• School Mathematics
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• v.16 no.3
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• pp.409-444
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• 2014

There have been many discussions of teaching and learning mathematics through modeling activities in mathematics education research community. Although there has been some agreement regarding modeling activity as an alternative way to support mathematics teaching and learning, there is still no clear consensus on these issues. This paper reports a case study which aims to identify ways to design modeling tasks and instruction to foster meta-level learning, and investigate how modeling activities can facilitate meta-level learning. From the results of teaching experiment, this study examines the potential of modeling activities in mathematics teaching and learning.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.453-464
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• 2017

The purposes of the study are to investigate the experiences of major stakeholders (i.e. science teachers, program instructors, local experts, etc.) who participated in implementing Community-Based Socioscientific Issues Programs (SSI-COMM) and to provide educational implications for further implementation. SSI-COMM dealt with three issues (i.e. abandoned pets, fine dust, and recycling) that students often encountered in their local community. Each program, lasting over 16 class periods in a free semester, included in-school and out-of-school activities in order to promote their interest and participation in community. Four teachers, four program instructors, and six local experts joined the interviews to explain their experience of participating in the programs. As a result, school teachers, program instructors, and local experts positively appreciated their experiences of the program implementation and perceived educational potentials of SSI-COMM. All the stakeholders mentioned that they became more interested in local socioscientific issues and strongly perceived the need for the implementation of such programs linked to their own community. The science teachers appreciated the opportunities to identify students' potentials through SSI-COMM and believed that SSI-COMM would contribute to reducing the gap between learning and practice. The program instructors, observed that out-of-school activities contributed to enhancing students' self-confidence and fulfillment in learning. Finally, the local experts obtained a sense of belonging to their community and were very satisfied with their contribution. The SSI-COMM programs are expected to be one of the educational models that will help to encourage the participation of students and stakeholders in facilitating educational activities in relation to the community.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.334-342
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• 2016

This study performed an appreciative inquiry into models of instruction for the community learning. For this purpose, this study examined the principle of learning, instruction models for community learning, and appreciative inquiry. Next, draft appreciative inquiry models were built based on the principle of instruction models for the community learning. The previously designed appreciative inquiry models were revised and complemented through expert investigation by a focus group interview. This paper proposes a process of seven steps core learning activities. The seven steps were selecting a theme, interviewing for finding success story, analyzing an organization's success stories and deriving the core values, deriving future of the organization, sharing future of the organization, designing the ideal future of the organization consist of a practice, implement, and reflect. Because the proposed seven steps process is based on the literature and focus group interview, a follow-up study will be needed to verify the result.

• Journal of Information Technology Applications and Management
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• v.28 no.5
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• pp.1-16
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• 2021

This paper attempts to explore the need and importance of values integration in educational activities to mitigate learning crisis and promote sustainable learning achievement. The traditional approach, commercial motive, focus on instrumental knowledge coupled with many other contemporary issues have collectively smothered the fundamental humanistic principles of education. To avert the situation and execute the core objectives, we need to shift our focus: a shift from instrumental knowledge to humanistic-transformational knowledge; a shift from the traditional approach of supplying and storing information to learning to deal with the real-world problems; a shift from head to heart. Values integration is an attempt to initiate and promote this shift. Rather than teaching values and moral principles under a particular subject heading, values need to be a part of everyday in-school and out-school activities. To concretize this concept, a model is proposed in this study as a holistic model of values integration via whole school ambiances and community support.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.3-14
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• 2013

The previously developed practical inquiry activity supporting tools, deduced from the design principles and implementation principles based on the study of precedent researches and theories, applicable to conceptual learning in engineering education were implemented to an on-line learning community, a web-based Windows application, to find out its effectiveness in actual classroom situation through experimental research. The On-line learning community includes the inquiry activity menu to implement learning procedure of inquiry based conceptual learning, the functions supporting the communication among participants, the information sharing function, the scheduling function of class and inquiry activity, the mentoring function, and the evaluation of on-line activities of learners. Experimental study were also conducted in order to analyze the effects of inquiry activity supporting tools on inquiry based conceptual learning in engineering education.

• The Korean Journal of Community Living Science
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• v.17 no.4
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• pp.67-80
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• 2006

This study conducted research on the actual state of community-oriented services for elderly rural inhabitants and their desire related to them to develop a local community service network model suitable to the characteristics of rural longevity villages. The research was conducted on 906 elderly people over 65 living in 20 rural longevity villages through questionnaires assessing filming and economy, economic activity, health care, learning and leisure activities as well as asking their wants and needs relative to local community services. As a result, it was found rural elderly people showed a high desire for local community services such as health, transportation and economy activity. In addition, they were mainly cultivating farm products as their economic activity and showed a high demand in the future as well. Most were found to take a walk in the healthcare field and showed a high demand for health examinations, health education, health consulting, hot spring bathing and basking in the woods. Respecting learning, social and leisure activities, they were mostly found to watch TV and do house chores, and showed a high desire for village environment repair, traditional farm music, visiting and tourism. With the above results, it is expected that the desire of rural elderly for such services can be satisfied, and the development of a local community service network model suitable to the characteristic of a local community is recommended.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.83-113
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• 2019

Objective: The purpose of this study was to examine the experiences of mothers who participated in the training of consultants for the purposes building an early childhood educational community. Methods: Participants were 14 mothers in the first phase, 10 mothers in the second phase, and 8 mothers in the third phase. Data were collected from stories shared during the learning community activities. The mothers' experiences were analyzed according to qualitative analysis procedures. Results: Mothers' experiences of participating in the training of consultant for building early childhood educational community were categorized into three themes and seven sub-themes. The first theme was "self as a parent" including "looking inside myself in the parent-child relationships" and "looking inside myself in the relations with other mothers". The second theme was "self as a member of the community" which consisted of "sharing emotions through ritual", "forming communitarian identity through hospitality and solidarity" and "growing as a social mother". The third theme was "self as a educational community consultant" out of which emerged "setting up shared visions", "building practical community competence", and "creating fields of community implementation". Conclusion: The results suggested there are implications for the effective practices of building an early childhood education community and the direction and methodology of parent education.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.3
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• pp.364-373
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• 2006

Each roles of school community members as principals, assistant principals, head teachers, teachers, parents of pupils, and persons of regional society by questionnaire method. The opinions of 805 subjects of school members in Pusan city by stratified random sampling are analyzed. The results of analysis are as follows : The major roles of principals in school community are considered as (1) converging various schools members' opinions and reflecting them to school management (2) setting manifest educational goals of school and projecting visions of school development in the future (3) managing efficient, rational school. The major roles of assistant principals in school community are defined as (1) mediating and co-ordinating relation between principal and teachers (2) combing and harmonizing school members (3) dividing and co-ordinating school members' roles. The major roles of head teachers are defined as (1) driving departmental services and acting teaches' professional competency (2) mediating relation between school managers and teachers (3) converging teachers' opinions, delivering and reflecting them to the school managers. The major roles of teachers are defined as (1) supporting pupils' growth (2) completing teaching-learning activities (3) devoting pupul discipline. The major roles of pupils in school community are (1) believing schooling and teachers (2) self-initiative, positive learning activities (3) comprehending, caring, co-operating others. major roles of parents of pupils in school community are (1) believing schooling and teachers (2) The participating schooling (3) supporting schooling. The major roles of persons of regional community in school community are defined as (1) concerning and believing schooling (2) supporting and co-operating schooling (3) comprehending and loving schooling.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.3-13
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• 2018

The purpose of this study is to propose a teaching and learning model that can effectively manage convergence education, which is one of the concerns of university education, at the level of course. The pre-collaborative instructional design stage is to prepare the operation of the convergence project course. It shares the common goal and establishes a team of relevant professors to set up the actual convergence project topic and establishes cooperation relationships with industry or community as needed. In the convergence project activity, students will be able to understand the learning objectives, learning activities, evaluation methods, and explain the subject of the convergence project by proceeding with the whole orientation. Students organize teams of interest and conduct learning and design activities on convergence technologies and present their results. In the educational improvement activities, professors will share the lesson process and results and discuss improvements through the improvement seminar. As a result of analyzing the effectiveness of the proposed convergence project based teaching and learning model, the convergence project experience has improved the cooperative self - efficacy for the learners and the results were confirmed that students perceived to achieve the expected learning goal and satisfied with their experience.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.169-179
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• 2017

The aim of this study is to see school science education from the perspective of CoP (Community of Practice) and to explore the possibility of strategic CoP in Korean school settings. To do this, we conducted a survey using SCaCoP instrument with more than 1600 students from 14 science core schools (SCSs), which were selected across the country, and analyzed their school curriculum, which can be summarized as follows: First, compared to other tracks in SCSs, like the Nature and the Humanity Classes, students of the Science Core Class (SCC) showed significantly higher scores of CoP features for all five factors of SCaCoP (i.e. responsibility of learning, common interest, mutual relationship, open participation, and practice). Second, students of SCC considered activities that require interaction and collaboration among community members (like experiments, hands-on activities, club activities, project works, R&E) to be very positive. Third, SCC students thought that the educational activities of SCSs were not only effective to CoP aims (i.e. self-driven learning, sharing learning outcomes, peer collaboration) but also positive to general aims of science education (i.e. acquiring knowledge, understanding scientific concepts, science-related attitudes). In other words, it appears that educational activities that were effective in vitalizing the CoP have positive effects on ordinary science education, too. These features of SCSs illustrate its possibility of forming strategic COPs in the context of often government-driven Korean education and of bringing in the innovations of school science education.