• Journal of Fisheries and Marine Sciences Education
• /
• v.19 no.2
• /
• pp.239-255
• /
• 2007

This paper is to develop an integrate curriculum of rhythm education activity program and to find the possibility of applying the program into actual music education field for kindergarten children. The outlook of this study is to develope a program integrating the elements of movement, language and rhythm to apply the program to 5 year old children for 6 weeks through 12 sessions, and to observe and analyze their level of rhythm creativity and rhythm reading ability.The analysis of the field observation data and recording data showed that the children achieved natural and better understanding of rhythm. Seen from the perspective of rhythm creation activity, while the integration of the elements of movement and rhythm influenced directly to enhance the level of understanding rhythm and the integration of the elements of language, rhythm helped indirectly to have better understanding rhythm through connecting the notions of rhythm and movements. However, when only rhythm and movements were combined, children tended to misunderstand the relative durations of ♩ and ♪ just as different tempos not as 2:1 duration relativity. And ♫ was too misunderstand as ♬ due to different durations of korean words when only rhythm and language were combined. To overcome the limit of understanding, all of the three elements; rhythm and movements and language should be integrated and constant auditory experiences are recommended.

• International journal of advanced smart convergence
• /
• v.12 no.4
• /
• pp.277-285
• /
• 2023

The purpose of this paper is to understand and express emotions and experiences from the perspective of others through empathy, which is crucial for maintaining social relationships. The smooth formation of interpersonal relationships through the physical activity of children with disabilities holds significant meaning. Children with disabilities often lack opportunities for interaction with their peers compared to typical children, and the absence of effective communication methods poses difficulties in forming relationships. Therefore, this study aimed to investigate the effects of a movement education program on enhancing empathy in children with disabilities. The program was implemented for 12 weeks from April to June 2023, involving five children with disabilities. The movement education program comprised 12 topics, encompassing physical, emotional, and cognitive domains. Empathy was measured in two areas: cognitive empathy and emotional empathy. The results indicated improvement in both cognitive and emotional empathy after the program compared to the pre-assessment. The rate of progress varied depending on the type and severity of the disability, but overall, positive changes in the development of empathy were observed. Through this research, it is hoped that movement programs can be practically utilized as a valuable resource.

• Journal of The Korean Association For Science Education
• /
• v.21 no.2
• /
• pp.385-399
• /
• 2001

In this study, the contexts and values of the movement called 'Science and Citizenship' during the 1930-50s are discussed in relation to the historical development of school science education in Britain and to the current STS movement in school science. A special attention is given to the activities and ideas of a then eminent biologist, Lancelot Hogben(1895-1975) who published a textbook-like science book, called "Science for the Citizen"(1938). From the beginning of the 20th century, there was a growing realization that British education system needed to be changed in order to provide school science teaching to a wider audience with more emphasis on the relevance, industrial and humanistic aspects of science. This was echoed by a lecture series called 'Science and Citizenship' which was reported in the School Science Review, then the only nationwide professional journal for science educators and by a group of professional scientists who had socialist ideas toward society. Hogben was one of the key member of the group and delivered the second lecture of 'Science and Citizenship', titled "Biological Instruction and education for Citizenship". Hogben's main idea, illustrated in this lecture as well as in "Science for the Citizen", was that science education should be a way of teaching citizen for promoting democratic society and to achieve that science need to be taught in more integrated, utilitarian and humanistic manners, for example by showing the usefulness, relevance, historical and democratic aspects of science. In addition, a summary of his own life and activities, the social background and socialist scientists of the time, and comparisons between 'Science and Citizenship' movement and the General Science movement in the UK as well as the progressive science education in the USA, and the STS education movement in 1980s are discussed.

• Journal of Korean Library and Information Science Society
• /
• v.51 no.3
• /
• pp.171-196
• /
• 2020

This study examined the development of the children's reading movement, focusing on the children's library establishment movement and reading guidance theory published in the Dong-A Ilbo and Chosun Ilbo in the 1920s and 30s. This paper analyzed the following contents. First, this study explored the background meaning that emphasized children's reading in the 1920s and 30s and discussions on the establishment of a children's library. In the process, this study examined the relationship between the national movement during the Japanese colonial period and children's education, and the meaning of reading at the time. Second, in this study, the development of children's library movement that was actively developed at the time and a methodology of reading education presented through the reading section were reviewed. It was this period that everyone was more interested in children's reading education than ever before. In addition, as the children's library movement was actively developed, a number of "Sonyeon Mungo" was established in various places. Meanwhile, in the reading section of the newspaper, a number of teaching methods for reading at school and at home were published, and examples were presented through advanced overseas reading education model. From the results of this analysis, it can be seen that the 1920s and 30s were the period when the children's reading movement was actively developed.

• Journal of the Korean Chemical Society
• /
• v.61 no.4
• /
• pp.204-210
• /
• 2017

In this study, we analyzed the descriptions of the electron movement model and the oxidation number change model presented in the 2009 revised curriculum and textbooks. We also investigated chemistry education major teachers' conceptions of limitations of each model. The electron movement model and oxidation number change model were presented in the curriculum and the textbooks. However, hybrid model was also presented which fail to grasp the limitation of each model. The hybrid model explains redox reactions of covalent bond compounds by electron movement model or even if it explains redox reactions by oxidation number change model, this explanations have the problem of confusing the virtual electron movement with the actual electron movement. A questionnaire and interviews were conducted to investigate chemistry education major teachers' perceptions of redox reactions. As results, many teachers did not recognize the limitations of each model and had difficulties to distinguish redox reactions from acid-base reactions because of the hybrid model.

• The Journal of the Korea Contents Association
• /
• v.21 no.7
• /
• pp.477-487
• /
• 2021

Alternative education in Korea has grown into an educational movement since the 1990s. The alternative education is affecting and growing the public education system such as innovative schools, free semester systems, and high school credit systems. In 2021, an institutional foundation was also established to be recognized and supported as an educational institution. As a result of reflecting on the alternative education movement for 20 years, it is understood as stagnant lost time in the second half of the decade. It is discussing reorganizing the meaning of future-oriented "alternatives" with the new "alternatives". The poverty of educational philosophy has also been highlighted as an issue, but no special discussions have been underway. Thus, the study discussed to propose an educational philosophy that could capture the ideologies of alternative education. Critical pedagogy aims to foster human beings who are subjective, autonomous, active and self-reliant through conscious emancipation. In recent years, critical pedagogy have discussed ecological environment and feminism. The educational philosophy of scholars such as Freire and Illich was the basis of the early alternative educational movement. Considering this, the study discusses that Korea's alternative education movement can be understood through critical education and is reasonable as an educational philosophy for new alternatives in the future.

• The Journal of the Korea Contents Association
• /
• v.7 no.11
• /
• pp.258-269
• /
• 2007

Stop-motion is a technique that should be in the basic stage of the animation education, as it gives a chance for students to learn a three-dimensional sense about the movement, just to name a few, as this technique can give movements to actual objects in real life. As the old animation education is consist of forms to make a short animation. most students got a situation that they should be reeducated about 'movement' at their work after graduation from the school. It is necessary to have a systematic education about basic movement for 16 weeks to solve the problem under these circumstances. Therefore this researcher came to seek a more effective way for students who aim to major in stop-motion as well as students who try to nurture their basic capability of animation. This study aimed to present the optimized education model for the basic stage of the stop-motion technique specifically around expressions such as 'walking/ free-movement/ facial expression'.

• Journal of Korean Elementary Science Education
• /
• v.21 no.2
• /
• pp.253-261
• /
• 2002

This study is intended to develop the role plays on the moon's movement and to investigate how the preservice elementary teacher's concepts are affected by them. Subjects are 30 preservice elementary teachers. One instrument including 7 items was used for testing the preservice teachers' concepts on the moon's movement. Data were collected before using the role playing and after using them through the tests. As a result, the preservice elementary teachers' concepts on the moon's movement were improved by teaming through the role playing

• The Mathematical Education
• /
• v.48 no.1
• /
• pp.47-59
• /
• 2009

Recently our society confronts with the concern over the college students' apparent lack of understanding and interesting of mathematics. In late 1980s the calculus reform movement in US was triggered to increase both passing rates and a general interest in the subject. The purpose of this paper is to investigate teaching of college calculus and its curriculum in order to promote students' interesting and understanding. We deal with 4 questions. Firstly, we research the history and motivation of the calculus reform movement in US. Secondly, we do case study about the debate between reformed and traditional calculus. Then we evaluate the effectiveness of reformed calculus in comparison to traditional calculus. Finally we investigate possible ways to apply reformed calculus in our university mathematics education and suggest some points to improve teaching calculus.

• Communications of Mathematical Education
• /
• v.5
• /
• pp.523-523
• /
• 1997

Suppose that G is a group of permutations of a set ${\Omega}$. For a finite subset ${\gamma}$of${\Omega}$, the movement of ${\gamma}$ under the action of G is defined as move(${\gamma}$):=$max\limits_{g{\epsilon}G}|{\Gamma}^{g}{\backslash}{\Gamma}|$, and ${\gamma}$ will be said to have restricted movement if move(${\gamma}$)<|${\gamma}$|. Moreover if, for an infinite subset ${\gamma}$of${\Omega}$, the sets|{\Gamma}^{g}{\backslash}{\Gamma}| are finite and bounded as g runs over all elements of G, then we may define move(${\gamma}$)in the same way as for finite subsets. If move(${\gamma}$)${\leq}$m for all ${\gamma}$${\subseteq}$${\Omega}$, then G is said to have bounded movement and the movement of G move(G) is defined as the maximum of move(${\gamma}$) over all subsets ${\gamma}$ of ${\Omega}$. Having bounded movement is a very strong restriction on a group, but it is natural to ask just which permutation groups have bounded movement m. If move(G)=m then clearly we may assume that G has no fixed points is${\Omega}$, and with this assumption it was shown in [4, Theorem 1]that the number t of G=orbits is at most 2m-1, each G-orbit has length at most 3m, and moreover|${\Omega}$|${\leq}$3m+t-1${\leq}$5m-2. Moreover it has recently been shown by P. S. Kim, J. R. Cho and C. E. Praeger in [1] that essentially the only examples with as many as 2m-1 orbits are elementary abelian 2-groups, and by A. Gardiner, A. Mann and C. E. Praeger in [2,3]that essentially the only transitive examples in a set of maximal size, namely 3m, are groups of exponent 3. (The only exceptions to these general statements occur for small values of m and are known explicitly.) Motivated by these results, we would decide what role if any is played by primes other that 2 and 3 for describing the structure of groups of bounded movement.