• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.177-189
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• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.29-62
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• 2006

The early development of an infant is crucial due to the enormous impact it has throughout an infant's life. Therefore, it is important to understand the development process of an infant and provide a high-quality educational environment so that an infant can progress at an innate pace to learn how to exercise, understand, speak, socialize, and empathize as well as having a balanced growth. When educating an infant, joy is a substantial factor in the formation of trust and development of relationship that makes education efficient. Music can be an effective means to offer a fun atmosphere vto the infant in which it stimulates active participation of the infant and development of a variety of dimensions to the infant's development. Also, the purpose of music therapy education is utilizes to plan for the different age groups' level of understanding of music and allow the infant to have a positive experience and develop properly. The purposes of this study are as following: to examine characteristics according to an infant' developmental steps thoroughly, to suggest interventions using music therapy education to stimulate development of an infant, to prove that infants age 3 to 6 obtain the necessary ability and skill through the effective educational therapy through music, and finally to create a music program for educating infants or music therapy. This study has examined theories of the music approach targeting infants age 3 to 6 and made character observations of infant' Motor, Cognition, Communication, Socialization, and Emotions. With the basis of the above theory, the different levels of development has been divided, specific goals has been set up according to the levels, and various music therapy education for infants have been created. The music therapy education activity has been approved by five professionals who are renown in their specific field. They made comments that the development levels were properly divided in the paper. They also commented that the music program is adequate for achieving the goal of each developmental level and it stimulates the different levels of an infant's development. In conclusion, the study reflects that the approach of music therapy education stimulates the different levels of infant development. Music therapists can utilize this music program to help handicapped children identify characteristics of progress and develop at their own ability.

• Journal of Christian Education in Korea
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• v.74
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• pp.7-31
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• 2023

The climate crisis threatens Earth's ecosystems and biodiversity. In particular, it can be said that the cause of the global crisis began with human greed. An educational alternative is needed to change the Christian worldview that causes greed. The purpose of this study is to find ways to apply democratic citizenship education to Christian education as an alternative to overcome the climate crisis. The contents of the study to achieve the purpose were first the essence of Christian citizenship education was examined by dividing it into citizenship education, democratic citizenship education, and Christian citizenship education. Second, The model of democratic citizenship education was established by defining its goals, content, methods, and directions within the context of Christian citizenship education. Third, the application plan of Christian education for democratic citizenship education was classified into 7 categories and proposed; environmental education to overcome the climate crisis, ethical education to restore the public role of the church, education to form God's character, education to realize the village education community, education that promotes Christ's peace and Christ education that fosters consideration for multicultural individuals, and literacy education to prevent the negative impacts of digital media culture. Next, the plan to apply democratic citizenship education to Christian education is, first, to reduce human greed and restore God's creation order through environmental education that can overcome the climate crisis. Second, through ethics education to restore the church's public nature, it is necessary to restore the church's role for the church's moral empathy and publicity. Third, through the education that forms the God's character, it is necessary to form a mature character of faith in which personality and faith are harmonious and balanced. Fourth, schools, villages, and churches form a community through education that realizes a village education community so that the members of the village can obtain educational results. Fifth, through education that aims for the peace of the God Christians should be able to live as Christian democratic citizens who achieve peace in the kingdom of God. Sixth, through education that considers multicultural people, faith education that helps them overcome discrimination, exclusion, and hatred toward multicultural people with the love of Jesus Christ and seek a life of coexistence. Seventh, through literacy education that prevents the harmful effects of digital media culture, personal ability to read and write in media should ultimately be improved to the ability to practice socially.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.77-102
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• 2018

The purpose of this study was to contribute to Home Economics(HE) teachers' culture by figuring out acknowledging characteristics of cultures of HE teachers and impeding factors on development of HE education. For this intensive interview were used. Intensive interviews were made with 14 HE teachers who completed coursework for master's or doctor's program of graduate school and belong to HE Teachers' Study Associations of each region or Korean Home Economics Education Association and analyzed by subject analysis method. The results of the study are as follows. First, HE teachers establish the philosophy of HE education, and practice education to provide profit to adolescents, their families, as well as society through HE class with their belief that HE is a practical and critical subject to benefit individual adolescents, families, and society. Second, HE teachers form culture to make an effort to continue to improve their expertises by attending graduate school, joining HE teachers' associations to enhance teaching methods, evaluation methods, and work ability or disclosing their own class. Third, HE teachers settle culture to conduct classes focusing on practical issues by converting the paradigm of HE education to that of practical critique. They also see that the system of three actions(technical action, communicative action, and emancipative action) should be applied in circulating ways to improve quality and value of life. Forth, for impeding factors of development of HE education, there are educational system and social recognition. However, with HE teachers' efforts, HE education settles well, as it reflects demands from students and society, finds students' talents, and actualizes its own goals. HE teachers believe that student will recognize that HE education is necessary for happiness of individuals and families. As a way to develop Home Economics teacher culture, Home Economics teachers should have the opportunity to develop more Home Economics teachers by participating in and working in research sessions in each area. It also called for a control tower to enable and lead collaborative networks between local Home Economics curriculum research committees. The Korean Home Economics Education Association should play a central role in the academic research community of each region and be able to help Home Economics teachers by moving more quickly and systematically to cope with the upcoming changes in education. Finally, participants said that in order to prepare a basic framework for the change in Home Economics education, practical critical Home Economics teacher training are needed. To this end, students can understand the essence of Home Economics education and establish their identity by taking a deeper Home Economics education curriculum philosophy for Home Economics teacher training.

• Journal of Korean Academy of Nursing
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• v.11 no.2
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• pp.5-8
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• 1981

This study concerns itself with the development of a new model of comprehensive health service for rural communities of Korea. The study was conceived to resolve the problems of both underservice in rural communities and underutilization of valuable health manpower, namely the nurses, the disenchanted elite health personnel in Korea. On review of the current situation, the greatest deficiencies in the Korean health care system were found in the availability of primary care at the peripheries of md communities, in the dissemination of knowledge of disease prevention and health care, and in the induction of and guidance for active participation by the clientele in health maintenance at the personal, family and community level Abundant untapped health resources were identified that could be brough to bear upon the national effort to extend health services to every member of the Korean Population. Therefore, it was Postulated that the problem of underservice in rural communities of Korea can be structurcturally resolved by the effective mobilization and organization of untapped health resources, and that. a primary care Nursing Service System offers the best possibility for fulfillment of rural health service goals within the current health man-power situation. In order to identify appropriate strategies to combat the present difficulties in Korean rural health services and to utilize nurses and other health personnel in community-centered health programs, a search was made for examples of innovative service models throughout the world. An extensive literature survey and field visits to project sites both in Korea and in the United States were made. Experts in the field of world health, health service, planners, administrators, and medical and nursing practitioners in Korea, in the United States as well as visitors from other Asian countries were widely consulted. On the basis of information and inputs from these experts a new rural health service model has been constructed within the conceptual framework of community development, especially of the innovation diffusion Model. It is considered especially important that citizens in each community develop capacities for self-care with assistance and supports from available health professionals and participate in health service-related decisions that affect their own well-being. The proposed model is based upon the regionalization of health care planning utilizing a comprehensive Nursing Service System at the immediate delivery level The model features: (1) a health administration unit at each administrative level; (2) mechanisms for community participation; (3) a continuous source of primary health care at the local community level; (4) relative centralization of specialty care and provision of tertiary or super-specialty care only at major national metropolitan centers; and (5) a system for patient referral to the appropriate level of care. This model has been built around professional nurses as the key community health workers because their training is particularly suited and because large numbers of well-trained nurses are currently available and being trained. The special element in this model is a professional nurse-guided, self-care facilitating primary care Community Nursing Service System. This is supported by a Nursing Extension Service as a new training and support structure. (See attached diagrams). A broad spectrum of programs was proposed for the Community Nursing Service System. These were designed to establish a balance of activities between the clinic-centered individual care component and the field activity-centered educational and supportive component of health care services. Examples of possible program alternatives and proposed guidelines for health care in specific situations were presented, as well as the roles and functions of the key health personnel within the Community Nursing Service System. This Rural Health Service Model was proposed as a real alternative to the maldistributed, inequitable, uncoordinated solo-practice, physician-centered fee-for-service health care available to Koreans today.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.1-21
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• 2012

The objective of this study is to suggest improvement plan for invention gifted education based on the awareness of teachers and professionals who related to the invention gifted education for the expansion and development of invention gifted education through improvement of relevant problems. To this end, invention gifted education system and its operational status were analyzed, and questionnaire survey on the awareness of the development plan and satisfaction level was conducted, targeting professionals related to the invention gifted education and teachers in charge of invention gifted education classes or gifted education center. The research results are as follows. First, the level of satisfaction on the invention gifted education was greater than normal (M=3.0) in general, but in the field of 'educational materials', 'teacher training programs' and 'human and material support system of support agencies', the level of satisfaction was relatively low, which requires expansion of the support. Second, it is necessary for Korean Intellectual Property Office and Korea Invention Promotion Association to designate and establish specialized research institution to play a key role in enhancing development and efficiency of invention gifted education. As a result of the questionnaire survey, it turned out that expectation and necessity of the specialized research agency was highly recognized. In particular, demand for 'research and development of gifted education method and materials' and 'research and development of teacher training materials and implementation of teacher training' was high among the key areas of the specialized research institution. Third, teachers and professionals related to the invention gifted education responded that 'invention knowledge' in the areas of invention knowledge and thinking and 'entrepreneurship' in the area of invention attitude was somewhat low toward the question on the level of the 9 characteristics of gifted students with invention talents which current beneficiaries of invention gifted education have, which leads to conclusion that review on the model for the selection of gifted children with invention talents as well as research and development of invention gifted education program to enhance characteristics with low levels is required. If long-term development plans and initiatives are deduced based on this, an effective framework for the invention gifted education will be established in the near future. In addition, it is expected that the differentiated political visions and goals will be established in connection with master plan for the promotion of gifted education.

• 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.

• KDI Journal of Economic Policy
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• v.13 no.2
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• pp.97-127
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• 1991

This paper investigates the roles and the limitations of the Korean antitrust agencies-the Office of Fair Trade (OFT) and the Fair Trade Commission (FTC) during the making of the major industrial policies of the 1980's. The Korean antitrust agencies played only a minimal role in three major industrial policy-making issues in the 1980's- the enactment of the Industrial Development Act (IDA), the Industrial Rationalization Measures according to the IDA, and the Industrial Readjustment Measures on Consolidation of Large Insolvent Enterprises based on the revised Tax Exemption and Reduction Control Act. As causes for this performance bias in the Korean antitrust system, this paper considers five factors according to the current literature on implementation failure: ambiguous and insufficient statutory provisions of the Monopoly Regulation and Fair Trade Act (MRFTA); lack of resources; biased attitudes and motivations of the staff of the OFT and the FTC; bureaucratic incapability; and widespread misunderstanding about the roles and functions of the antitrust system in Korea. Among these five factors, bureaucratic incompetence and lack of understanding in various policy implementation environments about the roles and functions of the antitrust system have been regarded as the most important ones. Most staff members did not have enough educational training during their school years to engage in antitrust and fair trade policy-making. Furthermore, the high rate of staff turnover due to a mandatory personnel transfer system has prohibited the accumulation of knowledge and skills required for pursuing complicated structural antitrust enforcement. The limited capability of the OFT has put the agency in a disadvantaged position in negotiating with other economic ministries. The OFT has not provided plausible counter-arguments based on sound economic theories against other economic ministries' intensive market interventions in the name of rationalization and readjustment of industries. If the staff members of antitrust agencies have lacked substantive understanding of the antitrust and fair trade policy, the rest of government agencies must have had serious problems in understanding the correst roles and functions of the antitrust system. The policy environment of the Korean antitrust system, including other economic ministries, the Deputy Prime Minister, and President Chun, have tended to conceptualize the OFT more as an agency aiming only at fair trade policy and less as an agency that should enforce structural monopoly regulation as well. Based on this assessment of the performance of the Korean antitrust system, this paper evaluate current reform proposals for the MRFT A. The inclusion of the regulation of conglomerate mergers and of business divestiture orders may be a desirable revision, giving the MRFTA more complete provisions. However, given deficient staff experties and the unfavorable policy environments, it would be too optimistic and naive to expect that the inclusion of these provisions alone could improve the performance of the Korean antitrust system. In its conclusion, this paper suggests several policy recommendations for the Korean antitrust system, which would secure the stable development and accumulation of antitrust expertise for its staff members and enough understanding and conformity from its environments about its antitrust goals and functions.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.2
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• pp.213-220
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• 2012

This study was conducted on 4th and 5th grade elementary school students in Daegu, Korea for the purpose of promoting health and proper dietary habits. A children food safety education program was developed and its effects evaluated on 4th and 5th graders (3,932 students for 4th year, 4,438 students for 5th year) at 46 elementary schools, which were under the jurisdiction of the four educational bureaus of Daegu city. Education was conducted in accordance with an education design plan, of which there were two goals, including know the contents of 'special act on children's dietary life safety management' and 'practice proper hand-washing'. 'Special act on children's dietary life safety management' was explained, and the education curriculum included proper hand-washing for prevention of food poisoning, quality certification mark on children's favorite foods, harmful foods such as unsanitary and adulterated foods, and green food zone. Flash songs, PowerPoint, 'glitter burger' notice note, and banner were used as education media. It was found that the awareness level of items related to 'special act on children's dietary life safety management' increased significantly after education (p<0.001). 'Necessity of nutrition education and children's food safety' also increased significantly (p<0.05) after education. Lastly, children answered that they washed their hands more often after education (62.9%) than before (60.7%).

• Journal of Food Hygiene and Safety
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• v.27 no.3
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• pp.247-256
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• 2012

This study was conducted to provide strategies for the reduction of plate waste and prevention of plate waste reuse in foodservice operations. To achieve these goals, we surveyed the entrepreneurs of foodservice operations, professionals in the field of foodservice management and food safety, and public officials working for food safety enforcement about their perceptions and strategies on plate waste management. The professionals' survey indicated that definition of plate waste needed to be clear for understanding. Also Korean food culture insisting on abundance and variety table settings, foodservice owners' demands for cost reduction, and foodservice workers' insufficient safety perceptions were indicated to bring forth the practice to reuse plate waste. The effective ways to control plate waste management were systematic educational supports for Korean food culture upgrade among consumers and improvements of safety perceptions among owners, as well as workers. Also small portion size was needed to reduce plate waste.