• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.79-85
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• 1991

According to the rapid change of the modern society, science & technology influences the society significantly. Thus, Korean education, especially the science education must be reviewed in the terms of that, the purpose of this article is to introduce social, environmental context's science education-STS education. STS education is to arise the ability of the democratic decision-making & participating in a discussion. The areas of this are knowledge, process, creativity, attitude, application. Also there are social issues approach & the social studies of science approach in the STS education. The social issues approach is the predominant approach to STS education; the social studies of science approach is often found in the form of goals & objectives for STS education. In order to introduce STS education to Korean science education,this author suggests the following; 1. The relation between science & society in science education must be emphasized more. 2. The study and development of STS education appropriate for Korean society must be preceded. 3. The new course about STS and technical education in the level of college must be developed.

• Journal of the Korean Home Economics Association
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• v.46 no.2
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• pp.13-23
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• 2008

This study examined effects of demographic characteristics, mothers' perceived social pressure regarding their children's education, social conspicuousness, competitiveness, and self-esteem on the mothers' fervor for their children's education. These effects were analysed separately by residential area. A total of 231 mothers who had children attend middle school at Mok-dong and Ahyun-dong surveyed by questionnaire. There were significant differences based on the mothers' residential area. Mok-dong mothers have a higher perceived social pressure about child education, self-esteem, education fervor for their child, and monthly income and fathers' and mothers' education level than Ahyun-dong mothers. In Mok-dong mothers, only demographic characteristics of the family significantly explained the mothers' education fervor. Specifically, monthly income and fathers' education level were positively related to education fervor of Mok-dong mothers. Ahyun-dong mothers' social pressure about child education and self-esteem significantly explained mothers' education fervor for their child after controlling their demographic characteristics. Specifically, positive social pressure and positive self-esteem were positively related to mothers' education fervor about their child.

• Journal of Family Resource Management and Policy Review
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• v.9 no.3
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• pp.113-134
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• 2005

The study was first part of the research on development of consumer education program as social education program. The purpose of this study was to review social consumer education programs conducted by various organizations and to examine the consulting statistics from Korea Consumer Protection Board and Korea National Council of Consumer Organizations. In Consumer Protection Board, consumer education was operated mainly for both college students majored in consumer studies and public-sector workers. Outgoing education was provided mainly to the persons in industries and housewives. Other consumer organizations conducted consumer education using government funds. The organizations considered 'purchasing' and 'consumerism' most frequently as the topics for the education. 'Credit' and 'insurance' were another main concerns at the education. The consulting statistics showed that 'mobile communication', 'laundry service', 'health foods', and 'educational materials for foreign language' took the largest portion of the consumer consulting. Some implications were made for developing consumer education program as social education.

• Korean Medical Education Review
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• v.20 no.2
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• pp.103-111
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• 2018

In the ever-changing medical environment, the social participation of medical doctors is becoming more necessary. Currently, there is not enough participation or action by doctors within our society due to reasons such as a lack of educational curriculum in this area. This study aimed to investigate medical students' opinions and attitudes about social participation and action. A total of 438 medical students were surveyed about their attitudes toward doctors' relations with the public, social participation, social action, and medical education for social participation or action. Regarding doctors' relations with the public, participants responded that the government (73.5%) and the media (82.0%) were causing social distrust of doctors, and more than 70% of the respondents answered that doctors were passive when it comes to social participation. When asked about social participation and social action, 76.7% of the students surveyed had experienced social participation, and 28.3% had experienced taking social action. A total of 73.4% of the students answered that medical education needs to be changed, and it is necessary to introduce subjects such as sociology and law to improve social participation and action. The results are significant in that they show medical students' thoughts on social participation and social action as doctors in the Fourth Industrial Revolution. We believe that a change of medical curriculum to promote active and collaborative social participation by doctors is necessary.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.141-161
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• 2019

The purpose of this study is to review the trends of international and domestic research in mathematics education for social justice and to present the meanings to the mathematics education in Korean mathematics education. For Korean mathematics educators and teachers, interest and research in mathematics education for social justice is still insufficient. For this study, the researcher analyzed the concerned research on mathematics education for social justice. According to the study, international research on social justice were started with Freire's critical mathematics education in the 1970s and has been actively conducted from various perspectives and has been applied to their mathematics lessons. However, domestic studies on mathematics education for social justice have recently been started. The implications of mathematics education for social justice is that it provides an opportunity for reflection on traditional mathematics lessons and enables integration and convergence with humanities perspective. This approach can also foster a positive attitude toward mathematics and deepen the view of mathematics and the world of teachers and students. The researcher proposed to include mathematics education for social justice in Korean mathematics curriculum and textbooks, support teachers' professionalism by teacher training programs, and continue to develop a more sophisticated education model through practical applications.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1366-1380
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• 2013

This study aims to explore the direction of design for narrative curriculum of 'The social practices-based education'. In chapter 2, this study addresses the theoretical criteria for social practices, social practices-based education and narrative curriculum and identifies their characteristics. In chapter 3, the association between social practices and narrative curriculum is identified through a study on the relation between social practices and narrative curriculum. In chapter 4, this study investigates the 5 steps of designing narrative curriculum's templet proposed by C. Lauritzen and M. Jaeger (1997), based on which this study intends to explore the direction of design for narrative curriculum.

• Journal of the Korean Home Economics Association
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• v.38 no.4
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• pp.61-84
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• 2000

The purpose of this study was to investigate Cheju Women\`s Social Education to improve social education. The data were collected by means of Questionnaire distributed to a stratified sample of 1,447 women in Cheju. Frequency, percentile, mean, x$^2$, t-test, one-way ANOVA were used to analyze the data. The study resulted in five major findings. The majority of respondents had a experience of social education. The motive of participation was to adapt oneself to new social circumstances. The respondents satisfied with social education. But, the discontented person pointed out level of lecturer. The respondents required foci educational institutions to teach social education for licences. They preferred teaching practice to theory. This study will be a primary material for development of programs which are aimed at enhancing women's abilities and roles in accordance with the changes in social structure and the circumstances of the times.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.15-28
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• 2022

College students' perception of social responsibility is directly related to the development of the country. With the development of society, the social responsibility of university students is becoming more important, so research on it is being actively conducted in China. In order to understand the current research status of social responsibility education for Chinese university students, this study analyzed the research trends of the top 22 language networks among the key words that appeared in related studies from January 2015 to December 2021. As a result, many key words such as college student social responsibility (563), social responsibility education (340 times), college students (191), social responsibility (197 times), and responsibility (133 times) appeared a lot. In the case of connection centrality, the connection centrality of social responsibility education, college student social responsibility, college students, and social responsibility was high. In the case of proximity centrality, the proximity centrality of college students' social responsibility, social responsibility education, college students, and social responsibility was high.

• Korean Journal of Social Welfare
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• v.57 no.4
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• pp.35-65
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• 2005

The purpose of this study is to examine the Korean social workers' level of social work values and advocacy(attitudes and strategies) 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 as a mediator. The research of this study was conducted on 242 social workers who have obtained social worker licenses and are currently working in the community centers. As survey tools, this study utilized social work advocacy attitudes, social work advocacy strategies, outcomes of social work education, social work values, self-esteem and locus of control. Collected data were analyzed by using SPSS/PC+ 12.0 for descriptive analysis, Pearson's correlation, reliability analysis, exploratory factor analysis and multiple regression. 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 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.

• Korean Journal of Organic Agriculture
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• v.24 no.4
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• pp.645-663
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• 2016

The purpose of this study was to look at the mediating effect of social support and interests on the relationship between characteristics of agricultural education program and word of mouth intentions. As a results of analysis of structural model, first, social support had a mediating effect on the relationship between characteristics of agricultural education program and word of mouth intentions. Second, interests had a mediating effect on the relationship between characteristics of agricultural education program and word of mouth intentions. The results highlight the importance of promoting social support and individuals' interests on the agricultural education program to increase the word of intention for agricultural education program. This eventually leads the revitalization and development of agricultural education.