This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.
Journal of the Korean Society for Library and Information Science
/
v.57
no.2
/
pp.179-198
/
2023
The purpose of this study is to verify the role of teacher librarians by examining the cases of media and information literacy(MIL) classes in the joint curriculum of high school credit system research school. The classes were two 34th classes joint curriculum established by two teacher librarians at the high school credit system research school. Individual students set their own inquiry problems integrated with their careers or subjects, and teacher librarians guide the process of solving them based on the process of using MIL. The participants were 22 high school students in Daegu who filled out the questionnaire before and after completing the course. The effect of the classes was analyzed through a questionnaire consisting of 42 questions for the 3 factors of access, evaluation, and creation, which are the components of MIL announced by UNESCO. As a result, all 3 factors and 25 of the sub-42 survey items showed a statistically significant difference before and after class, It was investigated that literacy of students improved through MIL education of teacher librarians. Through this study, it will be possible to expand the awareness of the effect of the educational role of teacher librarians in the flow of future curriculum.
Journal of The Korean Association For Science Education
/
v.41
no.1
/
pp.59-70
/
2021
Ability to make informed decisions by critically evaluating media information on socioscientific issues (SSI) is one of the crucial elements of scientific literacy that citizens should obtain. This study aims to investigate how middle school students evaluated media information about socioscientific issues (SSI) when they faced two different types of information (i.e., numerical and empathic information). To achieve the aim, 96 middle school students responded to the questionnaires asking them to evaluate reliability and persuasiveness of SSI media information. The questionnaires consisted of two sets of newspaper articles on each SSI (pro-numerical/empathic, against-numerical/empathic). After reading the articles, the students evaluated reliability and persuasiveness of each article and wrote the reasons for their evaluation. The results were as follows: First, the students believed that news articles with numerical information were more reliable than the ones with empathic information in all SSI contexts. They tended to trust scientific evidence and data from numerical information, and real cases, societal problems, expressions, and values from empathic information. In addition, they evaluated their reliability based on the logic of information, accuracy of information, breadth and depth of data, and quantity and quality of sources both numerical and empathic information. Second, in case of evaluating persuasiveness of the articles, they focused more on the values that information contained, richness and logicality of the information, rather than the types of information, regardless of the type of information.
Journal of the Korean Society for information Management
/
v.36
no.3
/
pp.81-107
/
2019
The purpose of this study is to assert the justification for actively accepting media education in Library and Information Science and to suggest the media type according to the concept and classification criteria of the media from the perspective of Library and Information Science. In order to present the media type according to the concept of the media, the dictionary concept of the media was reviewed, the language and media for high school students in Korean language, the educational materials for elementary and secondary school students written by Media Education Committee of Korean Society for Journalism & Communication Studies, the educational textbooks for elementary and secondary school students in Library and Information Science, and media classification presented in the RDA of the cataloging rules were analyzed. In addition, the implications were derived based on the analysis results of the concepts and media type. The concept of media was set based on the analysis results and implications, and the media types were presented according to the concepts and classification criteria. In this study, the media was set up in the same meaning as the medium, and it was defined that the media function as a means of communication and that information contained in it can be obtained through the human sensory apparatus through physical objects that contain, transmit or reproduce information. The media was set up as three logical components of the media in this study: information in the media, materials, and representation devices.
This study aimed to investigate the current status of media education in Korea by analyzing the media education cases which are being implemented in education field. Analyses were conducted on educational media, education contents, education methods, education fields, education levels, age of educated people, education cycle, school curriculum patterns and education-performing organizations. The educational media were in the rank order of vision media, new media such as internet, newspaper and movies. The education contents were mainly composed of knowledge and information about media followed by media production and media literacy. The media education was conducted in the cooperative relationships among school, society and family. For the education methods, message analysis, media monitor education, media production and media in education were dominantly used. Elementary school students were found to be the main target of media education, while there was no media education for pre-school children. Current media educations in school were being performed using club activity, creative activity, talent-raising education after school and regular class.
Visual culture art education (VCAE) seems to be the new paradigm for art education after postmodernism. Getting beyond the traditional art education, VCAE has expanded its scope of interest to include the visual environment that surrounds our life, thus pushing the boundary of art education beyond the traditional fine arts to cover pop culture and visual art. VCAE shares the issues as well as a lot of elements of culture and art education and in fact serves as a major theoretic background for culture and art education, in that it pays attention to the sociocultural context of images and emphasizes visual literacy and constructionist learning. In this paper, I have reviewed the theoretical background and related issues of VCAE with a view to presenting a direction for animation education, which is gaining in importance coming into the Age of Digital Media. VCAE was born in the progressive cultural atmosphere from the 1970s and thereafter, and its gist consists in figuring out visual artifacts and their action in order to improve individual and social life. Yet, VCAE continues with its development according to the changing aspects of visual culture, and currently, it is expanding its scope of interest to cover the esthetic, experiential education in visual culture and construction of meaning through digital story-telling. In the visual environment of the Digital Age, animation is establishing itself as the center of the visual culture, being a form that goes beyond an art genre or technology to realize images throughout the visual culture. Also, VCAE, which has so far emphasized visual communication and critical reading of culture, would need to reflect the new aspects of the visual culture in digital animation across the entire gamut from experiencing to understanding and appreciating art education. In this paper, I emphasize on Cross-Curricula, social reconstruction, the expansion of animation education, interests in animation as a digital media, and animation literacy. A study of animation education from the perspective of VCAE will not only provide a theoretical basis for establishing animation education, but also enrich the content of VCAE, traditionally focused on critical text reading, and promote its contemporary and futuristic orientation.
With the full spread and rapid development of social media, the trend of decentralization of social media information propagation is becoming clearer day by day, and the segmentation of time by audiences using social media information is clearly progressing. Therefore, this study aims to study the influence relationship between social media attitudes toward fake news, social capital, risk perception, and discriminant intentions based on existing studies. Accordingly, the research model presented related research questions and organized a questionnaire to collect a total of 500 valid surveys. The SPSS 26.0 program and the AMOS 24.0 program were used to analyze the data. The research results are as follows. First, the more positive the user's attitude towards the fake news identification intention of social media, the more they want to use various methods or tools to identify the authenticity of online information. Second, the more positive the user's attitude towards social media fake news, the more aware of the potential threats social media fake news poses to their own physical, psychological, financial and so on. At the same time, by raising one's own awareness of the dangers, counterintelligence intentions against fake news on social media will also increase. Third, the richer the social capital the user has, the stronger the information literacy, and therefore the stronger the identification intention of social media fake news. Fourth, the higher the value of social capital Chinese users have, the greater the damage they have suffered from fake news, and the higher the risk awareness of fake news to protect their interests. Fifth, it means that Chinese users recognized information suspected of social media and took corresponding measures.
Journal of The Korean Association For Science Education
/
v.37
no.6
/
pp.1005-1014
/
2017
Focusing on the role of the science museum as an institution to improve the scientific literacy of the public, this study investigated public perception and behavior about science museum to know how much science museums affect the public by using social media big data analysis. For this purpose, we extracted texts containing 'science museum' in Naver blogs and Twitter, analyzed them by using network, frequency, co-ocurrence, and semantics analysis and compared them with the results in English speaking countries. As a result, blogs were mainly concerned with science museum among parents who have young children, while in Twitter posts from many students who visited as a group appeared. Therefore, the Korean public used science museum mainly as a space for children's experience, and in this case, programs and exhibitions of science museums are perceived positively. On the other hand, students who visited as a group showed some negative emotions. The result of comparison with the cases of foreign countries in terms of the function of the third generation science museum such as communications with the science museum and the public and the participation of the public in science, the Korean public hardly mentioned the scientific contents, words related to communications such as 'argue', and curators or staff after visiting the science museum. In contrast to many verbs related to meaningful activities such as 'learn', 'participate', 'listen', 'read', 'ask', 'think' appeared in English, only a small number of verbs include 'ask' and 'thin' appeared in Korean. Therefore, science museum need to improve impression, communicating with public, and involving activity with impact and variety after visit.
This study aims to analyze the causes of Internet hate speech, which has recently been emerging as a serious social problem and to seek for countermeasures. The experiences of hate speech are examined through the analysis of college students' essays and the causes and solutions of hate speech are suggested through the in-depth interviews with the experts. College students experience hate speech on the Internet on the basis of attributes such as age, gender, sexual orientation, and regionalism. Online comments on news, social media and online games are the main sources in spreading hate speech. On a personal level the lack of awareness of human dignity and the absence of media education are diagnosed as the reasons for online hate speech. The social reasons for online hate speech lie in the lack of human rights education and the problems of the media. In order to improve the problems of Internet hate speech, various suggestions are proposed on the legal, social and educational levels.
The purposes of this study were to explore what components of science communication and its level are contained in text panels of exhibitions in natural history museums and to propose its development direction of exhibition education in Korea. First, to find out the component and level of science communication contained in exhibition panels, the researcher team developed the analyzing tool which was called SEPAT (Science Exhibition Panel Analyzing Tool), then employed them to profile the component and level of science communication. Second, the researchers introduced the exemplary designed media of exhibitions to demonstrate how much science communication could be enhanced. The results were made as follows. First, the components of science communication was considerably weighted toward to 'concept' one. There were also a few 'awareness' and 'engagement', both of which were under 5% in each zone of exhibition and there was not 'NOSI' or 'opinion' embedded in the analyzed exhibitions. Second, the various type of designing exhibitions were found to promote or enhance the restrictedly represented components of science communication. It is suggestable for exhibitions to be designed through various type of 'media' to enhance science communication. Visitors are required to experience rich science communication to meet their educational needs, and exhibition developers in natural history museums and other museums are recommended to be professional in containing all components of science communication through various type of designing exhibitions.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.