• Journal of the Korean Home Economics Association
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• v.17 no.1
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• pp.58-68
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• 1979

고도로 발전되는 현대과학은 시대의 흐름에 따라 우리의 생활문화를 급격히 변화시키고 있다. 물질의 풍요는 주위환경의 여건을 변화시키지만 인간의 지식 및 관리능력이이에 따르지 못하면 생활의 진정한 향상과 혁신은 실천될 수가 없다. 본 연찬회의 목적은 대학교육이 지역사회 개발에 직접적인 관련과 도움이 되기 위해 시행된 일련의 교도행사이다. 생활과학연찬회는 1978 년 11월 7일부터 9일까지 3일간 각 시도군의 생활지도사를 대상으로 의생활분야, 식생활분야, 주생활분야, 아동학분야의 강의와 실습을 통하여, 지역사회의 생활개선 지도방향을 교육 실시하였다. 금번에 가정대학이 실시한 연찬회 참여자들의 반응 및 의견을 종합해 볼 때 상당히 만족할 만한 것으로 나타났다. 그런 궁극적으로 생활과학의 보급은 더 넓은 범위와 지방민에까지 전달되어야만 더욱 효과적인 프로그램이 될 수 있다고 하겠다. 그렇게 되기 위해서는 우선 세분화되고 필요로 하는 교육내용에 관한 연구와 실제 응용할수 있는 기술 및 지식의 보급이 시급하다 하겠다. 특별히 지방인들이 과거보다 더 요구하는 영역은 주생활분야와 아동학분야이다. 또한 지도자들이 훈련을 받을 때 사용한 교재나 교구를 지방에 갖고 갈수 있게 다양하고 보다 자세한 자료의 개발 및 보급이 뒤따라야하겠다. 결과적으로 이번 연찬회는 성공적이었고 앞으로 위에서 제언된 몇 가지를 감안하여 정기적인 Program이 계속되어야하겠다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.2
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• pp.201-219
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• 2023

ESG (Environment, Social, Governance) is becoming the core of the interest of today's entrepreneurs concerning about the earth crisis. Numerous studies are going on these days about the importance of ESG, but most of them seem confined to the introductory level. This study concentrates on "ESG education" that will teach the learners how to put various ESG ideas into practice, knowing that the earth crisis would not be overcome without actual practice of those ideas. First, elementary and junior·senior high school, professors in university and educational consultants in the field designed educational programs and related content materials under "ESG entrepreneurship education" integrated with ESG and Entrepreneurship education, which have been implemented previously. Participatory learning methods are converged with the program. The researcher analyzed the learning effects in depth after implementing the programs in the education field. Thus, this study first examined the effects of key variables of ESG educational program i.e., ESG entrepreneurship education, student participatory learning, and team-based learning on creative problem-solving and social value recognition with an essential variant of ESG educational programs and identified the relations to creative problem-solving and social value recognition. Besides, this study investigated the moderating effects of school atmosphere, and teachers' enthusiasm, regarding traits of educational programs and social value recognition. Findings indicate that sub variants of the traits of educational programs i.e., ESG entrepreneurship education, student participatory learning, and team-based learning significantly affect creative problem-solving skills and social value recognition and that creative problem-solving impacts social value recognition. In addition, teachers' enthusiasm has moderating effects between traits of educational programs and social value recognition. This study provides content-program learning methods that can be practically applied in education, emphasizing practice in ESG in elementary and junior·senior high school education. Implications suggest that ESG entrepreneurship education and active participatory learning affect social value recognition and that teachers' enthusiasm plays a significant role in education.

• Journal of the Korean Society for Library and Information Science
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• v.31 no.1
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• pp.125-151
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• 1997

The writers have explored developmental strategies for Library and Information Science in Korea which would flexibly cope with changes in the social environment. They have identified two fronts in the struggle to improve the conditions in the present developmental stage of their academic discipline, i.e., self-reliance and 'movement' orientation.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.484-484
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• 2018

본 연구에서는 농림축산식품부 "농업 농촌부문 가뭄대응 종합대책(2015)"의 일환으로 가뭄에 의한 농촌지역 물부족 문제를 극복하기 위한 농민 물절약 교육을 실시하였다. 물절약 교육을 통해 가뭄상황에 적응할 수 있도록 하기 위해 물절약 교육 시범대상지역은 농민농업가뭄지도 및 재해연보 등의 자료를 활용하여 가뭄 취약지역을 8개도별로 한국농어촌공사 관할지구로 선별하여 선정하였다. 최종적으로 농민 물절약 시범교육이 실시된 지역은 경기 평택 석정지구, 강원 철원 토교지구, 충북 음성 용계지구, 충남 서산 신창지구, 경북 문경 경천지구, 경남 거창 가북지구, 전북 고창 신림지구, 전남 영암 월악지구가 선정되었다. 시범교육실시 앞서 대상지구의 용 배수로 현황, 수로노후화, 농민 물이용 실태 등 물손실 요인을 파악하였다. 시범교육은 기존과는 차별된 체험식 비주얼 물절약 교육이 실시되었으며, 시범대상지구별로 3단계 교육이 실시되었다. 1단계 교육은 이해단계로 플래쉬 동영상과 물이용 모의를 체험하게 하여 물 손실 원인 및 물 절약 방안을 모색하도록 하였다. 2단계 교육은 적용단계로서 물절약 시뮬레이터를 이용하여 평상시 농민의 물이용 관행에 따른 물손실 야기에 대한 이해와 가뭄시나리오에 따른 물 공급량 감소 시 농민 피해 및 가뭄극복을 위한 효율적인 물이용에 대한 효과를 이해시키고자 하였다. 또한 이를 통해 농민이 스스로 물절약을 위한 행동강령을 도출하도록 하였다. 마지막 3단계는 실천단계로 실제 현장여건에서의 물절약 실천을 도모하기 위해서, 현장에서의 물손실 상황 파악 및 현장여건에 맞는 물절약 실천방안을 도출하도록 하였다. 교육을 통해 농민의 물절약 필요성에 대한 공감대를 형성하고, 물절약을 스스로 실천할 수 있도록 유도 하고자 하였다. 물절약 교육의 효과를 파악하기 위해서 설문조사를 실시하였으며, 그 결과 농민들은 물절약의 필요성을 매우 높게 공감하며, 필지단위 물손실을 감소시키는 물꼬관리의 중요성을 인정하고, 농민 수로관리 참여에 대한 인식을 높이는 계기가 되었다.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.46-52
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• 2012

In this study, middle school students, from 1st to 3rd grade, who already completed section of the 'force and motion' are targets. Based on the survey of the students following conclusions are obtained using by 'before and after' of repetition learning. First, through the pre-test results and measured the degree of concept, repetition learning was found to be effective. Second, through the post-survey after repetition learning science concerning was increased rather than before learning. Improved confidence through the repetition learning effect should contribute learning effect.

• Journal of Science and Technology Studies
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• v.18 no.2
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• pp.43-93
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• 2018

The concept of citizen science(CS) is defined as "scientific work carried out by citizens." Here, 'citizen' means someone who has knowledge of everyday life, regardless of whether they have formal expertise in a related field. This definition may encompass scientists, as many scientists participate in scientific democracy and use their expertise in a citizen-oriented manner. That work is derived from their citizenship, so their scientific work is CS. CS in Korea has expanded from the Korea Pollution Research Institute, which was founded in 1982, to the Center for Democracy in Science & Technology, which was founded in 1997. Furthermore, in recent years, government agencies have started using CS approach. In this paper, I introduce Korean CS and examine its accomplishments and difficulties through eight cases. I show that Korea's CS activities have made a significant impact on Korean society and the experience of these activities has implications for the future directions of CS. I do so by examining four modes of CS and explore practical messages for more varied roles of CS. Until now CS has been mainly considered in the context of "CS as education" or "CS as movement" in Korea. However, governance and the platform mode of social decision-making or research, though still rare, have recently emerged as additional CS activities. Although it cannot be said with certainty that CS is better, it is undoubtedly better the more varieties of its modes coexist. The four types of CS will contribute individually or complementarily to social learning. Thus, because of its distinctive potential, CS is not exhausted by the supplementary concept of science.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.716-730
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• 2016

The meaning and role of science culture based on such values as rational thinking, creativity, critical validation has been growing in the process of discussing various social problems. In order to diffuse science culture, it is important to sustain citizen's activeness by providing contents which can induce interest on the base of two-way communication between public and experts and to support citizen activities performed voluntarily. To that end, various people such as scientist, government policymaker, communicator, those in charge of culture and art, exhibition curator should make up collaboration system and such requirement as motivation, leadership, agreement between the participants, communication, trust relationship is also to be met properly in order to proceed collaboration efficiently. This study reviews how these factors are coming true in governmental project for science culture and develops proposal for improvement on the base of opinions collected through expert meetings, interviews, workshop and data research. In addition, it explains that government must strengthen scientific cultural project personnel and lay infra such as communications hub, regional center, platform and improve the business selection method to promote competition and collaboration among project participants with reformation of reward and regulatory systems. It is performed to suggest comprehensive ways to increase efficiency of project for science culture out of not the deficit model which regard public as passive acceptant but context model or PES(public engagement in science) that take public who focus his attention and participate actively into account.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.939-947
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• 2015

For secondary school teachers who attended 'A Social Constructionism Science Teacher Training Program', we analyzed their processes of cognizance change as well as whether they put its results into practice in the field of education, so as to find out the efficacy of the program. 'A Social Constructionism Science Teacher Training Program' consists of three phases based on La main ${\grave{a}}$ la $p{\hat{a}}te$, a French experience-oriented science education program. In its first phase, a study of the philosophy of La main ${\grave{a}}$ la $p{\hat{a}}te$ was made, together with a search for examples of creativity education. In its second and third stages, real education programs were developed for designated themes and free themes, respectively, and then discussions were made. It was a ten-session program, with each session comprising a four-hour sub-program. All activities were both visually and orally recorded, while the participants were asked to write reflective journals for each class. An additional survey and interview were conducted six months later to check if the seven selected secondary school teachers put the results of the program into practice. It was found that changes may be made in the beliefs of teachers with the introduction of theories in teacher indoctrination, but the acquisition of practical knowledge that can be implemented in actual classes may be effectively secured by demonstrations and practice sessions. It was concluded that indoctrination should be conducted to lead participants to the level of practical planning from the level of mere belief so that the theories might actually be put into practice in the education field.

• Journal of Science Education
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• v.44 no.2
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• pp.225-239
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• 2020

This study aims to analyze the characteristics of reflective thoughts of students during experiments in general physics experiments. The participants were 32 college students, they submitted 10 experiment reports including answers to questions for reflective thinking. The results were as follows: First, students show reflective thinking broadly in the experiment, levels were followed by practical reflection, technical reflection, and critical reflection. Also, they actively accepted the knowledge related to experiments, but were passive in connecting new knowledge and experiences obtained through the experiments or forming new questions. Second, the reflective thinking of students show high correlation with experiments related to prior knowledge or the easy-to-understand process. Third, through the qualitative analysis of open-ended questions, it was confirmed that technical reflection occurs in individual evaluation, practical reflection in group evaluation, and practical reflection and critical reflection in improvement proposal. While the students' reflective thinking were superficial or mainly functional, however, they recursively examined the learning contents and the experimental process concurrently.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.139-150
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• 2023

This study started with the awareness of the need to explore various aspects of science education and was conducted according to the necessity of practical research on science cultural activities targeting adults. Accordingly, adults' book discussions of science fiction were selected as research cases, and science-related attitudes in science cultural activities were explored. There are four participants in the study, all of whom have engaged in a book club and have not majored or are working in science disciplines. Three science fictions were selected after establishing specific standards for the selection discussed with participants. For four months, a total of three unstructured book discussions of science fiction, post-interviews for each discussion, and in-depth individual interviews after the end of the entire activity were conducted. Various data such as recorded and transcribed reading discussion discourse, post- and in-depth individual interviews, researchers' observation records, and participants' book journals were collected and analyzed using a continuous comparison method. As a result of the study, as scientific thinking is illustrated in SF, the participants also demonstrated scientific attitudes during their discussions. In addition, the textual feature(storytelling) of science fiction was found to lessen cognitive overload and the burden of understanding science by providing scientific knowledge with context. Finally they demonstrated a shift in attitude toward science, valuing science cultural activities in themselves, rather than simply viewing science as a subject of understanding and learning. The conclusions and meanings of this study based on the above results are presented to enhance a positive attitude toward science for adults even after school education.