• Journal of the Korean association of regional geographers
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• v.12 no.3
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• pp.421-435
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• 2006

This study considered the history and range of concern to the citizenship education in the British geography education with respect to the appearance of the citizenship subject in National Curriculum. Although British geography education mainly put on emphasis citizenship education focused on national identity through imperialism ideology up to World War II, it has aimed at the local and global citizenship education which put focus on the reflection of students to individual value and value position, and social justice after the 1980s. Not only an inner change of such geography education but the external factor of appearance of citizenship subject has stimulated more concern about citizenship education. After that, British geography education community constructs the logic of theoretical justification and urges teachers' practical research and continuous concern as plan for geography subject to lead citizenship education all the time. On the other hand, recently British political and social cultural geographers observe spaces of the citizenship which makes difference and identity and the radical and critical citizenship which put focus on the local and the global scale from the national. Therefore, citizenship education through geography subject must put more emphasis on not national identity but the local and global identity for social justice and a better world.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.248-260
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• 2021

This study assumes that the smooth school life of adolescents from multicultural families is recognized as an important part of multicultural support policies and practices as a basis for realizing an integrated society, and system elements that are meaningful for their flexibility to adapt to school (individuals, families, schools) By empirically analyzing the effect of, we tried to bring out highly effective implications for the composition of a multidimensional practice system. Therefore, this study is a causal model in which self-identity (individual factor) and parental parenting attitude (family factor), which are important variables for each system level, are set as independent variables, and school support (school factor) consisting of teacher support and companion support is set as control variables. After collecting data through a questionnaire survey by interviews with 162 middle and high school students in Gyeonggi and Gangwon regions, the effect was analyzed through multiple regression analysis. As a result of the analysis, it was confirmed that school support has a very important static moderating effect in the positive (+) effect of adolescents' self-identity and parenting attitude on school adaptability. It was confirmed that the modulating effect is relatively more important.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.31-45
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• 2004

The purposes of this study are to explore the several aspects associated with school life long education through home and family life education by home economics teachers and suggest the research and practicing model for this education and ways of activating it. The home and family life education with life long education perspective is defined and discussed why this education is needed in today's rapid changing society. The characteristics of school life long education are explained in terms of definition. legal basis, purposes and roles The needs of school life long education through home and family life education by home economics teachers are discussed in such ways as enhancing the public relations and the image of home economics education, contributing of home economics teachers to community and achieving the identity of home economics as a subject matter in secondary school. The systems model suggested for studying and practicing school life long education through home and family life education is consisted of input. throughput, and output. The element including in each process is related with each other thus the change of one element affects on both the other elements and the whole system. Several ways of activating of this education are recommended.

• Journal of Digital Convergence
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• v.14 no.1
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• pp.479-489
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• 2016

This study examines how disability pride of people having acquired visual impairment can be constructed. The theme is explored with the Japanese TV drama "Challenged". The paradigms regarding construction of disability pride and acceptance of disability are fundamentally different. In this context it can be said that a criticism of disability acceptance theory has something with a criticism of medical model of disability. It is main character Hanawa and chairman of teachers, and principal who were noticeable specifically at the point of forming disability pride, and these characters show a common feature that social idealism is embodied in their awareness. Other characters of the drama show a change of their consciousness to social idealism. As a conclusion this study suggests importances of humanistic and social scientific analysis as well as of educational effects achieved by means of drama.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.739-756
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• 2016

The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.573-584
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• 2019

It is necessary to look at the essence of STEAM education from the viewpoint of the teacher who is the subject of education execution. We carry out questionnaires and telephone interviews for the purpose, definition, change, etc. of STEAM education from eight elementary, middle, and high teachers who are rich in policy and field application experience. As a result of the analysis, the purpose of the STEAM education that the specialists mentioned includes the active participation of the students. Most experts pointed out that the definition of STEAM education is ambiguous. So, it is necessary to express a clear goal of STEAM education. The category and level meaning "fields" from "a convergence of two or more fields" are not indicative definitions, but can be different depending on the situation, considering the context of activities and the level of students. The perception of the experts on framework may be a guide for STEAM education and stumbling block. It is necessary for "Context" to shift away from the emphasis on the real life connection and to the emphasis on the interest of the student and the guidance of the class. "Creative design" must be based on trial and error in the process of solving problems. "Emotional touch" needs to correct elements that cannot be observed, evaluated, and applied to lessons that are elements of emotional experience. As for the expansion of STEAM education, most expert teachers have recognized that STEAM education is becoming increasingly stable and that policy change has continued to slow the pace of stabilization.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.9-16
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• 2010

미래의 교육은 전통적인 면대면 방식으로 이루어지는 오프라인 학습과 컴퓨터와 네트워크를 활용한 온라인 학습이 통합적으로 이루어지는 학습체계 속에서 교과서의 지식을 학생들에게 전달하는 방식의 기존 교육과는 매우 다른 모습을 보일 것이고, 학습자 중심의 개인별 맞춤식 교육을 지향하고, 원활한 의사소통 방법을 이용하여 협력 중심의 활동을 강조할 것이다. 이에 교육현장에서는 다양한 이론과 연구를 통해 교수 학습방법 개선하고, 기초 기본 학력 신장에 끝없는 노력을 기울여 왔다. 하지만 이처럼 부단한 노력에도 불구하고 기초 기본 학력의 성취 수준이 부족한 학생은 여전히 대부분의 학급에서 많이 존재하고 있다. 때문에 학생들의 학력과 교사의 지도방법을 신뢰하지 못하는 학부모들은 자녀들을 어릴 때부터 사교육으로 내몰고 있는 것이 우리 교육의 현실이다. 이러한 현실에 공교육을 보완하기위해 등장한 사이버가정학습이 그 취지에 맞게 공교육울 내실화하여 학부모와 학생들에게 신뢰성을 회복한다면 사교육비 경감 효과와 더불어 제대로 된 학교 교육의 정체성을 확보하게 될 것이다. 이에 본 연구에서는 블렌디드 학습모형의 하나인 온라인 보충학습 결합모형을 적용하여 학생들에게 학습에 대한 흥미와 지적 호기심을 자극함으로써, 기초 기본학습의 내실화가 이루어져 결과적으로 학생들의 기초 기본학력이 신장되었음을 확인하였다.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.603-625
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• 2005

Identity is the concept which approaches individuals' affective problems with the social and cultural view. The previous studies on the problems, studied the attitudes, beliefs, or emotions while they restricted the problems to teachers or students' private problems. Otherwise, identities focus on individuals which participate to any community and share its social practices(Mclead, 1994). This study purposed to get an understanding on the teaching and learning mathematics in elementary mathematics classroom with an ethnographic view, while we consider mathematics as a kind of social practices, and mathematics classrooms as communities of practice. We analysed teacher's identities on mathematics and teaching mathematics depending on her responses of the questions as following: How does she think about mathematics, what are the instructional goals in her mathematics classroom, how do students learn mathematics in her mathematics classroom. In addition, we analysed students' identities on mathematics and learning mathematics depending on their responses of the questions as following: What do students think of mathematics, do they like mathematics, why do they study mathematics, how do they feel their mathematics classroom(describe your classroom) and themselves in it(describe yourselves in your classroom), what are their duties and what do they do actually in their mathematics classroom.

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.751-758
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• 2012

In this study, we analyzed career paths and college life plans of department of chemistry education students in teacher's college examined by their roadmaps. We let students make their roadmaps and analyzed them using the PASW 18 program. There were significant differences on gender in their career paths, learning English, traveling and volunteer activity. Female students for passing the MEET(Medical Education Eligibility Test) or DEET(Dental Education Eligibility Test) were more interested in learning English and traveling than male students. In addition, female students were more interested in volunteer activity. And the lower year students, the more interested in medical paths, learning English, traveling, getting good grades, exchange student program and scholarship. On the other hand the higher year students, the more interested in group study or E-learning. Then significant differences were in learning English, traveling and getting good grades by students's career paths. Students who wish to pass the MEET or DEET were more interested in learning English and getting good grades. Those two factors were essential in passing the MEET or DEET. Students who did not specified their career paths had more traveling plans than other students for setting their directions of careers. These results show that freshman and female students don't recognize the identity of teacher's college correctly. Because of reduction in the number of teacher recruitment according to decrease of students by birth rate drop, students in teacher's college are expected to continue like this trend that students look for other paths. Therefore, it is required career counseling and guidance for students who give priority practical path choices and college life plans over original characteristics of teacher's college. And it should be reconsidered the direction of chemistry education prepared the identity of teacher's college reflected in this actuality.

• Journal of the Korean Home Economics Association
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• v.45 no.4
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• pp.1-16
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• 2007

The purpose of this study was to explore the identity of home economics(HE) education by assessing perceptions of HE teacher, students, and general adults regarding the images and characteristics of HE education. Respondents in this study were 234 HE teachers, 505 students, and 264 general adults. Questionnaires were collected through both online and offline. The image and the characteristics of HE education were the factors of the identity that were also the byproducts of HE education operation of the past and present, and had the characteristics in changing in accordance with the change of time. The current image of HE education was shown to positive recognition as the curriculum helpful to the actual living and future living for the HE teacher, students, and the general adults. For the HE teacher, it had strong emotionally warm image similar to the image of 'home', and it was connected to the curriculum image to be acknowledged as good problem solving teachers in terms of competence and conservative image. However, on the images of the HE curriculum and HE teacher, the HE teachers had the most positive recognition, and on the image of the HE curriculum, the students had the most negative recognition while the image of the HE teacher, the general adults had the most negative recognition. The general adults among the three groups recognized the HE curriculum as the most technical oriented curriculum while the students recognized as interesting curriculum, curriculum contributing on society. In the meantime, for the characteristic of the HE education, the HE teachers recognized that it had weak female curriculum characteristics and strong living functional curriculum characteristics, and the practical curriculum characteristics would be important in the future. Accordingly, the identity of the HE education formulated might be considered as the practical curriculum that was helpful to problem solving in actual living of the family and family members with the connection to the concept of 'home'. However, depending on the definition on implication of practice and issue of actual living, the characteristics and appearance of the HE education had been changed and might interpret as changing according to the above.for the fertility policy and the methods for the estimation of the child cost were suggested based on the results.