• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.277-287
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• 2022

This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than outcome in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rather than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teachers believed that learning ability was born with experience, while high-career male teachers value the learning process. Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers' personal characteristics.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.188-196
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• 2012

Science festivals have occupied a very important axle in informal science education that enables students to experience the amazement of scientific experiments to think over scientific principals beyond the formal education in the classrooms. Among the concerned person, the most benefit-taken group may be the assistant who help the participants experience the activities in the festival. In order to find out the ways to make the student assistant's participation into a meaningful education experience, we analyzed the types of the activities in the science festival as well as the characteristics of the interaction between the student-assistants and the participating students are studied. The research findings are as follows: First, most activities in the science festival had related to the scientific concepts or principals; however, the understanding of the concepts and principals didn't highly affect the procedure of the activities. In many cases the students operated and made results without checking the related concepts or principals. Second, the student-assistants showed the consistency of operation in guiding their activities. They were explaining mainly the process of the experiments without giving a chance to think of related concepts or principles. We suggest that teacher should consider the student-assistants' learning in the festival as well as that of the participants.

• Speech Sciences
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• v.12 no.1
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• pp.75-87
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• 2005

In this study I investigate how native Korean listeners perceive English vowels /i/, /I/, and /$\epsilon$/. I extend Flege et al's (1997) study with synthesized /i/-/I/ and /I/-/$\epsilon$/ continua, and apply the results to Flege's (1995) Speech Learning Model (SLM). The statistical results show that native speakers of English rely more on spectral steps than on vowel duration when they identify the /i/-/I/ continuum, whereas native speakers of Korean rely more on vowel duration than on spectral steps when they identify the same continuum. In the case of the /I/-/$\epsilon$/ continuum, both groups rely on spectral steps when they identify the /$\epsilon$/, which supports the SLM; Koreans identified the /$\epsilon$/ categorically since Korean has the equivalent vowel. However, there was not statistical difference between Korean subjects with more English experience (KE) and those with less English experience in the identification of both continua. This contradicts the SLM, which posits that experienced L2 learners are better than inexperienced L2 learners in perception of L2 sounds. The exact nature of this should be further investigated in the SLM.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.79-99
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• 2010

This study inquired into the life and experiences of two elder sisters who have different individual and familial risk factors and their younger brothers from the mixed-age preschool class through ethnographic research method using participant observation. The results showed that an elder sister from low-income multi-children family played her role very actively through caring for, learning and playing with younger brother during almost of the play situations. On the other hand, the other elder sister who has experience of depression, showed strong possessiveness and neglect of younger brother. As for psychological aspects of sibling relationship, the elder sisters were suffering psychological stresses resulted from excessive role expectation in family or from self-recognition on elder sister role, respectively.

• Journal of Engineering Education Research
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• v.26 no.4
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• pp.58-65
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• 2023

This study is to explore the meaning and role of "Shared Universities" as perceived by college students. Currently, shared universities are being promoted as an important innovative strategy to overcome the decline in the college-age population and enhance the quality of education by sharing human and material resources among individual universities. This study aims to examine the meaning and value of "shared universities" as perceived by college students who actually participate in shared university programs from the perspective of the demand side. Specifically, the study seeks to explore what students feel and experience through shared university education in order to derive implications for future shared university operations.

• Journal of Korea Society of Digital Industry and Information Management
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• v.5 no.4
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• pp.169-177
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• 2009

In come cases, people differently respond on the same joke or thoughtless behavior - sometimes like it and laugh, another time feel annoyed or angry. This fact is explained that experiences which we had in the past are remembered by emotional memory, so they cause different responses. When people face similar situation or feel similar emotion, they evoke the emotion experienced in the past and the emotional memory affects current emotion. This paper suggested the mechanism of the emotional memory using SOM through the similarity between the emotional memory and SOM learning algorithm. It was assumed that the mechanism of the emotional memory has also the characteristics of association memory, long-term memory and short-term memory in its process of remembering emotional experience, which are known as the characteristics of the process of remembering factual experience. And then these characteristics were applied. The mechanism of the emotional memory designed like this was applied to toy hammer game and I measured the change in the power of toy hammer caused by differently responding on the same stimulus. The mechanism of the emotional memory suggest in above is expected to apply to the fields of game, robot engineering, because the mechanism can express various emotions on the same stimulus.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• Research in Mathematical Education
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• v.20 no.1
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• pp.31-38
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• 2016

WHAT we teach, and HOW students experience it, are the primary factors that shape students' understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the results of the approach to "break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of "mathematical culture" in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated approach to assessing learning.

• Journal of the Korean Society of Clothing and Textiles
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• v.28 no.11
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• pp.1448-1457
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• 2004

Based upon mail survey method, this empirical research aims to compare the CAD education in four countries in terms of education conditions, education methods, and education performance. Results show that Korea is similar to Japan in many ways, while it differ from U.S.A. or Germany in several respects. Putting less importance in CAD course, Korean professors of CAD were found to be relatively young and deficient of teaching experience and/or industrial experience. And CAD course, which is not compulsory but elective one, is taught in a more crowded (junior) class with less satisfactory hardware and software. In the education goal or contents, the CAD courses in Korea lack real world problems or applications, concentrating less on students-based or problem-based learning methods than Germany or U.S.A.. Consequently, Korean CAD education is outperformed by German or U.S. one in educational performance both in skill improvement and in attitude enhancement.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.3
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• pp.355-365
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• 2016

Purpose: This study explores the moral distress that nursing students experience during their clinical practice in Korea. Methods: Data were collected using focus group interviews, and analyzed using qualitative content analysis. Participants were recruited from three nursing schools in three different cities; each focus group interview lasted between one to two hours. Results: Twenty-two nursing students with more than one year of clinical practice experience participated. Three categories and ten themes were extracted. The following situational categories: "unprotected patients' right and dignity," "clinical settings in which standards of care are not upheld," "disrespectful hospital culture," and "inconsistent and unsystematic clinical education" caused moral distress. Types of responses to moral distress included: "shock and confusion over the gap between reality and moral standards," "powerlessness when cannot advocate patients," "fear and doubts about nursing career," and "moral desensitization and disappointment in oneself." "Expressions of moral distress and the need for advice" and "a search for meaning and hope" were identified as coping strategies. Conclusion: These results demonstrate the need for systematic clinical practicum and education programs to minimize moral distress. These programs may offer opportunities for students to turn moral distress into opportunities for learning and growth in the future.