• Cartoon and Animation Studies
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• s.49
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• pp.425-464
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• 2017

The Knowledge of the Channel (e) is often used as educational materials; it delivers very short but compelling message of strong or interesting timeliness. However, as the media environment changes, expectations and demands for The Knowledge The Knowledge of the Channel (e) is used in school education and what should be improved upon to increase utilization of educational resources. We surveyed 361 elementary, middle and high school teachers and analyzed the frequency of using, approach and learning activities of The Knowledge of the Channel (e) in school education. We also analyzed difficulties in using it in the school and what improvements should be made. Result show that the frequency of using The Knowledge of the Channel (e) in school is highest in elementary schools, followed by middle school, and then high school. Teachers strongly consider curricular relevance when selecting broadcasting contents for education, and among programs of EBS(Educational Broadcasting System), most frequently use The Knowledge of the Channel (e). The The Knowledge of the Channel (e) is mainly used as an incentive for increasing motivation. When examined by elementary school curriculum, this material is highly utilized in subjects with content such as society, morality, and science, or with approaches that require various perspectives. However, it is difficult for teachers to find materials directly related to their classes, and since other media content similar to The Knowledge of the Channel (e) is abundant, the utilization of The Knowledge of the Channel (e) is decreasing. To improve this, The Knowledge of the Channel (e) needs to improve its platform and transformed the type of The Knowledge of the Channel (e) content being provided on social media.

• Journal of Christian Education in Korea
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• v.62
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• pp.101-133
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• 2020

This study is an attempt to grasp the fundamental characteristics and core structures of Bibliodrama, which has recently received a lot of attention in various fields including Christian education. Bibliodrama is a guided form of process-oriented staging of biblical texts in groups with the aim of mutually opening up the text and the biography of the participants in the implementation of holistic encounters (H. Aldebert). In the background of the birth of Bibliodrama can be found the hermeneutical efforts of the biblical scholar Walter Wink who sentenced the bankruptcy of historical criticism. He laid the biblical interpretative foundation for Bibliodrama which combines Bible and body. German theologian Gerhard Marcel Martin had a new experience of seeing the Bible through body activity during his life in New York, and based on that experience he began to work on the Bibliodrama. And the New Testament scholar Tim Schramm, who focused on the TCI (themecentered interaction) movement, found the optimal methodology to embody the interaction of biblical studies in Bibliodrama. On the other hand, Peter Pitzele, who wanted to realize the Bibliodrama in the tradition of Midrash, has developed a new type of Bibliodrama (Bibliolog) that is different from the European Bibliodrama. When we put together the positions of the pioneers of Bibliodrama, it turns out that it has three fundamental characteristics: body, interaction, and the empty space of the Bible. The body refers to the personality of learners participating in the Bibliodrama. They are not passive participants, but voluntary and active participants. Interaction is realized through the dramatic way of Bibliodrama. Bibliodrama aims for a dynamic process in which hermeneutical interaction occurs. The empty space of the Bible, which Bibliodrama pays attention to, allows us to understand why the Bible is not a fixed word but a living word that is still heard today. In order to understand the Bible as the content of education, Bibliodrama liberates the text that is fixed in a literal way and gives life by paying attention to the empty space of the Bible and reading it slowly.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.116-136
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• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.721-738
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• 2018

Nature of Science(NOS) has been a well-organized focus of science education and one of the key elements in defining and cultivating scientific literacy for more than a century. In recent years, a specific description of NOS, which is often known as 'the consensus view of NOS', has become very influential and has gained ready acceptance as an arrangement for both curriculum building and research into understanding of NOS by students and teachers in many countries around the world. This study has two purposes; one is to review some debates and criticism on the consensus view of NOS which consists of a list of sentences to describe nature of refined and general science, which have been heated up for the last few years by many prominent science education researchers, and the other is to consider alternative perspectives on NOS for the purpose of a new direction of NOS education. As a result of an investigation into such views as 'Teaching about NOS', 'Critical NOS', 'Critical Thinking-NOS', 'Whole Science', 'Features of Science' and 'Reconceptualized Family Resemblance Approach to NOS', some implications which focus on the generality and plurality of content knowledge of NOS based on current philosophy of science and sociology of scientific knowledge are suggested for the improvement of teaching and learning NOS.

• Journal of Korean Philosophical Society
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• v.145
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• pp.217-244
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• 2018

This paper reviews how $J{\ddot{u}}rgen$ Moltmann embraces and transforms the philosophy of Ernst Bloch. For what are the hopes of the two thinkers who presuppose opposing worldviews? This question will provide a good opportunity to look at how different religious types, based on different worldviews in modern philosophy of religion, can understand and communicate with one another. Ernst Bloch was a philosopher who originally interpreted Judeo-Christian thought through Marxism and Persian Dualism and helped to carry out the intrinsic criticism of the doctrine of Christian eschatology by developing atheism of Christianity into a philosophy of hope. Bloch and Moltmann deal with the concepts of future, humanity, nation, and hope in the eschatological horizon, but their worldviews are so different. For example, the connection between the Beginning and Ending, Disjunction or Continuation, the Core of Existence and Resurrection, Messianism and Marxism, Atheism and Theism, Persian Dualism and Judeo-Christian Monotheism. Therefore, a one-sided interpretation that ignores worldview differences in the hopes of these two thinkers should be avoided. Moltmann actively embraced the Messianism of the Jewish thinker, Bloch, by excluding Marxism, made the spectrum of broad-minded horizons diminished in the union of Messianism and Marxism. Moltmann replaced the utopian possibilities of matter in the Ontology of Not-Yet-Being, with the resurrection of Christ, who was crucified, and with the God of Creation and the God of Exodus. By overthrowing the position of atheism in Christianity, which was very important for Bloch, with the system of Trinitarian Monotheism, it resulted in the disconnection and conflict between the Old Testament and the New Testament, especially the ignorance of the tension between God the Lord and Jesus Christ.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.266-279
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• 2019

The purpose of this study was to investigate the inquiry tendency of North Korean chemistry textbook by Romey's method. We analyzed the inquiry tendencies of texts, figures, questions, activities, and summaries by Romey's method. And the following results were compared with those of previous South Korean studies, which method was the same. The 20,017 texts, 541 figures, 140 questions, 243 activities, and 25 summaries in 5 chapters of chemistry textbook of the Higher-level middle school 1 in the Kim Jong-Un Era were analyzed. Results were as follows: texts were authoritarian tendency, figures were authoritarian tendency, questions were excessive inquiry tendency, activities were inquiry tendency, and chapter summaries were drastic authoritarian tendency. The inquiry tendency of North Korean chemistry textbook in higherlevel middle school showed similar tendencies as the textbooks of South Korean chemistry I textbook in the 6th National Science Curriculum. The results of this study are expected to be utilized as basic information and data to understand the inquiry teaching that North Korea science education is aiming at.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.681-692
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• 2020

This study analyzed a textbook published for Korean culture education in a trend of communicative teaching methods, and suggested the ways for the integrated diversity of culture education with expression activities. This study set up the final goal of strengthening 'cultural competence' which is the next stage of 'cultural awareness' and 'cultural literacy' in the goal hierarchy for culture education, and analyzed not only the theme distribution but the patterns of expression activities in the textbook. It assumed that one of the most effective ways to achieve the goal is the convergence with expression activities in order to strengthen 'cultural competence' which aims to the creative culture production as well as the simple comparison between learners' mother culture and the target culture. This textbook is characterized by abundant visual materials, focus on the behavior culture and the information culture rather than the achieved culture. and media reading materials in diverse levels for utilization possibly in any proficiency levels. Also, it found out by analyzing the patterns of expression activities that the question forms inducing learners' speech and writing are restricted to a few patterns. Lastly, this study proposed the ways to achieve the goal "cultural competence" as follows: diversity of question forms, extension of expression activities and creative application in integrating the related activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.517-529
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• 2021

This study analyzes changes in the efficiency of the Department of Early Childhood Education in Korea to examine the effectiveness of the National Evaluation for Teacher Education Institution. We provide policy implications from exploring factors influencing efficiency and comparing characteristics of efficient and inefficient departments. With 149 Department of Early Childhood Education in Korea, DEA was conducted to estimate the relative efficiency, and the Tobit model was applied to explore factors affecting efficiency. The results confirm that the Department of Early Childhood in Korea is run efficiently, though there was no change in scale efficiency and relative efficiency after the two phases of the National Evaluation for Teacher Education Institution. The results show the number of books per student was significantly lower despite a significantly higher employment rate. Efficiency of college departments, department greater than 60 (per cohort), and department in metropolitan city (except Seoul area) is confirmed greater. These results provide policy implications on developing evaluation measure and processes to improve education quality and efficiency.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.93-111
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• 2022

This study started with the question of 'What innovative task should elementary and secondary school clothing life education perform in accordance with the changes in the future educational environment?' It is time to prepare for a major shift in the educational paradigm that improves the quality of life for all everyone, based on social innovations such as the 4th industrial revolution and the transition to the post-corona era. This study examined the literature for the characteristics of changes in the future educational environment from an educational perspective, and examined the curriculum focusing on the clothing life with the porpose of presenting the direction for the clothing life education. In order to carry out this study, various literature including previous studies related to clothing life education and the national curriculum from the first curriculum to the 2015 revision were analyzed. In conclusion, the direction of the clothing life education curriculum according to the changes in the future educational environment is proposed as follows: First, nurturing convergence education experts that can combine human emotion, environment, and clothing life culture to artificial intelligence(AI); second, developing a clothing life education curriculum that links software competency and practical problem-solving competency; and lastly, implementing fashion maker education using artificial intelligence(AI) and value-oriented clothing life education. In the future, it is expected that the direction of teaching/learning methods and evaluation in clothing life education curriculum is proposed, and that this educational discussion process will help establish the identity of clothing life education in school education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.327-338
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• 2023

The purpose of this study is to develop and apply curriculum activities using non-face-to-face wearable technology in a pandemic situation. It is to improve the creative convergence learning ability of college students. Based on the results of 5 preliminary studies, 8 courses were conducted for 16 university students at A University in Seoul. In conclusion, real-time non-face-to-face interaction with professional professors in each field played a major role in improving the creative convergence learning competency of college students. This point shows the possibility of future-oriented creative convergence talent development along with the expandability of wearable technology in university education.