• Journal of The Korean Association For Science Education
• /
• v.26 no.7
• /
• pp.856-869
• /
• 2006

J. J. Schwab is usually considered as the founder of the concept of scientific enquiry, perhaps the most important key word of science education of the 20th century. Mainly through the method of literature review, this study reappraises Schwab's life as a science educator as well as a curriculum scholar, and his ideas concerning several important issues about science and science education. Like other eminent science educators, before the 1950s, who were originally talented scientists but later became engaged in educational activities, Schwab were trained and known as a genetic scientist, but later he concentrated on university reform, curriculum studies and science education. His academic interest was very diverse across different disciplines, from biology and science in general to history, philosophy and education. The essence of his theory of scientific enquiry was 'to teach science as science', and the best way to do it was 'to teach science as enquiry'. With enquiry, however, he tried to deliver some important but differentiated meanings, for example by distinguishing 'science as enquiry' and 'teaching as enquiry', and 'static enquiry' and 'fluid enquiry'. Scientific enquiry was the core concept upon which many of his ideas concerning science education and education in general were based, such as the diversity of science, textbooks, curriculum and roles of teachers. In summary, Schwab can be characterized as a rational reformist of science education, who tried to identify the very nature and goals of the discipline and to bring its substantial changes with concrete and practical guidelines. Nevertheless, some of his ideas, like the diversity of science and conceptual invention, have been handed down by his followers frequently with considerable distortion.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.141-150
• /
• 2020

The purpose of this study is to critically review the skill-based approach to scientific inquiry in science education and to explore the meaning of science practices that are emphasized in recent science education reform movement. An extensive review of relevant literature was carried out, and the results were summarized according to the detailed themes of the study. In the skill-based approach of which Science-A Process Approach (SAPA) is a representative example, science process skills were presented as hierarchically connected with one another, they were believed to be transferable or generalizable, and science learning through discovery was stressed. These points of view are, however, contradicted with those of the modern philosophy of science which suggests the theory-laden nature of using the skills. The skill-based view has also been criticized by the fact that the use of inquiry skills is content-specific or context-dependent and that science theories or principles cannot be discovered by induction. In contrast, the recent view understands science practices holistically, emphasizes the diverse ways of doing the practices which vary with different contents or contexts, and considers student ideas importantly in the science classroom. The findings of this study can contribute to the development of a new science curriculum by providing implications for establishing a consistent view on scientific inquiry.

• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.2
• /
• pp.78-89
• /
• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.

• Journal of The Korean Association For Science Education
• /
• v.38 no.5
• /
• pp.721-738
• /
• 2018

Nature of Science(NOS) has been a well-organized focus of science education and one of the key elements in defining and cultivating scientific literacy for more than a century. In recent years, a specific description of NOS, which is often known as 'the consensus view of NOS', has become very influential and has gained ready acceptance as an arrangement for both curriculum building and research into understanding of NOS by students and teachers in many countries around the world. This study has two purposes; one is to review some debates and criticism on the consensus view of NOS which consists of a list of sentences to describe nature of refined and general science, which have been heated up for the last few years by many prominent science education researchers, and the other is to consider alternative perspectives on NOS for the purpose of a new direction of NOS education. As a result of an investigation into such views as 'Teaching about NOS', 'Critical NOS', 'Critical Thinking-NOS', 'Whole Science', 'Features of Science' and 'Reconceptualized Family Resemblance Approach to NOS', some implications which focus on the generality and plurality of content knowledge of NOS based on current philosophy of science and sociology of scientific knowledge are suggested for the improvement of teaching and learning NOS.

• Journal of Korean Academy of Nursing
• /
• v.4 no.2
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• International Journal of Computer Science & Network Security
• /
• v.22 no.10
• /
• pp.83-90
• /
• 2022

A forecast foresight of the conditions for the development of educational affairs in the Information Society of Ukraine is presented, taking into account changes in the technique, technologies, and the socio-social sphere. Unresolved problems in Ukraine regarding the modernization and improvement of the education system by means of informatization are highlighted. The need for further improvement of Ukrainian education by means of informatization is noted. Formulated the main goal of future education. The necessary conditions for the successful development of future education are highlighted. The role and place of the key figure of the teacher in the education of the future is determined. The article highlights the theoretical and philosophical foundations of professional subjectivity of the future specialist. Recently, the world's pedagogical thought has increasingly focused on how to build an educational process so that it brings a sense of happiness to all its participants. It is believed that this is a new management philosophy in general, although its origins are in ancient Greek sources, which claim that only a happy life has meaning and value. It is found out that the professional subjectivity of a specialist is an important professionally significant quality of the individual, which provides a purposeful and optimal implementation of their mental, personal resources for solving professional and life problems, which is manifested in the desire for self-definition, self-determination, self-regulation and self-improvement in professional activities taking into account the information society. The structure of this phenomenon is shown.

• International Journal of Computer Science & Network Security
• /
• v.21 no.5
• /
• pp.57-68
• /
• 2021

Successfully adapting to digital and customer-oriented transformation, the concept of lean manufacturing professes the philosophy of creating greater benefit while minimizing losses. These losses are operations that do not add value in the production process to ensure the efficiency, flexibility, and profitability of projects. In the context of broad automation and digitalization of all sectors of the economy, mechanisms for combining automation technologies and lean production are becoming available. Moreover, when it comes to the efficient use of financial, human, or material resources, it is clear that the use of Industry 4.0 technologies can be an effective tool for achieving the goals of lean production, as many of them pursue the same goal. In this context, this article aims to study the effectiveness of the implementation of project management concepts at the global level and identify the main factors influencing its effectiveness to ensure the achievement of lean production through LEAN technologies and Industry 4.0 technologies. To achieve this goal, several statistical indicators were selected and several statistical methods of analysis were used: pairwise correlation, regression analysis, methods of comparison, synthesis, and generalization. Statistical analysis was conducted according to a survey conducted by the Project Management Institute (PMI) in 2020. An economic-mathematical model of dependence of project effectiveness in different regions of the world on the level of implementation of project management approaches is built, which shows that the increase in project effectiveness by 85% is due to financial losses, technical training, and consumer orientation. These results allow project managers to develop appropriate strategies to improve project management approaches at all levels. It is established that LEAN technologies and technologies of Industry 4.0 have several tools that have a positive effect on minimizing losses following the concept of lean production. Besides, given that the technology of Industry 4.0 is focused on the automation of Lean Production technology, a mechanism for the introduction of lean production using these technologies and methods.

• International Journal of Computer Science & Network Security
• /
• v.22 no.1
• /
• pp.300-304
• /
• 2022

The central feature of a digital society is the presence of a significant volume of digital services. The main research-analytical goal of the work is to identify the characteristic features of digital services, to classify and compare various types of digital services, to study the main levers for the development of digital services, the principal determinants of the observance and implementation of digital rights, to identify the dominant threats regarding the violation of digital rights, to analyze the features of legal relations that arise between the supplier and the consumer of digital technologies, consider the available taxation options for the digital economy. The work uses the following methods and research methods: hermeneutic, forecasting, in particular, extrapolation, analysis and synthesis, comparative. Research results: the definition of the concept of "digital service" is given, its main characteristics and types, according to the level of digitalization, the states-leaders are identified, slowing down, promising and problematic, the main triggers of slowing digitalization in some EU countries are investigated, by analyzing the regulatory legal acts of the European Commission on digitalization the strategy of the EU's actions to increase the degree of digitalization was determined, the positive and negative effects of digital services concerning the observance of human rights and freedoms were highlighted, the issue of levying taxes from digital companies was investigated.

• Journal of the Korean Society of Costume
• /
• v.60 no.3
• /
• pp.26-43
• /
• 2010

The inflow of digital technology into the art, especially in the Fashion Illustration since 1990, makes the new aesthetics of the beginning of the 21 century which the Software aesthetics can be called. The meeting of technology and the art make us recall a great scientist and artist, Leonardo da Vinci in the Renaissance that the notion of the art and skill was unified, same as the ancient history. This study is purposed to expand the concept of the art for the broad exchange of the digital technology and art and for the extensive expression method of the modern fashion illustration. Having views on science theory of the beginning of the 20 century, Theory of Relativity which had given a lot of influence in the philosophy, the litterature and the art, as well as all the science, it makes a connection with the history of art in the beginning of the 20 century and the story of the digital art in the beginning of the 21 century. Firstly, the Fauvism and 2D is based on the expression of the glowing and bright color by the Principle of constancy of light velocity. Secondly, the Cubism and 3D is associated with the Special theory of relativity in the cyberspace which the space and the time are totally accorded. Thirdly, the Futurism and 4D is compared with the General theory of relativity which contains the material and the gravity. They are gradually evolved into the Interactive art and the Kinetic art by the digital technology in the profound cyberspace.

• Publications of The Korean Astronomical Society
• /
• v.35 no.1
• /
• pp.1-16
• /
• 2020

We report a calendar sheet for the 31st year of the reign of King Gojong (1894) (hereafter, calendar sheet 1894) in Korea, which calendrical data in a single page. This calendar sheet 1894 is composed of 14 rows by 14 columns (about 190 cells), and various calendrical data are recorded such as the sexagenary circle of the first day in each month, 24 solar terms, full moon day. In this paper, we compare calendrical data of 1894 calendar sheet with those of the almanac based on the Shixian calendar (hereafter, annual almanac) of the same year. Our findings are as follows. First, we find that the year is expressed using the reign-year of the king of the Joseon dynasty differently from using the reign-style of China in the annual almanac those times. Other calendar days of this calendar sheet are the same as those of the annual almanac in term of lunar dates, 24 solar terms, sexagenary days and so forth. Second, we find that the calendar sheet 1894 contains memorial days for 64 lineally ancestors of the Joseon royal family. These royal memorial days appears in the annual almanac two years later (i.e., 1896). Third, as the most distinctive feature, we find that the symbol of 工 kept every two cells. It was found that the cells can be filled with three days as the maximum number of days and then are labelled the same symbol 工 every second cell. This feature allows us to get the first year in which this kind of calendar sheet was published. It is conjectured one of 11 years, such as 1845, 1846, 1847, 1873, 1874, 1875, 1876, 1877, 1878, 1879 or 1880. We also think that the format of the calendar sheet 1894 has influenced on the Daehan-Minryeok (Korean civil calendar sheet) of 1920.