• (The) Research of the performance art and culture
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• no.23
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• pp.313-346
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• 2011

This thesis investigated basic thinking of Pansori reading text appearance. Among Pansori reading texts, it is versions include unfamiliar contents and scenes in text. They was created by writers of Pansori reading text. Why created a writers of Pansori reading text them? First, writers of Pansori reading text created new contents and scenes in order to show their knowledge. Reading texts of this feature are 28pages version Chunhyangjun belonged to Kim Kwang-sun, 87pages version Chunhyangjun belonged to Sa Jae-dong, 154pages version Chunhyangjun belonged to Hong Yun-pyo etc. This reading texts was effected on knowledge culture of Chosun later period. Second, writers of Pansori reading text created new contents and scenes in order to reenact festivities field. Reading texts of this feature are 75pages version Chunhyangjun belonged to Kyungsang university, 52pages version Chunhyangjun belonged to Keimyung university etc. the former shows story field and Pansori field, the latter shows play field of Walja. Third, writers of Pansori reading text created new contents and scenes in order to lampoon yangban authority. Reading texts of this feature are 72pages version Chunhyangjun belonged to Chungnam university and it's affiliation, 59pages version Chunhyangjun belonged to Park Sun-ho and it's affiliation etc.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.595-609
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• 2020

The purpose of this study is to analyze the experiences of teachers who participated in the development of online science class videos in the context of covid-19, their perception of online science class, and the characteristics of the online science class content developed by teachers. A survey and interviews were conducted with ten elementary school teachers who made online science class videos themselves. Also the characteristics of the online science class were investigated by analyzing the online science class video produced by the participants. As a result, participants in the study recognized the lack of production time, difficulty in filming and editing, concerns over misconceptions, the problem of solving copyrights for existing materials, and the burden of external disclosure. Although it was a teacher who had experience producing online science class video contents, no research participants actively answered the merits of online science class. On the other hand, the study participants cited that the shortcomings of online science classes were that students had fewer opportunities for inquiry and lack of communication or interaction. In particular, these shortcomings were thought to have a great influence on the quality of online science classes, especially in making inquiry classes difficult. Some teachers took a negative view that online science classes could not completely replace face-to-face classes. However, if multiple teachers are presented with supplementary teaching activities that complement the content-based online teaching method, the method of combining online science classes and face-to-face classes is not. Through the analysis of the contents of the online science class, the introduction and arrangement steps of the online science class were similar to the process of the face-to-face science class, but the inquiry step and the conceptual explanation step showed a big difference from the face-to-face science class.