• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.765-780
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• 2018

The purpose of this study is to synthesize the theoretical perspectives, research methods, and research results of teachers' professional vision by reviewing and analyzing previous research papers and to suggest implications for science teacher education and research. Three databases were used to search peer reviewed journal articles published between 1997-2017, which include 'teachers' and 'professional vision' explicitly in abstracts and empirical studies only. 21 articles in total were analyzed and review results are as follows. First, researchers regarded professional vision as a new concept of teacher professionalism. Previous research viewed professional vision as integrated structure of teachers' knowledge or ability activated at specific moment. Second, the analytical framework of professional vision included two aspects; 'selective attention' and 'reasoning'. Several aspects of lessons or the desirable teaching and learning factors are suggested as the subcategories of selective attention. Hierarchical levels or independent reasoning ability factors are suggested as the subcategories of reasoning process. Third, research on teachers' professional vision focused more on middle school teachers than elementary teachers and on various subject areas. Most studies used video clips and more cases of using videos of non-participants were found. In case of measurement of professional vision, most quantitative scoring methods were whether the responses of experts and teachers on video clips were consistent. Last, most studies examined or assessed teachers' professional vision. It is reported that in-service teachers' professional vision was evaluated higher than novice teachers' and using video clips were effective to examine and improve teachers' professional vision.

• The Journal of Korean Philosophical History
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• no.32
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• pp.79-112
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• 2011

Since Noron(老論) had organized in the period of Sookjong(肅宗), it constantly had led the political situation of Choson until Choson(朝鮮) perished as the grasping political power. Studies and thoughts development of Noron can be devided into four periods. First, the term of politics of faction of the period of Sookjong. Second, a period of Youngjo(英祖) and Joungjo(正祖). Third, a period of politics of power(勢道政治). Fourth, the latter term of 19century. We can look into an origin and development aspect in outline by dividing like this. The general character of Noron can be summarized by the respect of Song Si-yeol(宋時烈, 1607-1689), the theory of a party of a man of virtue(君子黨論) based on the theory of moral civilization of Choson(朝鮮中華論), the succession of Lee i(李珥; 1636-1684)'s neo-confucianism, rejecting all teaching that does not conform to neoconfucianism and protecting right studies, and oppression of Roman Catholic. The noticeable scholars of Noron were Kwon sang Ha(權尙夏; 1641~1721), Kim chang hyup(金昌協; 1651~1708), Lee jea(李縡; 1680~1746) etc. These scholars of Noron following Song Si-yeol had tried to raise "Learning of the Way"(正明道) by respecting Zushi and removing injustice(尊朱子攘夷狄), also believed people should embody moral values in their society and country. and possessed an will guiding to stabilize the country by rejecting uncivilization(尊王攘夷). Above all, they insisted, the King of Choson should rule with 'lighting heavenly reason'(明天理). Also they insisted the King and countrymen should together strive to recover civilization of moral humanity and destroy uncivilzation. But gradually they lost the motive and purpose of moral politics in the seventeenth century. Finally Noron Byeokpa(?派) take over the reins of government. It resulted in the bad effect of politics of autocrat(勢道政治) having their own way to use power of authority after death of Jungjo(正祖). The peculiar character of Noron politics can valued as the extreme aspect of 'according of politics and scholarship'(政學一致).

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.3
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• pp.1-13
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• 2022

This study is a case study to identify the spatial composition and structural problems of existing schools for spatial innovation as a future school that can operate a credit system for old high schools and establish a mid-to-long-term arrangement plan as a credit system operating school capable of various teaching and learning in the future. The study results are as follows: First, most of the problems of the old high schools entailed that there was very poor connectivity between buildings as most of them were arranged in a single, standard design-type unit building and distributed in multiple buildings. In addition, the floor plan of each building is suggested to be a structure in which student exchange and rest functions cannot be achieved during the break period due to the spatial composition of the classroom and hallway concepts. Second, in the direction of the high school space configuration for future school space innovation, the arrangement plan should be established by reflecting the collective arrangement in consideration of the shortening of the movement route and the expansion of subject areas due to the movement of students on the premise of the subject classroom system. Moreover, it is desirable to provide a square-type space for rest and exchange in the central area where communication and exchange are possible according to the moving class. Third, as the evaluation criteria for relocating old high schools, a space program is prepared based on the number of classes in the future, and legal analysis of school land use and land use efficiency analysis considering regional characteristics are conducted. Based on such analysis data, mid-to-long-term land use plans and space arrangement plans for the entire school space such as the school facility complex are established.

• Journal of Christian Education in Korea
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• v.68
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• pp.375-415
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• 2021

Although the interest in Christian education of spirituality has increased recently, the practice of the education of spirituality in the Korean Church has been fragmented in the contents and methods without any clear educational purpose of the Protestant tradition. This requires a creative study to seek out the contents and method best suited to realizing the educational purpose of the Protestant tradition, through a rigorous academic methodology. This study proposes just such a creative model for the education of spirituality with an educational purpose based on the core ethos of the Protestant spirituality, integrating the long tradition of spiritual practices of Christianity. First, I survey the teachings on 'the life of faith' of the main leaders of the Protestant church, including Martin Luther, John Calvin, and John Wesley. Through this process, I reveal 'liberated-ness' to be the common purpose of the Protestant leaders, and the core of the practices for that purpose are 'the means of grace,' which has a different meaning from that of the Roman Catholic tradition. I construct the meaning of 'liberated-ness' in a dynamic manner, which begins with the 'liberating will' of God, and is followed by the 'self-giving will' of the believer as the response to the 'grace' of the 'liberating will.' The contact point of these two 'wills' is what I call 'the living membrane of faith.' As a creative synthesis of the above discussions, I propose a model of 'the practice of liberated-ness' for an education in spiritual practice. The purpose of this education is for the learner to become a person who continuously experiences ever-increasing 'liberated-ness' through continuous personal 'encounters' with God, and to become ever more faithful in carrying out practices for the 'liberated-ness' of her or his neighbors. The relationship between the teacher and the learner is that of personal 'encounter' as put forth by Sherrill, and also incorporates elements of 'co-authorship' as conceptualized by Kim. I transform and rename major practices of spiritual discipline according to a principle of 'liberated-ness' based on the Protestant tradition, and these comprise the main content of my spirituality education model. They include: 'lectio divina of encounter,' 'prayer facing the Lord,' 'service in liberation,' 'reflection of liberated-ness,' and 'mutual spiritual direction.' The teaching and learning process draws on Dykstra's methods of coaching and mentoring. The key environment is that of a 'sacramental community' as defined by Moore. Evaluation can be performed only by the learner her/himself. The significance of this model is that it creatively inherits and succeeds the tradition of Christian spiritual discipline from the early church onwards by transforming it through a Protestant spirituality of 'liberated-ness.'

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.159-176
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• 2011

The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.85-105
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• 2021

The purpose of this study is to develop and implement cooperative consumption education programs using design thinking in middle school home economics education classes to understand the impact on students' cooperative problem solving competency. Accordingly, a cooperative consumption education program based on design thinking was developed according to the ADDIE model, and the evaluation was conducted on a total of 25 students. The results of the study were as follows. First, based on prior research, we developed a consumption education program based on D. school's design thinking process under the theme of 'Creating a Shared School' for the practice of cooperative consumption. As a result of expert validity verification of the teaching/learning course plan and workbook for the eight sessions, the average question was 4.72 (out of 5 points) and the average CVI was 0.93, indicating that the content validity and field suitability were excellent. Second, to summarize the results achieved from the implementation of the cooperative consumption education program, the pre-/post-test using the revised and supplemented cooperative problem-solving competency tool, and the open-ended survey, It was confirmed that the developed program had a significant effect on improving not only the students' knowledge and perceived necessity for cooperative consumption along with the awareness of practice, but also the cooperative problem-solving competency. As a follow-up study, we propose to expand the research to a wider audience, and to further conduct research and develop programs applied with design thinking in home economics curriculum and in consumer competency development. This study confirmed that cooperative consumption education programs using design thinking are effective in improving youth's cooperative problem-solving competency and is meaningful in that they developed consumption education programs under the theme of 'cooperative consumption' in response to changing consumer education needs.

• (The) Research of the performance art and culture
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• no.43
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• pp.203-228
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• 2021

This thesis examines the play education method shown in the elementary school textbook 'Enjoy Play'. If the educational methods of the curriculum other than plays were presented in the order of 'Understanding play - Appreciation of Works - Creation of Works', the method of drama education is presented sequentially in the order of 'Understanding play - Creation of Works - Appreciation of Works' in the order of 'Understanding play - Artwork - Appreciation' have. Even if such a curriculum considers the study linked to the subject of 'Plays', students may not feel the 'burden' of 'creation', and by simplifying the understanding of 'spoken language', it is rather the characteristic of 'Korean language'. It may also make it difficult for students to feel the attraction. In addition, empathy through the conflict situation of the play or comparison with the actual conflict is mainly presented through the translation of foreign works or the expression of a fairy tale and fantastic world that is far from reality, so the burden of inferring the right life problems can be confirmed. Theatrical expressions and plays and plays learned through textbooks are partially different depending on the educational goals to be achieved. The result of this study is that the course of textbooks for elementary and upper grades may correspond to the problem of expressing 'Plays', but it is regrettable in leading students to think about ways to solve life problems in detail through 'Plays'. It is also necessary to emphasize the importance of expression that makes students realize how to express themselves autonomously in the way of expressing their feelings, but on the other hand, on the other hand, it is necessary to share empathy with feelings first, understand these feelings, Therefore, it was suggested that training to infer expressions and emotions by learning individual expressions through methods of expressing emotions and a process of educating students to voluntarily accept shared emotions are also necessary. Sharing and expressing emotional emotions through 'play', and participation through cooperation and division of labor through the process of performing.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.1-22
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• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.85-100
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• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.