• (The)Korea Educational Review
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• v.23 no.1
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• pp.165-182
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• 2017

The purpose of this research is to examine So-Hak(小學) and Seodang(書堂) education, which were at the heart of child-adolescent education in Cho-Sun dynasty, and their implications on character education. In other words, this research is an attempt to review a traditional education from a modern character education perspective. So-Hak contains as major educational concepts Hyo(孝) and Kyeong(敬), guiding principles of daily lives. In this research, two basic concepts of So-Hak were reinterpreted from a modern perspective, namely, Soe-So-Eung-Dae-Jin-Tae(灑掃應對進退) and Ye-Ak-Sa-Eu-Seo-Su(禮樂射御書數). One of major implications of So-Hak lies on the habituation of what is learned, for habit leads to continuation of action, out of which the development of character emerges. As such, the role of habituation in character education is twofold, namely, basic educational content and method. Seodang is a school in which the teachings of So-Hak is realized. From an educational method perspective, Seodang's teaching-learning methods of reading, writing, and calligraphy methods were examined. As a result, three implications of So-Hak and Seodang were drawn, the habituation of what is learned, unification of knowledge and morality, and individualized learning based on one's own level.

• The Journal of Korean Philosophical History
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• no.56
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• pp.209-238
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• 2018

The purpose of this research is to analyze characteristics of the method of education or learning reflected in the teacher-student relationship in On Haeng Lok By Toe-gye and explore their relevance to modern education. By writing various works and conversing with his students, Toe-gye devoted himself in the education of the traditional Confucian principles. Specially, he taught his students based on two Confucian educative principles, namely Shim Deuk(心得) and Goong Haeng(躬行). Judging from this, Toe-gye can be seen as someone who tries to fulfill the role of teacher as dictated in the educative principles of the Confucianism. In Confucianism, teacher is responsible for forming a well-rounded view on life in student, rather than simply transmitting knowledge. As such, the teacher was supposed to find a harmonious way to create something new based on what was inherited from the past generation and try to do his best in learning new things himself and teaching his students. These Toe-gye managed to do successfully, earning his students' trust and respect. Being moved and inspired by their teacher, the students continued their intellectual pursuit. This relationship between Toe-gye and his students can be analyzed from the perspective of education method and discussed in terms of cognitive learning and adult learning. In terms of cognitive learning, the education method reflected in the relationship is similar to potential learning, insight learning, and imitation learning. In terms of adult learning, it is similar to self-directed learning and communicative learning.!

• Journal of Veterinary Science
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• v.23 no.3
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• pp.33.1-33.10
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• 2022

Background: Endemic circulation of human-specific hepatitis E virus (HEV) genotypes 1 and 2 may occult the importance of sporadic zoonotic HEV transmissions in Africa. Increasing numbers of studies reporting anti-HEV antibodies in cattle and the discovery of infectious HEV in cow milk has raised public health concern, but cattle exposure has seldom been investigated in Africa. Objectives: This study aimed at investigating the role of cows in the epidemiology of HEV in Burkina Faso and farmers habits in terms of dairy product consumption as a prerequisite to estimate the risk of transmission to humans. Methods: Sera from 475 cattle and 192 pigs were screened for the presence of anti-HEV antibodies while HEV RNA in swine stools was detected by reverse transcription polymerase chain reaction. Data on mixed farming, dairy product consumption and selling habits were gathered through questionnaires. Results: The overall seroprevalence in cattle was 5.1% and herd seroprevalence reached 32.4% (11/34). Herd seropositivity was not associated with husbandry practice or presence of rabbits on the farms. However, herd seropositivity was associated with on-site presence of pigs, 80.7% of which had anti-HEV antibodies. The majority of farmers reported to preferentially consume raw milk based dairy products. Conclusions: Concomitant presence of pigs on cattle farms constitutes a risk factor for HEV exposure of cattle. However, the risk of HEV infections associated with raw cow dairy product consumption is currently considered as low.

• Journal of the Korean earth science society
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• v.43 no.2
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• pp.324-347
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• 2022

Geological information on the Korean Peninsula plays a significant role in science education because it provides a basic knowledge foundation for public use and creates an opportunity to learn about the nature of geology as a historical science. In particular, the Mesozoic Era, when the Korean Peninsula experienced a high degree of tectonic activity, is a pivotal period for understanding the geological history of the Korean Peninsula. This study aimed to analyze whether content regarding the geology of the Mesozoic Era are reliably and consistently presented in the 'Geology of the Korean Peninsula' section of Earth Science II textbooks based on the 2015 revised curriculum. Four textbooks for Earth Science II were analyzed, focusing on the sedimentary strata, tectonic movement, and granites of the Mesozoic Era. The analysis items were terms, periods, and rock distribution areas. The consistency within and among textbooks and of textbooks and scientific knowledge was analyzed for each analysis item. Various inconsistencies were found regarding the geological terms, periods, and rock distribution areas of the Mesozoic Era, and suggestions for its improvement were discussed based on these inconsistencies. It is essential to develop educational materials that are consistent with the latest scientific knowledge through collaboration between the scientific and educational communities.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.93-103
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• 2020

This study aims to explore the difficulties of Korean dance instructors targeting senior people and extends the difficulties found to developing PBL problems applicable to the instructors' education. To address the goal, this author employed an open-ended questionnaire consisting of four questions and 1:1 interview and collected data. According to the study results, total nine subfactors were drawn from four difficulties associated with student management, the curriculum, performances, and class environment. First, about difficulties related to student management, 'conflicts between students' and 'demand for personalized class' were explored. Second, regarding difficulties about the curriculum, 'refusal against new teaching methods' and 'level difference according to the ability of acquisition' were explored. Third, concerning difficulties related to having performances, 'lack of time for practicing', 'needs to achieve excellent performances', and 'the administration of organizations in charge' were explored. Fourth, about difficulties associated with class environment, 'environment in general' and 'spatial environment' were explored. Also, based on the difficulties explored from dance instructors for senior people, this researcher has developed four PBL problems through community dance for harmony, joint choreography-based creative dance, playful dance allowing role division, and mirroring-based dance.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.179-195
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• 2022

Mathematical communication competency, one of the six mathematical competencies emphasized in the latest mathematics curriculum, plays an important role both as a means and as a goal for students to learn mathematics. Therefore, it is meaningful to find instructional methods to improve students' mathematical communication competency and analyze their communication competency in detail. Given this background, this study analyzed 64 sixth graders' mathematical communication competency after they participated in the lessons of fraction division emphasizing mathematical communication. A written assessment for this study was developed with a focus on the four sub-elements of mathematical communication (i.e., understanding mathematical representations, developing and transforming mathematical representations, representing one's ideas, and understanding others' ideas). The results of this study showed that students could understand and represent the principle of fraction division in various mathematical representations. The students were more proficient in representing their ideas with mathematical expressions and solving them than doing with visual models. They could use appropriate mathematical terms and symbols in representing their ideas and understanding others' ideas. This paper closes with some implications on how to foster students' mathematical communication competency while teaching elementary mathematics.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.1
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• pp.201-220
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• 2022

This study suggests a theoretical model of information literacy instructions in the context of the Extended Essay included in IB(International Baccalaureate) Diploma Program Core. The study particularly analyzed I-LEARN model as a model to teach and learn with information for inquiry-based learning since the model was developed for the purpose of learning with information. Some school districts in Korea adapted IB programs to address the need for better education. Findings indicate the followings. First, students can achieve deep understanding by applying a model of information literacy instructions that provides scaffolding. Second, the expected roles of school librarians in information literacy instructions for Extended Essay are process specialists, teachers, and instructional partners. Third, I-LEARN model is appropriate as a framework to teach information literacy skills for inquiry needed for Extended Essay. Fourth, I-LEARN assessment rubric is useful in assessing the process and outcomes of students' information seeking and use. Implications include that school librarians should develop themselves as experts in information literacy instructions for inquiry-based learning such as Extended Essay, and that Korean schools recognize the crucial role of school librarians in teaching information literacy skills for inquiry-based learinng.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.141-148
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• 2022

The development of the education system and the labor market today requires new conditions for unification and functioning, the introduction of an innovative culture in the field of Education. The construction of modern management of innovative development of a higher education institution requires consideration of the existing theoretical, methodological and practical planes on which its formation is based. The purpose of the article is to substantiate the modern paradigm of organizing the mechanism of managing the innovative development of higher education institutions. Innovation in education is represented not only by the final product of applying novelty in educational and managerial processes in order to qualitatively improve the subject and objects of management and obtain economic, social, scientific, technical, environmental and other effects, but also by the procedure for their constant updating. The classification of innovations in education is presented. Despite the positive developments in the development of Education, numerous problems remain in this area, which is discussed in the article. The concept of innovative development of higher education institutions is described, which defines the prerequisites, goals, principles, tasks and mechanisms of university development for a long-term period and should be based on the following principles: scientific, flexible, efficient and comprehensive. The role of the motivational component of the mechanism of innovative development of higher education institutions is clarified, which allows at the strategic level to create an innovative culture and motivation of innovative activity of each individual, to make a choice of rational directions for solving problems, at the tactical level - to form motives for innovative activity in the most effective directions, at the operational level - to monitor the formation of a system of motives and incentives, to adjust the directions of motivation. The necessity of the functional component of the mechanism, which consists in determining a set of steps and management decisions aimed at achieving certain goals of innovative development of higher education institutions, is proved. The monitoring component of the mechanism is aimed at developing a special system for collecting, processing, storing and distributing information about the stages of development of higher education institutions, prediction based on the objective data on the dynamics and main trends of its development, and elaboration of recommendations.

• Korean Medical Education Review
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• v.24 no.2
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• pp.141-155
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• 2022

The purpose of this study was to investigate the current status of interprofessional education (IPE) and the efforts required to promote, popularize, and implement it in Korea. The IPE status of 40 medical colleges was investigated using a survey with questions regarding the details of IPE, the future plans and necessary support required, and the reasons for not implementing IPE. Thirty-two medical colleges responded, of which 10 are implementing or have implemented IPE. Most of these colleges started IPE in 2018, and the duration of IPE was less than 9 hours. All medical colleges held classes with nursing students. As for the type of IPE, there were independent courses for IPE, one-time special lectures, or partial sessions in one course. Lectures, discussions and presentations, role playing, and high-fidelity simulations were mainly used as educational methods. The support and interest of the dean was the most important facilitating factor. No medical colleges were currently preparing to implement IPE, four colleges had planned IPE but failed to implement it, and 16 had no plans for IPE at all. All medical colleges cited scheduling or cooperation with other majors as the most significant barrier. All the colleges listed their requirements for educational materials, cases, guidelines, and teaching and learning methods for IPE from external institutions. To activate IPE, it is necessary to create an appropriate atmosphere and conditions for developing IPE competencies and a model suitable for the domestic situation. External medical education support organizations should distribute IPE development guidelines and educational materials, form a network between medical colleges with IPE experience, and make efforts to promote the importance of IPE.