• 수산해양교육연구
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• 제15권2호
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• pp.206-218
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• 2003

In spite of the importance of a fishing industry, neither any terminology defined in details nor academic systems to educate the workers in the fishery were established in the fisheries social education. The fisheries social education was considered to be the practical area around the actual fields. Therefore, on-site education was very important. Accordingly, this study collected and analyzed theoretical basis of a social education and data on the rural adult education and examined the actual status of the fishing industry in Korea and fisheries extension services enterprise and fisheries developmental enterprise corresponding to the actual fisheries social education conducted in Korea. On the basis of these frames, this study summarized the direction for the progress of fisheries social education that has not been studied until now for the purpose of suggesting the future directions of the fisheries social education as follows; The recognition on the importance of fisheries social education and fundamental researches in the fisheries social education should be extended. The practical development of fisheries social education should be realized. Fisheries extension services enterprise should be evolved by fishermen. The abilities of instructors in the fisheries social education should be improved. The academic factors in the fisheries social education should be emphasized. Inter-disciplinary and multi-disciplinary approaches should be adopted. Various programs should be developed for the progress of the fisheries social education. The exclusive department in charge of the fisheries social education should be established. The information system for the fisheries social education should be secured. The industry, academic organizations and the organs should make cooperation. The fisheries social education should be provided by general social education institutions for the progress. The fisheries development should be deployed on the basis of environmental preservation. It is necessary to deploy the new fishing village movement like the Saemaul movement to the fisheries. The administrative and financial supports for the fisheries social education should be expanded. It is essential to cultivate the future fishermen for the international competitiveness.

• 한국환경교육학회지:환경교육
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• 제15권2호
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• pp.76-85
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• 2002

As exchanges and cooperations among Korea, Japan and China about environmental issues become active, exchange programs about social environmental education increases. Therefore, in this study, the present state of the social environmental educations in Korea, Japan and China is analyzed and compared. The conclusions are as following. First, the social environmental education in Korea is mainly executed by NGOs about environment, religion and gender. In the social environmental education in Korea, education for sensibility in which all the people can participate such as field investigation, camping and travel holds the majority. However, the education about social-political knowledge which deals with environmental policy and economy is not sufficient. Second, in the social environmental education in Japan, the education of environmental education methods and knowledge about environmental issues, in which citizens participate such as workshop and forum holds the majority. Third, the social environmental education in China is mainly executed by CEEC under SEPA. Education toward teenagers for fostering environment-friendly attitude is mostly active, and lectures are in general. However, education for the specific knowledge of environmental issues is not enough. The social environmental education is very significant as lifelong education for environment friendly welfare society since civil decision-making leads directly the social behavior. Therefore, efforts must be made to develop the social environmental education of each countries by means of active exchange and energetic support of the social environmental education program and autonomous exchange of NGOs for the social environmental education.

• 수산해양교육연구
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• 제26권3호
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• pp.474-484
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• 2014

The purpose of this study was to study literature research on the possibility of education for social justice. First, the principle and rule of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize freedom, democracy, equality of opportunity, and economic growth, and has to be student-centered, collaborative, experienced, knowledged, and practical. Second, the curriculum of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize skills for reading the world and skills for activism, and has to emphasize human rights, democracy, and reservation. And third, the teacher education for social justice were unfolded on the basis of contents that education for social justice has to emphasize care, justice, critique, anti-bias education, critical pedagogy, multicultural education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권1호
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• pp.49-67
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• 2021

In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.

• 가정과삶의질연구
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• 제20권6호
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• pp.129-140
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• 2002

The purpose of this study was to collect baseline data for women＇s needs for social education, in order to eventually contribute to improving the quality of women's social education. In the needs survey, information on the motive to participate in social education programs, obstacles to participation, and program preferences was collected. The data were then analyzed by women＇s socio-demographic characteristics. Survey participants were married women between the ages of twenty to fifty, who were sampled from Seoul, six metropolitan areas, and nine provinces. For the final analysis, 1,026 survey forms were used. The motive for participating in women＇s social education programs was examined by each category. Overall, the participants showed the highest level in educational achievement motif. The motivations for lifestyle change, self-realization, and social accomplishment were also high and at a similar level. As for obstacles to participation, social obstacle received the highest rate, followed by family obstacle and personal reasons. As for the type of social education programs, home management programs were the most preferred, followed by psychological education, family education, leisure activity programs, physical education, and social education programs.

• 한국사회복지학회:학술대회논문집
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• 한국사회복지학회 2005년도 춘계학술대회자료집
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• pp.677-702
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• 2005

The purpose of this study is to examine the Korean social workers' level of social work values, advocacy attitude and advocacy intervention, and to verify the relations among social work education, social work advocacy and social work values by examining whether social work education influences social work advocacy and social work values, and whether social work values affect social work advocacy. Further, this study wishes to confirm not only the direct effect that social work education has on social work advocacy, but also how social work education indirectly influences social work advocacy through social work values on the social level as a mediator. The research of this study was conducted on 461 social work practitioners who have obtained either social worker licenses or mental health social worker licenses and are currently working in the field. As survey tools, this study utilized social work advocacy attitude, social work advocacy intervention, outcomes of social work education, social work values, self-esteem and locus of control. Collected data were analyzed by using SPSS/PC+ 11.5 for one-way ANOVA and t-test, Pearson's correlation, reliability analysis, exploratory factor analysis and multiple regression. To sum up the results of the study in terms of the research hypothesis, the research hypothesis was established according to the analysis method of the testing mediation of Baron & Kenny (1986) in order to examine whether social work values on the social level intervene between social work education and social work advocacy. The results of the hypothesis test confirm that social work values on the social level serve as a mediator variable.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2011년도 동계학술대회
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• pp.233-240
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• 2011

소셜 미디어 (Social Media)는 사람들이 자신의 생각과 의견, 경험, 관점 등을 서로 공유하고 참여하기 위해 사용하는 개방화된 온라인 툴과 미디어 플랫폼으로서 소비와 생산의 일반적인 흐름이 동작하지 않으며, 양방향성을 활용하여 사람들이 참여하고 정보를 공유하며 사용자들이 만들어 나간다. 이런 소셜 미디어에는 블로그(Blog), 소셜 네트워킹서비스(Social Networking Service, SNS), 위키(Wiki), 손수제작물(UCC), 마이크로 블로그(Micro Blog) 5가지가 있다. 소셜 러닝은 넓게는 사람들이 소셜 미디어를 통해 서로 협업과 집단지성을 나누며 스스로 학습하는 것으로 좁게는 소셜 미디어를 통한 학습이라고 정의할 수 있다. 본 논문에서는 소셜 미디어와 Social Learning에 대해 자세히 알아보고 초등학교에서 어떻게 활용할 수 있는지 연구하였다.

• 한국콘텐츠학회논문지
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• 제19권1호
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• pp.496-512
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• 2019

본 연구의 목적은 한국 사회복지 교육의 선구자이면서 한국 최초의 사회복지 독립학과를 설립한 김덕준(1919-1992)의 사회복지 사상과 사회복지 교육의 실천원리를 고찰하는 데에 있다. 김덕준의 생애와 사회복지와 관련된 행적 그리고 그의 사회복지 사상과 사회복지 교육의 실천원리를 살펴본 결과, 첫째, 샬롬의 정신, 둘째, 인간의 존엄성, 셋째, 십자가 사랑, 넷째, 사회정의, 다섯째, 경천애인, 여섯째, 이웃 사랑의 관계성으로 도출되었다. 이와 같은 김덕준의 사회복지 사상과 사회복지 교육의 실천원리는 현재 한국의 사회복지 교육의 문제를 해결할 수 있는 가치적이며 이념적인 사회복지사 양성의 본질적인 목적과 목표를 재정립할 수 있는 통찰들이라 할 수 있다. 이를 한국의 사회복지 교육에 적용하면, 사회복지사의 정의와 자세, 역할, 기능에 대한 내용으로 정리될 수 있다.

• 의학교육논단
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• 제22권2호
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• pp.85-92
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• 2020

The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The first search included both fields (social constructivism AND medical education), while the second search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the first and second searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of "meaning" (dialogue and discourse), (3) learner's identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.

• 한국컴퓨터정보학회논문지
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• 제24권1호
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• pp.239-246
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• 2019

In this paper, we propose an effective software education donation model for the social care class. The types of software education for elementary, middle, and high school for the social care class are in the order of after school classes, club activities, creative experiences, and regular classes. In elementary school students, it is effective to precede visual programming education based on block coding and to conduct curriculum convergence with SW and HW at the beginning, and high school students are carrying out text programming education like Python. Software education for social care class The contribution activity model can be classified into five types such as geographically difficult area, multicultural family areas, orphanage, reformatory, and basic livelihood security recipient. In addition, the survey results show that the students' interest in software education and their satisfaction are all very high at 96%. Effective software education for the social care class In the donation model, the lecturers consist of responsible professors, lecturers, and assistant instructors. Software training for the social care class is effective on a year-by-year basis, so that students can feel authenticity and trust. Software education contents focus on visual programming and physical computing education in elementary or middle school, and text programming and physical computing education in high school. It is necessary to construct a software education donor matching system that helps efficient management of software education donations by efficiently matching schools (consumers: elementary, middle, high school) and software education donors(suppliers).