• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.409-427
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• 1999

The aim of this study was to illustrate how STS-related ideas in science education have been developed historically in the context of British education, particularly focused on the period of the 19th century and the first half of the 20th century. It has been hardly considered that the basic ideas of the STS education, one of the two paradigms of current science education together with constructivism, can be traced back to the beginning of the school science education itself. far beyond some of the programs which are largely regarded as the first-developed STS programs in Britain, such as Science in Society and SISCON. The movement of Mechanics' Institute during the first half of the 19th century would be the first systematic attempt to bridge the gap between the knowledge of pure science and its practical applications, although the main target was working-class adults rather than school pupils. At the end of the first half of the 19th century, this application-focused approach of science teaching was echoed in the elementary schools by Richard Dawes, one of the early experimenters of school science. The second half of the century was in large the period of the establishment of science as one of the core elements of school curriculum, mainly by emphasizing the aspect of pure science as a means for mental training. During this period, the elements of STS education-related appeared in the subject called 'Object Lesson' in elementary schools which was practically a separate subject from those of science. After the turn of the century, triggered by the experience of World War I, the growing appreciation of the impacts of science upon society and of the necessity of the teaching of science for wider audience gave a great impact towards two new main movements, i.e. for General Science and Citizen Science. The later illustrates a typical example of the STS movement in school science during the first half of the 20th century, particularly driven by the socialistic ideas towards the relation between science and society.

• Journal of the Korean Geographical Society
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• v.29 no.4
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• pp.438-449
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• 1994

This paper focuses on recontextualizing geography curriculum, i.e. examining recent changing aspects in three geography curriculum locators-society, student and discipline of geography-and searching future directions of geography curriculum in light of such changes. For conciliation and reflection of changing aspects of each locators, this paper dealt with social issues and societal changes in terms of locator of society, increased concern to student and development of cognitive science in terms of students, and challenging views on science and the meaning of epistemological changes in geography in terms of discipline. As a result, three future directions in geography curriculum are searched : issue-based geography curriculum, thinking geography curriculum, geography curriculum toward equity and accessbility.

• Journal of Digital Contents Society
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• v.1 no.1
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• pp.77-88
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• 2000

Leading educational paradigm based on Constructivism drives for many changes in the field of education. It causes the shift from instructor-based to learner-based learning, and cooperative teaming amongst the learners. Multi User Game (MUG) which is a network-based cooperative game is popular among many college students. MUG is known to provide positive and creative activities encouraging learners to participate, reform and produce new knowledge and skills. Thus, it has potential as an effective learning tool. In this study, however, we have designed a prototype of Cooperative MUG Game for elementary students to learn within networked environment to play while learning new knowledge and skills. The elementary students will interact with the other students through chatting while playing MUG.

• Journal of the Korean Geographical Society
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• v.49 no.3
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• pp.456-471
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• 2014

Recent educational policy by coalition government in UK is called knowledge turn. A core competency-based curriculum based on the relative knowledge of the social constructivism and postmodernism has been strongly endorsed by the previous new labor government. The view of knowledge regards knowledge as constructed socially, and emphasizes personal everyday knowledge. But the knowledge-based curriculum based on absolutism is strongly endorsed by the current coalition government. It emphasizes objectivity of knowledge. Social realism criticizes both absolutism and relativism on knowledge. Social realism places disciplinary knowledge above everyday knowledge, and considers disciplinary knowledge as powerful knowledge. But it doesn't mean that social realism neglects everyday knowledge. Rather, social realism empathizes relating disciplinary knowledge to everyday knowledge. Recent Living Geography and YPG(Young People's Geographies) project by the Geographical Association is based on the social realism. The aims of the project is to connect academic geography related to young people's geographies with student's everyday geographies, and academic geographers as mentors, tutors and students together are to make school geography curriculum through conversation.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.37-53
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• 2001

This paper tries to find out about organizational and managemental aspect of Korean curriculum through a comparison between Korea's 7th elementary mathematics curriculum and that of Japan's elementary mathematics curriculum, which will start in m2 through researching various literatures. The main characteristic of this elementary mathematics curriculum is that Korea has organized a teaming program that tended to individual differences, and focused on student-centered activities and communication based on constructivism. On the other hand, Japan reduced learning contents a lot by running 5-schooldays a week so that 80% of teaching time can be spent to help the students master mathematical contents of the textbook. This leaves 20％ of teaching time to be used for improving mathematical thinking power as a foundation of creativity through mathematical activities. Korea's teaching time spent for elementary mathematics is about 80％ of Japan's, which is also less than that of other country's. Less time in teaming mathematics will lead to decrease in teaming ability. Therefore, there is a need for increased teaching time in mathematics. Korea's revision of curriculum is about 5 years which is often compared to that of Japan's 10 years. Frequent revising is good in that it reflects the social demand, but it can cause much confusion and problems in accepting and applying its program in a real classroom setting, which is why it needs to be looked at again. The direction, objective and assesment of revision fits the demands of international trends and essentials of mathematics. Japan puts its emphasis on learning through repetition and Korea puts its emphasis on problem solving and communication. Regarding assesment, both Korea and Japan is looking for ways to find various assessing ways which will focus on mathematical process rather than the mathematical results, and also will put emphasis on criterion-directed assesment to measure goal achievements. However Japan emphasize on using report cards of assesment to help mathematics learning.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.141-149
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• 2004

Today there are many Web courseware systems for formative evaluation and feedback. Formative evaluation and feedback provided according to users' response in most Web courseware systems, however, are simple texts showing only whether correct or wrong, correct answers, relevant information, etc., far deviated from actual context. Thus such a system may weaken the corrective function of feedback and, as a result, reduce learners' understanding of contents and the possibility of learning transfer. In addition, according to the learning theory of constructivism, learning is influenced by the situation, in which it happens, and knowledge is learned and transferred differently depending on the context in which it is learned. In the background, this study designed and implemented a contextual error-correction feedback system that can provide feedback in a context closely related and similar to the relevant situation according to the response of learners when formative evaluation is carried out in Web courseware. In addition, it applied 'correction/correct-answer-providing feedback', 'relevant information providing feedback' and 'contextual error-correction feedback' to Web courseware for learning actual productivity S/W and verified if 'contextual error-correction feedback' is more effective than other two types of feedback for learners' academic achievement.

• Journal of the Korean association of regional geographers
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• v.19 no.1
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• pp.75-96
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• 2013

This paper is to conceptualize the urban social circulation of water from the social constructivism and political ecology, and to analyze the history of development of social circulation of water, that is, the modernization process of water in Daegu. The development of social circulation system of water in Daegu can be divided into 4 stages, that is, the beginning stage of modernization of water mainly during the period of Japanese colonization, the take-off stage from the 1960s to the mid-1980s, the stage of reflexive modernization from the late 1980s to the 1990s, and that of neoliberalization of water since the 2000s. It can be seen that the development of social circulation system of water in Daegu has contributed the increasing urban population and economic development, especially supporting the spatial expansion of the city and the way of modern way of urban life. But the social circulation system of water in Daegu seems to meet with a lot of problems such as relocation of the water intake station, over-equipment of filtration plants, distrust on tap water, inequality of water use, readjustment of water charge, liquid waste from industrial complexes within the urban area, creative destruction of waterfront environment, and privatization of water.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.117-138
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• 2000

This study is, from the view point of constructive social studies which is the foundation of the 7th curriculum, to explore whether there is any viable program and to investigate it by which students, using photo resources in social studies, can organize their knowledge in the way of self-directed thinking. The main results are as follows: If it is a principle of knowledge construction process of constructive social studies that individual construction (cognitive construction) develops into communal construction(social construction) and yet communal construction develops itself, interacting with individual construction, it will be meet the objectives of social studies. In social studies, photos are a powerful communication tool. communicating with photos enables to invoke not only the visual aspects but also invisible aspects of social phenomena from photos. It, therefore, can help develop thinking power through inquiry learning, which is one of the emphasis of the 7th curriculum. Having analyzed photo resources appeared on the regional textbooks in elementary social studies, they have been appeared that even though the importance and amount of space photo resources occupy per page is big with regard to total resources, most of the photos failed to lad to self-directed thinking but just assistant material in stead. Besides, there appeared some problems with the title, variety, size, position, tone of color, visibility of the photos, and further with the combination of the photos. Developing of photo resources for constructive social studies is to overcome some problems inherent in current text books and to reflect the theoretical background of the 7th curriculum. To develop the sort of photo that can realize the point just mentioned, it would be highly preferable to provide photo database to facilitate study with homepage through web-based interaction. To take advantage of constructive photo resources, the instruction is strategized in four stages, intuition, conflict, accommodation, and equilibration stage. With the advancement of the era of image culture, curriculum developers are required to develop dynamic, multidimensional digital photos rather than static photos when develop text books.

• The Journal of Art Theory & Practice
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• no.5
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• pp.43-80
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• 2007

PASKYULA was formed in September, 1923 through the union of artists involved in two art groups: Kim Ki-Jin, Kim Bok-Jin, Yeon Hak-Nyeon who had previously participated in the ToWolHoi, and Park Young-Hi, Lee Sang-Hwa, An Seok-Ju, former members of the BaeckJo. After its founding, the PASKYULA artists had been searching for the social function of art to reform the harsh reality of Minjung and the nation with criticism toward society as well as art world. Their art theory for MinJung could grow relatively ease in relation to changing social and political conditions in the early 1920s. In August, 1925, PASKYULA organized the Korea Artista Proletaria Federatio with the YeomGunSa, and laid the groundwork for Proletariat art movement which was regularized in the late 1920s. From PASKYULA up to the early state of KAPF, the theory of art advocated by Kim Bok-Jin and An Seok-Ju could be summarized as "art for MinJung". At that time, widely ranging discourses on MinJung, however, was spawned in art theory, because many intellectuals-including artists and writers-begun to pay more attention to MinJung, who emerged as one of the social forces after the Samil Independent Movement. Sometimes, MinJung was construed as the target of enlightenment from a negative viewpoint. On the other hand, several intellectuals under the influence of individualism asserted that the discussion itself on MinJung exerted an evil influence on art. In contrast of these cases, the PASKYULA artists including Kim Bok-Jin, An Seok-Ju perceived that MinJung had the potential to change society, and regarded them as "a creator of genuine civilization and art". In the PASKYULA artist's writings, the concept of MinJung was often overlapped with the meaning of the Choson nation suffering under colony. Although their concept of MinJung was transformed gradually into the proletariat as they were under the strong influence of socialism, it did not change that they grasped the realities of the whole Choson Peninsula through the proletarian consciousness. In the early state of PASKYULA, the methodology for social function of art was presented in a twofold manner. First of all, Kim Bok-Jin emphasized on the necessity of education to improve MinJung's way of life through art, and it was embodied by the organization of ToWol Art Workshop and public lecture. Also, he championed "the popularization of art", which was one of methods to distribute art to MinJung. According to the PASKYULA artists, art should be not art for art' sake but art for MinJung. That was why they advocated the convergence of art and MinJung's life. Especially Kim Bok-Jin affirmed a link between art and industry because he considered industry the field inextricably linked with MinJung's life. In this context, his idea could be read as the generalization and equalization within the framework of possession. Kim Bok-Jin thought that the social ramifications of capitalism deprived MinJung of their right to enjoy art, and emphasized the artist' social role to return the right to them. That is, the even distribution of art was mainly discussed than the contents of art in the half of 1920s. By 1925, the contents of art itself became an issue in the PASKYULA art theory, and it was based in realism. Kim Bok-Jin and An Seok-Ju insisted that art should be reflection of real life. At that time, realism acquired the representation of MinJung and the nation's realities not realistic style. In fact, the various Western art styles including Futurism, Constructivism, Cubism etc. were exploited in the PASKYULA's visual images. Western art, target of criticism on theory, was selectively adopted in the works which were produced by Kim Bok-Jin and An Seok-Ju. Kim Bok-Jin's MoonYeUnDong cover design was conceived of as the example in which Western art was adopted with it's ideology under the influence of MAVO, while Western art shown in An Seok-Ju's illustrations served as a decorative function in many cases. Especially, An Seok-Ju attempted the various styles of Western art simultaneously, which may be seen as representing that PASKYULA did not have a firm ideology for their style. Also, it can be read as showing his hasty zeal to overcome Western art rapidly. The wish to establish "art for MinJung" as soon as possible was accompanied with the will to jump over the all steps of Western art though it was superficial. This aspiration of PASKYULA was expressed through the mass media, which had the potential for communicating to MinJung. At this point, there was a significant disparity between PASKYULA and another art groups in the first half of 1920s. However, the PASKYULA's method on the basis of the mass media could not but have a certain limitation because of the medium's properties. Nevertheless, PASKYULA' attempts may be considered to be valuable in sense that they expended the boundaries of Korean modern art into the commercial art questioning the matter of the distribution for art.