• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.523-536
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• 2015

In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by $Engestr{\ddot{o}}m$. We also analyzed the aspect of reflection in terms of both 'the diversity of reflection subjects' and 'the practicality of reflection.' Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, 'regular PCD,' 'introduction of tools for facilitating reflection,' 'transition of the subject in PCD from researcher to pre-service teachers' are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as 'managing time,' 'participation of students,' 'mentor's role (a kind of teaching manual),' reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community's co-reflection from the viewpoint of an activity system.

• (The)Study of the Eastern Classic
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• no.54
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• pp.235-252
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• 2014

This paper is examining the ideological underpinnings of Park Jin-young[朴震英]. He was intellectual activity is based on Haman[咸安] Gyeongsang-namdo[慶尙南道]. And He was causing the Righteous Army[義兵] saved the country from the crisis of Imjin War[壬辰倭亂, 1592~1598] and the Byongja War[丙子胡亂, 1636~1637] in Mid-Joseon[朝鮮] Dynasty. Therefore, he had to practice patriotism and love people. The purpose of this paper is centered on the acts of Park Jin-young to focus on its ideological foundation to be sure. A cause[大義名分] was laying on the side and the real meaning of the terms of participation and his a far-sighted view [達觀] ever conduct of life[處世] divided into such discussions were developed. In addition, the formation of his ideas around the Jung gu[鄭逑] influenced correlating it with the teacher and student relationships were investigated. Park Jin-young is Im-Byeong War[壬丙兩難] since emerged on the Joseon [朝鮮] Social Jon-ju[尊周] thought was one of the representative figures. His mentor Jung gu was the cause, seriously. And he cause, the influence of the teacher very seriously here was typical of that era. The people loved teacher. And his disciples to overcome difficulties that influence the Righteous Army sought to raise the country. His teachers have taught him Confucian influence. And behave appropriately when life. Park Jin-young acted appropriately when affected by such a life. Consequently, he was a true intellectual in those times.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.282-290
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• 2008

The Research and Education (R&E) program was a year-long, apprenticeship and research-based program that was guided by mentors who are scientists or science teachers. The objective of the R&E program was to help scientifically gifted students in Korea Science Academy (KSA) and Science High Schools (SHS) to enhance abilities in creative thinking, scientific inquiry, problem solving, positive attitude towards scientists, and promoting cooperative research and interests in science and technology. In this study, the impact of the R&E program on the goals of 182 gifted college students in KAIST was evaluated using Likert-type items and multiple-choice method approach that provided a more comprehensive evaluation of the program's impact on science attitudes, creative thinking, scientific inquiry, and interests in science and technology. The results indicated a positive impact on cooperative research, gaining knowledge on the research topic, attitude towards scientists, interest in science and technology, scientific inquiry, and creative thinking in that order. There were rather remarkable and meaningful differences in science inquiry (p<.05), and scientific knowledge (p<.01), between the two groups of KAIST freshmen who came from SHS and KSA in 2006. Implications for science apprenticeship or a research-based mentorship program and their respective evaluations are also discussed.