• 대학교육
• /
• s.54
• /
• pp.51-57
• /
• 1991

• 대학교육
• /
• s.28
• /
• pp.58-63
• /
• 1987

• 대학교육
• /
• s.4
• /
• pp.51-55
• /
• 1983

• 대학교육
• /
• s.32
• /
• pp.90-99
• /
• 1988

• 대학교육
• /
• s.22
• /
• pp.89-96
• /
• 1986

• 대학교육
• /
• s.56
• /
• pp.43-49
• /
• 1992

• 대학교육
• /
• s.58
• /
• pp.39-45
• /
• 1992

• 대학교육
• /
• s.116
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• pp.132-135
• /
• 2002

• Journal of Science Education
• /
• v.46 no.3
• /
• pp.312-325
• /
• 2022

This study aims to provide a science history content system necessary in the course design process of liberal arts subjects, along with the application of flip learning in liberal arts science classes for humanities and social sciences students. For the research, we analyzed the current state of the liberal arts and history of science classes at universities. Then we developed the 'Understanding the History of Science' subject by applying the flip learning method through the analysis of various previous studies. As the goal of science history lectures that can reach the essential purposes of science liberal arts education, including knowledge acquisition and strengthening various competencies, scientific attitude cultivation was set, and the content system of week 15 was designed to consider this. The four topics corresponding to the "History of Science" part of the "Understanding Science History" content system consisted of flipped learning classes and teaching and learning activities, including online video materials and group discussion activities. As a result of opening courses for students in the humanities and social sciences and operating classes for 56 college students, it was confirmed that students' interest and awareness of science increased. This study provides educational evidence for science history and liberal arts education.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.4
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• pp.51-70
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• 2014

The major aim of this study is to discuss the possibility whether the merging of Information Literacy and rhetoric will be able to have essential elements for being a general education subject in universities. The characteristic of rhetorical information literacy (RIL) is organized as follows. Situated literacy using heuristic method, process oriented literacy attaching importance to research, and literacy relevant to ubiquitous environment. So, it is argued that rhetorical information literate citizenry is essential for a modern democratic society. As the information literacy instruction program can be various, for example, technology oriented instruction is needed to be compared. For the practical execution of the RILI program, 'asking situated questions to discover problem', 'selecting and writing review of meta study books', and 'writing visiting report of library', and 'instruction of information ethics for democratic citizens' have been proposed.