling, etc. provides grounds to consider pedagogical tolerance as an integrative personal quality of a representative of any profession in the field of "person-person". The positions that should become conditions for the formation of tolerance of the future teacher in the information society are listed.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.183-190
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• 2023

This study is a study on the effect of university students' entrepreneurship education service quality on educational satisfaction and entrepreneurship intention. Although various entrepreneurship education is being operated at universities, there is not much research on entrepreneurial intentions. In this study, in order to analyze the factors for increasing the entrepreneurial intention, the effect of the service quality of entrepreneurship education on educational satisfaction and entrepreneurial intention was examined. In order to achieve the purpose of this study, questionnaires were distributed to university students in Daegu and Gyeongbuk, and statistical analysis of 298 questionnaires that were faithfully answered was conducted using SPSS 22. TA is a result of multiple regression analysis on the effect of start-up education service quality on educational satisfaction, tangibility, responsiveness, certainty, and empathy had a significant effect, but reliability did not have a significant effect, and educational satisfaction had a significant effect on entrepreneurship intention. Recently, start-up businesses in Korea have been revitalized, and various programs such as start-up education, start-up support policies, and commercialization support are emerging. Since the quality of educational service for start-up at universities affects the will to start a business, service quality capabilities should be strengthened to increase educational satisfaction.

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

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.453-461
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• 2021

This study aims to study the effect of service quality of lifelong education in culture and arts on educational satisfaction, intention to continuous use and performance. The service quality of culture and art lifelong education was divided into three dimensions: education quality, administrative quality, and environmental quality. As detailed factors related to quality, six variables were set based on SERVQUAL: convenience, expertise, responsiveness, supportability, empathy, and tangibility. For this study, data were collected from 310 people taking cultural arts lectures at lifelong educational institutions in Seoul, Daegu, and Gumi. Since it was only for lectures related to culture and arts, a total of 256 materials were used for the study, excluding inappropriate materials. A structured questionnaire was used as a data collection method, and a structural model analysis was conducted to verify the hypothesis. As a result of this study, responsiveness among the service quality factors of lifelong education for culture and arts was rejected. In addition, the higher the satisfaction with the culture and art lifelong education institution, the higher the performance and the intention to continue using it. The theoretical and practical implications of this study result were discussed, and future research tasks were presented.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.93-105
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• 2014

Group creativity has recently been heightened as a core competence in the 21st century. Therefore, there is a need for introduction of concepts on design thinking emphasizing the collaboration and empathy to science education as an effective method for fostering group creativity. Understanding design thinking for effective introduction should be preceded, so we explore the characterizations of design thinking through the generic model overlay method, focus group interview, and critical incident technique analysis. The results reveal 4 cluster units of competency and 15 core competencies. The collaboration cluster consists of 5 competencies and they are as follows: organization of the team, communication, self-control, persuasiveness, and initiative competency. The integrative thinking cluster consists of 3 competencies and they are as follows: analytical, strategic, and intuitive thinking competency. The human-centeredness cluster consists of 3 competencies and they are as follows: user-orientation, relationship building, and interpersonal understanding competency. The multidisciplinary cluster consists of 4 competencies and they are as follows: achievement orientation, information seeking, curiosity, and flexibility competency. Findings are expected to provide the basic data for developing programs and establishing strategies in order to foster group creativity as well as introducing design thinking to science education effectively.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.309-313
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• 2018

Maker Activity based Design-Thinking 5 Step is a better experience for providing the public with a better approach to design by sympathizing with human needs and exploring the public's potential desires. This paper studied the teaching method by applying the value of the Maker Training that emphasizes the importance of sharing and opening results with others after creating them based on the ideas of the learners using different tools, the basic mind of Design-Thinking with the observation and empathy about human beings and the derivation of user-centric results to the SW coding curriculum. For this purpose, we studied teaching methods by Design-thinking based on sections that require coding in the information classes of the secondary school curriculum. We demonstrated the class to a group of education experts by applying the syllabus of instruction. Then we collected evaluations and opinions of the experts and we modified the syllabus to reflect the collected assessment. Under the Design-thinking 5 step foundation, classes were demonstrated with a group of education experts, opinions collected, and suggestions collected were reflected on the assessment outcome. I think that It is an effective training opportunity to practice a widespread idea that enables infinite thinking and a convergence of thinking that brings out the best decision from a widespread idea.