• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.338-346
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• 2014

In this study, find out of recognition of the effect of science, society and ethical aspects on natural disasters and understanding degree of knowledge applying for SSI class aimed at elementary pre-service teachers by developing SSI training program of the 'Earth and Space' field. Also, after SSI class application we examined the change perceptions of elementary pre-service teachers. SSI training program was that elementary pre-service teachers participated in the SSI class of a variety of subjects in the field of 'Earth and Space' and directly joined in the decision-making process and reflectional discussion with colleagues as conducted in this class reflective discussion with the pre-primary teachers pre-service teachers. Elementary pre-service teachers were understanding of the nature of the science and to understand in more depth about the SSI class characteristics. This study, second grade 115 people who was taking 'science and teaching materials' course in B National University of Education at B city participated. In order to apply for SSI class, one semester based on 15 weeks until seven weeks were science and teaching materials and based on the nature of science, after 8 weeks we set the theme of the contents related to the Earth and space and give lesson applied for SSI. During 8 weeks, test subjects 4 classes were taking 50 minutes a week 100 minutes. First time has theoretical lessons in topics related to the 'Earth and space' and on the second week, each classes participate in the decision-making processes respectivly by dicussing and debating on the first week's topic as regarding social and moral aspects of it. We obtained the following results. First, elementary pre-service teachers were acquiring the results of 67% in the knowledge aspects of the 'Earth and space'. This result was determined that most of the elementary pre-service teachers were liberal arts in high school. Second, while participating in the SSI class, elementary pre-service teachers were concretely aware of the nature of SSI and the characteristics of the class. Third, the elementary pre-service teacher are thaught that introduction education courses about 'Earth and space' are needed but most of the students responded that this would require a lot of effort of teachers. This was derived from not familiar class form that did not fulfill in the science teaching methods until now.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.512-519
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• 2019

This study examined the components of we-ness perceived by elementary school teachers. The results of this research can be used as a new indicator based on the essential relationship of Korea to explain and improve the teacher culture and organizational culture of school. The subjects were 206 elementary school teachers. The data were analyzed using correlation, ANOVA, and exploratory factor analyses with SPSS 23, and confirmatory factor analysis with Mplus 7.1. The results of this study are as follows. First, 'psychological wellbeing', 'caring relationship', 'ethical legitimacy', and 'sharing time' were derived as the factors of early childhood teachers' perception of we-ness. In addition, considering that we-ness can be spread not only to individual relations, but also to the class, and to the same organization as a school, it can be used to form a school culture based on Korean culture and suggest a teaching culture. On the other hand, this study examined elementary school teachers; hence, the results cannot be applied to all teachers. In addition, this study was a quantitative study exploring the sub-factors through statistical analysis. The results of the quantitative research should be elaborated through interviews with school members, and follow - up studies should be conducted through case studies.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.71-80
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• 2019

With the spread of smart phones, the Internet became a major 'space' of students' daily life and, at the same time, negative aspects of the internet are affecting their life. However, it doesn't seem that there is enough research on this subject. This study was conducted on 278 students in Gyeonggi. The results were as follows. First, gifted students' information and communication ethics index was higher than general students. Second, there was no statistically significant difference according to the gender of information and communication ethics index. Urban districts showed lower index in the upper grades than the lower grades. Third, about 10% of the students had experience of contact with harmful content, and about 1% of students had experienced cyber-wrongdoing. Through the results of this study, systematic education of IT ethics at the elementary school grade level can be expected to prevent school violence, improve information and communication culture, and serve as a future work ethic.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.382-391
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• 2014

The purpose of this study was to confirm the relationship between teacher's resilience and job satisfaction and observe the mediating effect of organization in the relationship. For the study, a survey about resilience, job satisfaction, and organization was conducted on 913 elementary, middle, and high school teachers working at Busan and Ulsan. The result was statistically treated using SPSS 18.0 program. The results of this study are as follows: First, there were as positive relationships among teacher's resilience, job satisfaction, and organization. Second, the mediating effect of organization in the relationship between teacher's resilience and job satisfaction was shown by the partial mediating effect. The result of the study shows that teacher's resilience is the variables influencing job satisfaction but organization is more important variables. Therefore, it suggests to establish organizational ethical climate for active communication among school members in order to improve teacher's job satisfaction.

• Journal of the Korean Wood Science and Technology
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• v.51 no.5
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• pp.392-409
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• 2023

The amount of wood waste from furniture production is increasing. Wood waste is diverse and ranges from wood-splitting residues to leftovers from furniture production. Wood waste occurs in companies, household-based industries, and other forms of business where waste accumulates; therefore, an environmental and ethical policy is needed. The aim of this study was to identify products created using wood waste and describe government regulations related to environmental policies. We analyzed the management of wood waste for use as a new product so that it is useful, does not become waste, and complies with policies related to environmental ethics. A case study design using qualitative methods was used. This research focused on managing wood waste in Jepara's furniture and crafts industry for the 2010-2021 period, using 23 sources from primary, secondary, and other supporting documents. Data were collected through observation or gathering information related to research needs, conducting closed-door interviews with research sources, documenting data to strengthen research findings, and using online questionnaires to corroborate information related to wood waste management. This article presents wood waste products designed with optimized environmental ethics and awareness of environmental laws in wood-based industries.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.313-322
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• 2017

This study aims to analyze the content and methodological aspects of converging scientific technology and humanities in 233 elementary school STEAM programs developed and publicized from 2012 to 2015, to provide the basic materials and implications for editing and supplementing the development of future STEAM programs or policies, or on-site applications of developed programs. The analysis results show that among the Liberal Arts courses of the STEAM program, including Korean, Social Studies, and Ethics, the level of convergence was lowest in Ethics. This seems to be due to the fact that convergence between scientific technology and humanities tended to emphasize a cross-studies convergence over a content convergence done with a specific purpose. In terms of methodological convergence between scientific technology and humanities, the level of convergence of humanities at a normative level was relatively lower than that at a descriptive level. Although a quantitative comparison of the two methods was not significant, it is rather concerning that due to simply converging descriptive humanities, students may not be so aware of the double-sidedness of scientific technology, despite the discovery of some programs that need re-evaluations of their ethical or normative directions. Moreover, the results showed that the cases of converging scientific technology and humanities at a normative level that were analyzed in the STEAM program can be divided into 'complementation of humanities to utilizing scientific technology' and 'complementation of humanities to research in scientific technology and development.' Based on such research results, the study discusses the development of STEAM programs and policies and directions for editing and supplementing programs on-site.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.902-915
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• 2004

Science drama can be an useful tool for understanding the nature of science, Science-Technology-Society relationship by providing indirect experiences to young students. Specific science concept and knowledge can also be learned with high interests. In this study, to explore the usefulness of science drama in elementary science lessons, two scripts of science drama and lesson plans were developed and implemented. Six step model for science drama lessons was also suggested. One was 'Manhattan Project' which dealt with social, ethical responsibility in using science & technology (science argument drama), and the other was 'Mom, My blood type is O' which explained the heredity of blood type (science concept drama). Two teachers were asked to write their journals during preparation and implementation of science drama lessons, and the lessons were observed by the researcher and video taped for analysis. Some students were interviewed just after the lessons by the teacher and all students were asked to write their impressions, change of their thought, what is leant etc. Overall responses of students and teachers on the two science drama lessons were very positive, 'Mom, My blood type is O' got more positive responses, and girls were more positive than boys. Some students anticipated another science drama even suggest topics for it. 'Mom, My blood type is O' was successful in making students (grade 3) understand the knowledge related with heredity of blood type (71% of the students got perfect answer). In 'Manhattan Project' students (grade 5) perceived more diverse location of responsibility after the lesson, but the danger and harmfulness of atomic power was embossed. This implied the need of more careful planning for the relevant learning activities before and after the play of science drama.Two teachers perceived the science drama as a new, useful tool for some subject which is hard to deal with by other teaching method. They were also satisfied with students' high interest and engagement during the science drama lessons but the extra time and effort for the lessons were pointed out as a main difficulties.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.715-729
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• 2013

The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.