• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.353-360
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• 2022

The purpose of this study is to verify the effect of artificial intelligence storytelling education program designed to help learning artificial intelligence based on storytelling, the most important element of human intelligence, on learning flow. To this end, a 16-hour artificial intelligence education program was designed and developed, and applied over 8 weeks to 19 gifted students in 5th and 6th grades of elementary school. Artificial intelligence storytelling education program was developed in the form of teaching and learning course plans for each class and storybooks. Artificial intelligence storytelling education program application results showed significant improvements in average scores in all 9 sub-factors of learning flow, including combination of challenges and abilities, integration of behavior and consciousness, clear goal, concrete feedback, focus on task, sense of control, loss of self-consciousness, Distortion of the sense of time, and self-purpose experience. In other words, it was confirmed that artificial intelligence storytelling education program was effective in improving learning flow.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• Korean Journal of Health Education and Promotion
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• v.25 no.5
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• pp.21-38
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• 2008

Objective: This study examined the use of mental health helping systems among college students in Korea. A behavioral model of health service utilization was applied to examine factors influencing different types of helping systems. Methods: A total of 454 college students from four universities participated in the survey. A self-administered questionnaire measuring help-seeking behaviors including formal health and mental health services, informal helping system, peer group, and family support was used. Results: Respondents frequently turn to family members and peer group when in need, and age, sex, mental Health status, and attitude and knowledge on mental illness were significant factors affecting help-seeking behaviors of Korean students. While older students and those with more severe symptoms were more likely to seek help from formal resources, students with more severe symptoms were less likely to seek help from informal resources. Male students and those with negative attitude toward mental illness were less likely to ask peer groups for help. Conclusions: Study results indicate that informal resources and peer groups can be significant sources of social support for individuals in their late adolescence and young adulthood, however, their role as gateways to professional help is limited. Student counseling centers should take on a more active role in reaching out; implications for developing peer leaders as counselors and self-help groups are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.644-654
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• 2017

Due to globalization and the increasing number of international marriages, Korea has become a multicultural society. In 2012, the Korean Ministry of Education established guidelines for education on multicultural understanding for all K-12 students. The purpose of this study is to understand how education on multicultural understanding is conducted and to provide suggestions for improvements. Based on the six goals of multicultural curriculum in Bennett's conceptual model, this study explores how multicultural education specialists conduct their instructions and how they convey the value of multicultural understanding in public schools. Four multicultural education specialists were recruited, and various qualitative data were collected from pre- and post-interviews and classroom observations. The data were analyzed through thematic analysis. The study findings show that the participants educated elementary students by introducing their own (or spouse's) culture through their traditional clothes, food, and customs. This indicated that they focused mainly on developing multiple historical perspectives and strengthening intercultural competence. However, their current education on multicultural understanding may not help students to increase an awareness of the state of the planet and global dynamics, and to build social action skills. Finally, we suggest that multicultural education should be integrated and infused into national (regular) curricula so that all students can enhance their multicultural understanding.

• Cartoon and Animation Studies
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• s.34
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• pp.237-262
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• 2014

Recent Korean popular films and television dramas represent journalist as the character who colludes with corrupt power to engage in scandals or completes one's goals by good or bad means. It matters that the negative discourse of journalists fosters audience's distrust on journalism. Representation of journalists in popular culture is related to the reliability of journalism. In relation, it is noticeable that popular media represent female journalists. This study examines how recent popular films deal with female journalists through the case of (2011) and (2012) to find improvement of discourse on journalists. In result, three female characters in these films represent positively 'reformative leadership' (Chief Cho in ), 'appropriation of information technology'(Seong Hyo Kwan in ), and 'emotional response' (Jang Eun Seo in ). Compared to representation of journalists through male, the positive representation of female journalists constributes to positive discourse on role and function of journalism. However, it may be considered that these positive representations are merely a part of whole journalists.

• Korean journal of communication and information
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• v.32
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• pp.295-332
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• 2006

This study inquires at behavior and attitude of gatekeepers at major Korean media in the process of selecting and covering newsmakers, with focusing on factors, paths and practices in making news on the people. The study assumes that gatekeepers' social networking process with social elites, based on birth places, alma mater and kinship, plays great role in making people in the news. The study applies methods of in-depth interviews with people-page gatekeepers and content analysis of news on newsmakers. The in-depth interviews and content analysis unveil that people-page gatekeepers tend to support high society and social elite group. Furthermore, through the process of news-making, the gatekeeper group shares social capital such as economic exchanges and socio-political influences with social elite group. The result of interviews and analysis confirm that social networking based on personal affiliation plays as an important factor in selecting and covering newsmakers. With in-depth analysis of news contents, the study finds out that social elite groups of top government officials, corporate CEOs, medical doctors, lawyers, judges, prosecutors, college professors, cultural celebrities and journalists, who are predominantly male, appear on people pages much frequently out of proportion. The content analysis also reveal that 'personal news,' which cover personal and private life or unilaterally promote newsmakers predominate in terms of frequency and amount over socially-important or pubic-interested 'public news.' In terms of news values, fragmentary news composed of sensational, personal and gossiping elements appear more frequently than socially-meaningful news with strong social issues and public messages.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.143-157
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• 2011

It is a story through which people share their ideas and express their thoughts. Storytelling is temporally and spatially interconnected narration that consists of characters, background, its beginning and its conclusion. Furthermore, the story in storytelling is a means of delivering culture and history; thanks to the development of various media, delivering and exchanging the story are conducted in a variety of forms. Due to the technological advancement, the way storytelling is done has changed, which was a method called digital storytelling. This storytelling has been frequently used in education; that is, teachers utilize stories to communicate their thoughts. As receivers, students understand a shade of meaning and the role of language, thus reorganizing the important factors in the context of meaningful events. However, in practice the classes are so teacher-centered that the role of students are relegated to that of passive learners, thus debilitating the interaction between participants; as a result, this situation shows serious limitations in that it does not improve students' practical skills. Despite this situation, home economics has attempted to broaden students' practical knowledge and has enabled them to acquire procedural knowledge as its main objectives in the context of the entire life. To overcome this problem, this study attempts to demonstrate the lesson model utilizing the storytelling where the lively participation in the process and results of learning can increase learners' self-confidence and responsibility. This lesson model is believed to facilitate the communication among participants including teachers and students. Through this alternative teaching method, learners can participate in the process of learning so that they can acquire practical knowledge: this method can be a step-stone for further development. In conclusion, the development of curriculum and lesson plans should be encouraged.

• The Korean Journal of Air & Space Law and Policy
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• v.29 no.2
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• pp.87-108
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• 2014

Recent examples of abuse by black consumers (including air travellers) against emotional laborers have become a serious social issue in Korea in that they are likely to violate human rights of those laborers. Emotional labor is a form of emotion regulation that creates a publicly visible facial and bodily display, and also emotional management within the workforce that creates a situation in which the emotion management by workers can be exchanged in the marketplace. Example professions that require emotional labor are: nurses, doctors, waiting staff, and television actors. However, as the economy moves from a manufacturing to a service-based economy, many more workers in a variety of occupational fields are expected to manage their emotions according to employer demands when compared to the past. One of symptoms deriving from emotional labor is smile mask syndrome abbreviated SMS, which is a psychological disorder proposed by professor Makoto Natsume where subjects develop depression and physical illness as a result of prolonged, unnatural smiling. And higher degree of using emotion regulation on the job is related to higher levels of employees' emotional exhaustion, and lower levels of employees' job satisfaction. In most part, emotional laborers are more abused and hurt by so called black consumers who are raising complaints relating to products and services purchased against service providers for the purpose of maliciously getting compensation. Against this background, the Korean Government abolished "the Consumer Protection Act" and instead promulgated "the Basic Consumer Act" in September 2006 which stipulates that consumers are expected to have protection as well as responsibility and duty. The Aviation Security Act cites the examples of prohibited behaviors (unruly passengers) while they are travelling. In addition, human rights of emotional laborers could be more protected by the enhancement of etiquettes and cavalry and improvement of culture and working environment.

• Asia pacific journal of information systems
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• v.18 no.4
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• pp.83-103
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• 2008

In the new web based learning environment which has recently emerged, a variety of new learning objectives and teaching methods suited to this learning environment have been adopted. Recently, web based project-based learning methods have received a great deal of attention from those wishing to improve learning performance. The objective of this study is to identify the impact of characteristics of communication media and instruction behavior on collaborative interaction and project performance through web based group projects. The characteristics of communication media were divided into richness, flexibility, and ease of use, and the characteristics of instruction behavior were divided into support and expression, which are independent variables. Collaborative interaction as a mediate variable, was divided into information sharing and negotiation. Project performance was the dependent variable. To verify the proposed research model empirically, an experiment was conducted in which learners participated in on-line and off-line courses with group projects. The group project was conducted virtual product development(VPD), and designed a web-site about the VPD. At the end of the project, a survey was conducted. Of the 270 students, 239 responded. The students were assigned to groups of 3 or 4 members, and represented different genders and levels of computer competence. The reliability, validity, and correlation of research variables were analyzed using SPSS 14.0, and the measurement model and the structural goodness-of-fit of the research model were verified through SEM analysis using Lisrel 8.54. We found important results as follows; First, richness and ease of use has positive impacts on each of sharing information and negotiation. This suggests that richness and ease of use are useful in sharing information which is related to the task and agreeing in opinions among group members. However, flexibility has not positive impacts on sharing information and negotiation. This implies that there is no great difference in performance of PC and information literacy of user. Second, support and expression of instructor have positive impacts on sharing information and negotiation. This indicates that instructors play an important role in encouraging learners to participate in the project and communicating with them, sharing information related to the project, making a resonable decision and finally leading them to improve a project performance. Third, collaborative interaction has a positive impact on project performance. This result shows that if the ability to share information and negotiate among students was improved then a project performance would be improved as well. Recently, in the state of revitalized web based learning, it is opportune that web-based group project is practically conducted, and the impact of characteristics of communication media and characteristics of instruction behavior on sharing information, negotiating among group members and improving a project performance is verified. On the basis of these results, we propose that forms of learning, such as web based project, could be one of solution which is to enforce interaction among learners, and ultimately improve learning performance. Moreover web-based group project is able to make up for a weakness which makes it difficult to make interpersonal relations or friendship among learners in computer mediated communication or web based learning.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.