• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.341-349
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• 2016

To meet the requirements in the global age, the necessity and importance of global education in the field of education is rapidly increasing. However, according to the viewpoint on global education, a general consensus of its definition and model is not clear yet and the substantial outcome falls short of our expectation due to high cost, low effectiveness, and lack of persistency in the process of global education. Furthermore, there has been little research on global education for fostering global capabilities of pre-teachers. In this research, we compared and analyzed the ongoing global education programs for training global teachers in domestic universities. Also, through a study on IT fusion education system for tackling the difficulties in global education, we examined appropriate IT fusion education methods. In particular, beased on big data analysis techniques, we presented a recommendation system to complete a global curriculum, which can help a dual-degree or exchange student program.

• Educational Technology International
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• v.7 no.2
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• pp.45-68
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• 2006

Living in the Information Age, schools and teachers are expected to utilize new information technology in education to make teaching more effective. In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been strongly implementing policies to promote information education (IE) in schools since 1988. According to a survey in 2005 (Japan MEXT, 2005), 100% of high schools in Japan at present have computers and the Internet connections. However, videoconferencing systems have only been introduced only in a small number of schools. This paper is the result of a pilot research to see the effects of using a videoconferencing system in a Japanese high school. The purpose of the research was to clarify the effects of introducing videoconferencing system in a Japanese high school and of utilizing it for conferences with other schools abroad on the studies of global issues. The target students were in the 12th Grade in the year 2006. The counterpart school was an Australian high school in Sydney and the conferences were held in English. International discussions on global warming were conducted between the Japanese and Australian students. Affective competence and cognitive competence were measured using questionnaires and worksheets given to students both before and after the videoconferences. The results showed that both cognitive and affective competences rose after each videoconference. Not only the students who actively participated in the conference but also those who were in the audience showed positive effects. In the field of international cooperation on global issues, especially, the effects were large. These results suggest that in order to teach global issues in which international effort and cooperation are needed, direct contacts with foreign students are effective in increasing student cognitive and affective competences. On the other hand, as English was the main communication tool in the conferences, Japanese students faced a certain difficulty in communication. Also, teachers, especially English teachers, were required to make great efforts to assist students in preparing for the conferences. The effectiveness of an international videoconference depends largely on students' English skills and teachers' efforts.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.159-168
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• 2007

This study developed earth science learning materials based on paleolithic remains in the Youngsan River basin to provide students with curiosity and interest of science. These materials consist of four activities such as orientation, tour of museum, field trip to paleolithic sites, and making of remains. More than 60% of the teachers said that these materials are likely to improve the scientific process skills of students and also suggested that these could be applied to club activity, field trip, and homework. In addition, materials seemed to help students to understand the properties of the mineral and rock. We suggested that these materials could broaden teachers' subject of teaching in science.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.59-73
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• 2001

The National Science Fairs has been held in every year for the promotion of science and technology and scientific civil life. The purpose of this study is to survey the current problems in National Science Fairs by making up a question and to improve them. The study makes up a questionnaires about the existing Science Fairs to the teachers who have submitted their works to the Science Fairs and suggest the ways of improvement. The result of questionnaires is that little availability of reference materials, difficulty of paying proper attention to regular classes because of frequent travels, and absence of experimental devices and experimental rooms are perceived as major obstacles in preparing for the exhibition. Respondents teacher also pointed out some problems with the current organization of the exhibition; non-voluntary selection process for the potential authors, separation of research content from regular teaching materials, unrealistically high standard, low participation rate of teachers, so many exhibited works, lack of professionalism in the screening process. The majority however, agreed that the exhibition event should be continuously done, after remedial measures have been taken about the problems. First, the side of science education is emphasized in a purpose of the science fairs to let activity related to science fair be closely connected with school education. Second, students have to be divided according to grade. Third, research level have to be set not too higher than regular instruction content. Fourth, hand book related to science fairs have to be manufactured and spread. Fifth, data of local science fair have to be arranged. Sixth, judging section have to be subdivided and people related to science education have to be included to a judge. Seventh, excellent works have to be support to participate in ISEF.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.486-501
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• 2015

In the elementary school science curriculum, wind is one of the most important concept. In particular, land and sea breeze has been a key example to deliver how wind is driven, and thus its model experiments have been used to help students understand causes of wind. Here we compare causes and explanations for wind and land and sea breeze between textbooks in colleges and elementary schools to examine any potential improvement for the contents. In addition, we conducted survey to examine how pre-service teachers understand land and sea breeze, and convection box experiment used in elementary school textbooks is useful to understand land and sea breeze. Based on the comparison, we find that college level textbook explains the cause of wind as atmospheric pressure difference while elementary school textbooks explain them differently according to curriculums. In the textbooks, there are a difference in the way described for land and sea breeze. Analysis of questionnaire indicate that pre-service teachers understood land and sea breeze correctly, and they selected the convection box experiment in 2009 curriculum textbooks as the most suitable one. Explanations and experiments for land and sea breeze in the textbooks have been revised as the modification of elementary school curriculums. We expect this study helps to deliver more solid contents for wind and land and sea breeze in the upcoming new curriculum.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.145-156
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• 2000

Elementary school teachers' understandings about buoyancy were investigated through the questionnaire method. The questionnaire was composed of 4 questions on hydraulic pressure and 8 questions on buoyancy. The questions on buoyancy asked about the correlation of buoyancy with following basic concepts, density of liquid, volume of submerged object and so forth. 295 teachers on the 22 elementary schools in Busan, Yangsan and Gimhae were selected through random sampling method. The results of this study were summarized as follows: On the correlation of the magnitude and direction of hydraulic pressure with the depth of water, a large portion of the respondents had a scientific conception. But on the correlation of hydraulic pressure with density, the relatively small portion of them appeared to have a scientific conception. The respondents, on the whole, had a scientific conception about the correlation of buoyancy with density of liquid. But they seemed to have naive conceptions about the correlation of buoyancy with the volume of a submerged object and with the depth of water, the amount of water in container and the reduced amount of water by the object from container. We found that the respondents were context dependent and tended to search for solutions for the questions of buoyancy using the concept of pressure in the water. From above results, we suggested that in the would-be revised elementary science text book, the contents of pressure in the water should be introduced after the concept of weight in the water was gained.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.39-53
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• 2018

The purpose of this study was to investigate the conceptual structure of subjects related to matter having pre-service elementary school teachers by applying semantic network analysis (SNA). The analyzed concepts in the subjects of matter were 6 words such as 'atom', 'molecule', 'ion', 'electron', 'matter' and 'particle'. The results of SNA of the concepts are as follows : 1. In the semantic network of 'atom', words having a high betweenness centrality were linked with the words based on both the scientific context and the everyday context. 2. The network of 'molecule' was analyzed to be more organized than the network of the 'atom'. 3. In the network of 'ion', the group of words of the scientific context was distinguished from the group of words of the everyday context. 4. The network of 'electron' was analyzed to be more oriented on electricity and magnetism in the field of physics. 5. In the network of 'matter', the words related to compounds were linked with knowledge of history of science. 6. The network of 'particle' was not structured with words based on particulate nature of matter.

• Asian Journal of Business Environment
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• v.7 no.1
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• pp.31-36
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• 2017

Purpose - The purpose of the study was to develop a reliable measurement tool for the evaluation of TQM application in Greek education settings and to examine the factors that determine quality of education. Research design, data, and methodology - A questionnaire commencing from the questions included in the Application Guide of Common Assessment Framework was used for research purposes. Each item was scored on a 5point Likert scale - to a sample of 112 educators (55 men, 57 women), all teachers working in public primary education schools. Factor analysis resulted in a questionnaire of 43 items consisting of five factors, teacher satisfaction, school management and operation, motivation, effectiveness of public school leadership and finance management. Results - Results revealed a positive correlation among all factors. Reliability results using Cronbach's α was high (a=.961) for all factors of the questionnaire ranging from α=.930 (for motivation) to α=.797 (for financial management). Additionally, ICC procedure revealed high values for the above mentioned factors. Conclusions - The study resulted in the construction of a reliable questionnaire focused exclusively on TQM that can be used in future studies using larger samples in different areas so as to draw useful conclusions regarding TQM application in Greek education settings and further identify the factors determining quality in education.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.145-151
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• 1999

There is an experiment in the elementary science textbook which a burning candle hold upright in a water tank and a beaker is converted over the burning candle, the candle flame goes out and the water rises into the beaker. Some reference books including teachers' guide for the elementary school teachers explain the reason why water rises that oxygen is "used up", so water rises the same volume of consumed oxygen into the beaker. But this explanation is only partially correct. In this study, discrepancies of the explanation that oxygen is "used up" are analyzed. Water rises by two major reasons. One is that water can rise to the level about l/3 of the volume of consumed oxygen. The other is that the beaker is converted over the burning candle which produces hot CO2 and water vapor, and the candle's flame heats the air around it to expand, after the candle flame goes out, the air in the beaker cools and water vapor changes to liquid water, so, air pressure in the beaker is reduced, and the water is pushed into the beaker by great air pressure outside. 1 demonstrate a inquiry teaching method of the candle experiment.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.43-50
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• 2005

This study examined the effects of the result of ascertaining predictions on cognitive conflict and conceptual change when students teamed the concept of weightlessness. Participants were 200 pre-service elementary teachers. They answered the pretest composed of two items. Through the demonstration on either of two items of the pretest, they identified whether their predictions were correct or not. In addition, students' cognitive conflicts were measured. After brief instructional treatment, the posttest was conducted. The results of this study are as follows: The more students who identified their own predictions on the experiment were incorrect there were, the more effective it was on cognitive conflict and conceptual change. And cognitive conflicts and conceptual changes of students who identified that their predictions were incorrect were generated meaningfully more than those of students who identified that their predictions were correct. From these results, it is concluded that students who identified that their predictions were correct experience cognitive conflicts, but their cognitive conflicts and conceptual changes were smaller than those of students who identified that their predictions were incorrect.