• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.415-436
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• 2023

In this study, we aimed to examine the level of implementation of the second comprehensive plan for promoting academic libraries (2019-2023) by analyzing key statistics of academic libraries and gathering perceptions from library staff. We analyzed the changes in major statistical indicators of libraries over the past five years. Additionally, we surveyed library staff to understand their overall perceptions of the plan and their attitudes towards the 17 sub-tasks outlined in it. The analysis of 369 survey responses revealed several key findings. Firstly, most respondents comprehended the plan well and frequently utilized it for developing their libraries' development and implementation plans. Secondly, the IPA results indicated that regardless of the type of university, there should be a continuous focus on facility improvement, teaching-learning support, and expanding access to academic resources. Efforts to develop library policies and strengthen human and financial resources were identified as crucial. Thirdly, four-year universities particularly emphasized the importance of expanding access to international academic resources compared to junior colleges. Conversely, junior colleges perceived foundational skill-building programs and inclusive services as more significant than four-year universities. The application of the IPA diagonal model revealed that the performance levels of all sub-tasks were lower than their perceived importance levels, suggesting the need for strategies to enhance effectiveness in future comprehensive plan formulation.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.705-715
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• 2016

The purpose of this research is to analyze elementary students' attention characteristics through attention test and eye tracking on real science classes. The SMI's ETG(eye tracker glasses) mobile eye tracker was used to analyze the attention process of elementary students'. The sampling rate of the ETG is 30Hz. The participants of attention test were elementary 155 6th-grade elementary students and the participants for the eye-tracker were six 6th-grade male students. The eye movements were analyzed using the 'BeGaze Mobile Video Analysis Package' program. The results of this research are as follows. First, the attention test results of elementary students showed high correlation between selective attention and sustained attention (.85) and low correlation between selective attention and self-regulation (.32). Second, the attention types of elementary students were divided into four; attention, inattention, easygoing and hasty. Third, elementary students' attention were divided into top-down, bottom-up, default mode network through analysis of elementary students′ eye-movements during real science classes. Also their attention shift occurred frequently due to various reasons in real class situation. There were three reasons that made elementary students fail to handle knowledge-dependent top-down attention; 1) the cognitive failure of target caused by failing to focus attention, 2) the absence of prior knowledge on target object, 3) the analogical failure of prior knowledge. Finally, elementary students' attention process were schematized based on the analysis of students' eye movements and attention test. This research is expected to be utilized as basic data for developing effective teaching strategies, teaching-learning models and instructional materials.