• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.935-955
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• 2016

This study aims to analyze the changes of goals and contents of middle school geography education following up the changes in the Korean social studies curriculum over time. The main findings are as follows. First, From the Syllabus period to the Third Curriculum, geography education, history education, general social studies education in the middle school social studies were directed and managed independently. However from the 4th to the 7th Curriculum, the demand for the virtual integration in middle school social studies increased sharply. Since 2009 revision, social studies suffered an identity crisis as integrated subject matter because history education was separated from the social studies and interdisciplinary units were abolished. In spite of much criticism, however, an odd form of social studies integrating geography and general social studies still remains. Second, the stronger the demand for the social studies integration in middle school, students' social studies learning load had become heavier due to severe competition with other areas to ensure more portion in the integrated structure of social studies. Since geography education did not reflect the new tendency of the geography in the integrated structure of middle school social studies, the gap between the geography and geography education has increased and knowledges of geography growing became separated from students' experience. In conclusion, the integrated structure of social studies in the middle school hindered the geography education development as it limited the autonomy of geography education in terms of curriculum development.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.21-32
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• 2014

The feasibility of integrated concepts as a key element in designing integrated science curriculum has been investigated by analysing science contents included in performance expectations stated at different grades. The science curriculum of Singapore and the state of Ontario in Canada, and next generation of science standard (NGSS) were selected. Each of them presents theme, fundamental concepts, and crosscutting concepts, which has the characteristics of integrated concepts proposed in the study. Analysis showed that theme, fundamental concepts, and crosscutting concepts were influenced by the characteristics of each curriculum. In addition, science contents related to integrated concepts at different grades varied with the nature of integrated concepts. Based on results, some suggestions were made. First, the total number of integrated concepts should be considered for designing integrated curriculum. Second, the nature of integrated concepts and science contents associated with the integrated concepts should be considered. The integrated concepts should be vast and deep enough in the meaning to contain various content knowledge of different science domains. Third, it should be considered that how the integrated concepts have to be presented at different grades.

• The Journal of Korean Philosophical History
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• no.32
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• pp.395-432
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• 2011

The purpose of this study is (i) to explore arguments of post-kohlbergian approach in moral psychology and; (ii) to analyze Blasi's and Lapsley's positions regarding the relationship between moral philosophy and psychology in terms of reflective reasoning and; (ⅲ) to suggest their's implication concerning the future development of moral identity theory. Moral identity theory has emerged as an alternative approach of the Kohlberg's moral development theory. Theorists of moral identity theory commonly criticize Kohlberg's theory as a philosophical psychology and insist the autonomy of moral psychology. However, one can find different positions within this trend, especially concerning he meaning and role of the reflection in moral functioning. Blasi emphasizes the importance of the reflective reasoning of moral agent, while Lapsley supports moral automacy contrary to Kohlberg's phenomenalism. Although Blasi had been negative about building moral psychology based on the moral philosophy, he has articulated the moral identity theory based on the concept of free will by Frankfurt. However, recently he criticizes intuitionist theory of Haidit and suggests the notion of the moral agent with the skill of reflective reasoning, or post-conventional thinking in Kohlberg's terms. Blasi's perspective of moral identity has two version. The one emphasizes the moral understanding which means strong evaluation, while the other refers to reasoning with weak evaluation. This leads to an inevitable inner contradiction within his theory of moral identity. Lapsley considers moral identity as a heuristic idea and suggests moral chronic as a new model of moral identity. This model is based on the social cognitive theory. His social cognitive model of moral personality provides the account for implicit, tacit, and automatic of moral functioning, while reflecting the core of moral identity. Lapsley suggests that moral function involves conscious and unconscious processes. The former occurs in normal situations of life, while the latter in rare and unusual situations. He does not highlight reasoning in moral functioning as Blasi do. In consequence, I will argue the notion of the moral agent with the skill of reflective reasoning, or post conventional thinking in Kohlberg's terms in the moral functioning like Gibbs and Turiel positions in the Journal of Moral Education' s 2008 special issue. Moral philosophy and psychology should be in complementary relations. It means we explore not only more interdisciplinary researches on the moral functioning, but also researches based on the moral philosophy.

• Journal of the Korean earth science society
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• v.21 no.2
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• pp.93-102
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• 2000

The purpose of this study is to investigate Earth Systems Education, its matter and also its possibility of practical application in Korea. Some attempts are made to see the value of the Earth Systems Education. Adopting two kinds of Korean science textbooks of middle school and activity of Earth Systems Education were analyzed. The interview with teachers is implemented for the study on objective, the structure of matter and teaching strategy in Earth Systems Education. The program is given to 96 students(2 classes, the first grade at middle school). To analyze the effect of Earth Systems Education program, students were interviewed by their teacher. The conclusions of this study are as follows: 1. The Earth Systems Education is contributed to the way to enable students to have a cognitive perspective about the earth and to look for the nature. Earth Systems Education is to use interdisciplinary approaches for integration in science. 2. The result of analysis in the contents of Korean science textbooks, the viewpoints about Earth Systems Education were not found, but the accounts about the interactions among subsystems were found. 3. According to the results of interview with teachers, they approve of system approach, the structure of matter and teaching strategy of Earth Systems Education. 4. According to the results of interview with students, they understand the interactions among subsystems which are elements of Earth Systems. As a results, Earth Systems Education is a effective method for informed judgements about Earth and science and manner for work for integration in science curriculum. So Earth Systems Education be applied to science education in Korea.

• Archives of design research
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• v.14 no.2
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• pp.57-66
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• 2001

This research was carried with emphasis on the technical contents of lighting design which had various knowledge system in the educational viewpoint. First of all, phisiolosical and physical factors were considered with the process of vision between human and light. Next, components of attributes in the lighting fixture were prescribed to analyze concept of the fixture. Finally, I proposed educational program in the instruction to meet the purpose of this research. As a result, in overall research concerning the basic direction and structure, instruction should have balance to reconcile theory and practice about lighting. Second, in terms of expansion of cognition about lighting, experimental education that is considered with interface is needed to make practical verification through relationship with man-made environment and scientific data.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.423-430
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• 2023

This dissertation discusses the formulation of a nonlinear storytelling board that preserves the contextual perspective of characters. Storytelling encompasses the director's creative intention by leveraging the interaction of various elements to construct a logical narrative that explores cause and effect. Its primary objective is to enhance viewers' empathy. Consequently, there is a pressing need for comprehensive research on differentiating storytelling from storyboarding. Moreover, the integrated approach to storytelling and storyboarding holds scholarly value in understanding the process of narrative composition and visualization. Thus, a study proposes a method for constructing nonlinear storytelling boards considering the discrete camera perspective and contextual scene continuity, ultimately contributing to visual complexity and correlation comprehension. This approach enables a careful and simultaneous consideration of the correlations that deepen cognition, including the physical, emotional, and event rhythms mentioned in Karen Perlman's theory.

• Journal of Science Education
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• v.35 no.2
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• pp.250-261
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• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

• Journal of Environmental Policy
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• v.13 no.4
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• pp.79-105
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• 2014

Natech risk is a type of complex disasters that natural hazards trigger technological disaster or industrial accidents. Research on Natech risk has been started from the mid-1990s in European countries and the Unites States, and drawn much more attention after the Fukushima nuclear accident caused by the 2011 East Japan earthquake. While early studies on Natech risk have focused on the causal natural hazards and possibility to occur, and the resulting spill of hazardous materials from the perspective of science and engineering, the recent research interests lie on effective Natech risk management. Especially, emphasizing the difference of Natech risk management from traditional disaster management, issues of uncertainty management, integration between natural disaster and technological disaster, and responsibility, has been drawn attention. In Korea, Natech risk has not been introduced as a research topic. Although some regulatory improvements have been made in nuclear safety and chemical Substance management after the Fukushima disaster, the potential impact of natural hazards in these areas has not been considered yet. It is necessary to raise the issues of Natech risk management in research and policy areas through active discussion and interdisciplinary approaches.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.288-298
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• 2018

In this study, we surveyed pre- and post-perceptions of fourteen science teachers related to the atmosphere composition of molecules with different masses by the developed test. As a result of the test, the teachers were classified into two types of thoughts; One of them is considered the atmosphere to be a homogeneous solution, and the other is a thought that the composition ratio of the atmosphere was not homogeneous considering the different weights of particles. The two types were reclassified into three categories; one of them is considering large gravity effect, another is considering small gravity effect, and the other is considering medium scale gravity effect. Total six types of thoughts were found from the pre-test. After introducing crosscutting concepts which are related to the composition of atmosphere. The teachers discussed the phenomena with the molecular motion by weights of atoms and temperature, the homogeneity of the solution of air in chemistry domain. They also discussed with the relationship between mass and gravity and distance in physics domain. And the discussion included distribution of the atmosphere, convection phenomena, etc. After the discussion, the teachers changed their pre-conceptions to post-concoctions considering combined perspectives of gravity, mass, temperature, altitude etc. Through these changes, we are able to confirm the importance of crosscutting concepts covered in various disciplines. In the integrated science, we should help teachers to provide students with these types of thinking in order to form a coherent world-view and to carry out inquiry thinking as an intellectual tool.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.506-518
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• 2015

Recently there are growing needs and demand to enhance 'Unity of knowledge' as the concept of "Creating new value through integration and convergence" is developing rapidly in many different areas in the society. This also has significant implication to education. Especially, it requires paradigm shift in terms of required capabilities and qualifications for the students with science major. To accommodate this trend, Natural Sciences and Engineering's College has been increasing convergence education which focus on cultivating creative and cooperative learning capabilities as well as acquiring fundamental knowledge of individual majors. However, convergence education developed and implemented by Sciences college or liberal education so far has been mechanical combination of knowledge from different academic fields - not effectively integrated and interdisciplinary education. Given this situation, this research is to develop and propose a "convergence education program based on the development of scientific and cultural contents" as an education tool to enhance capabilities to apply and re-create integrated knowledge as well as acquire and learn existing knowledge. Education program developed in this research aims to achieve two different and sequential capabilities. First is to understand 'Science and Technology' and 'Cultural Archetype' which would be essential and useful to create cultural contents. Second is to develop capabilities to convert this understanding into cultural contents - a storytelling capability. This education program is differentiated in that it defines cultural contents as a medium to converge and integrate science and technology and humanities. By leveraging the concept of cultural content and storytelling, this education program would be able to overcome restrictions of existing interdisciplinary approach. Also, this program would encourage students to try in-depth research and new applications, and develop logical and creative thinking.