• Education of Primary School Mathematics
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• v.21 no.1
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• pp.19-37
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• 2018

The purpose of this study was to analyze the multicultural mathematics education factor shown in mathematics textbook. For this purpose, 2015 revised curriculum, mathematics textbook and teacher's guide book of first and second grade were analyzed using framework for multicultural mathematics education factor. The results of this study revealed that the general guideline of the national curriculum included 'culture identity', 'diversity of knowledge' and 'social problem solving' but the curriculum of mathematics excluded 'culture identity'. Nevertheless, mathematics textbook showed various multicultural mathematics education factor except 'social problem solving'. But there are several kinds of problem. Fist, application level of multicultural mathematics education factor was mostly low. Second, history of mathematics and culture aspects were Europocentric. Thirds, characters in mathematics text book were excessively standard. there weren't other ethnicity, the disabled, multicultural students. On the basis of these results, this paper includes several implications for the future multicultural mathematics education in elementary school.

• Proceedings of the Safety Management and Science Conference
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• 2011.04a
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• pp.461-470
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• 2011

우리나라는 정부차원에서 교육과학기술부, 문화체육관광부, 여성가족부, 보건복지가족부, 법무부, 지방자치단체 등 관련 부처별로 필요한 분야에 한해 다문화 강사 양성이 이루어지고 있다. 교육과학기술부에서는 2007년 다문화가정 자녀교육 지원계획을 발표하고 2008년부터 각 교육청 주관으로 다문화교육 직무연수를 외부에 위탁하여 중앙 및 각 지방 다문화교육센터를 중심으로 현직교사 대상 '다문화교육을 위한 교사 양성 연수 프로그램'을 지속적으로 운영하고 있다. 문화체육관광부 산하 한국문화예술교육진흥원에서는 2008년에 다문화강사 양성과정을 개설하여 운영하였다. 그리고 여성부는 청소년, 이주노동자, 이주여성을 대상으로 다문화교육을 제공할 목적으로 2008년에 '다문화이해교육 강사양성' 과정을 개설하였다. 그러나 이들은 모두 일회성에 머물러 지속적으로 연계되지는 못했다. 또한 보건복지가족부는 2007년에 '결혼이민자 다문화가족 지원센터'에서 종하며 교육활동을 하기 위한 다문화 강사 80명을 일차적으로 양성하였다. 최근에는 각 지방자치단체별 다문화가족 지원센터에서 결혼이민자를 다문화 강사로 활용하여 청소년들에게 다문화 이해 교육을 제공하도록 하는 '다문화강사 양성과정'을 개별적으로 개설하여 운영하고 있다(설동훈 김찬기, 2009). 한편 법무부는 2008년 5월 다문화 이해증진 및 이민자 사회통합을 위한 정책개발 추진에 우수 대학의 적극적인 참여 기회를 부여하고, 관련 분야에 대한 대학의 새로운 학문 개척 기회를 마련하기 위해 공모 절차를 거쳐 20개의 ABT대학을 최종 선정하였다. 명지대학교는 2010년 3월부터 산업대학원 산업시스템경영학과 국제교류경영학석사 과정에서 국제교류경영 전문가 양성을 운영하고 있다. 경기도 지원 경기도의 새로운 브랜드 가치 실현을 위한 '다문화사회를 위한 의식개선 사업'으로 사회통합 - 다문화사회 공동체 형성을 목표로 총4개의 컨소시엄 기관(시흥시, 수원시, 화성시외국인복지센터, 의정부시외국인근로자지원센터)이 형성되어 2010년 2월22에서 2010년12월20까지 시행되었다. 본 연구는 '다문화사회를 위한 의식개선 사업'을 통해 교육대상자 구분과 사업장 교육 지역별 구분과 일반인 교육 지역별 구분을 파악하고 이를 기초로 우리의 다문화사회에 도움이 될 수 있는 다문화교육의 개선 방안을 제시하고자 한다.

• Journal of Christian Education in Korea
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• v.61
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• pp.263-294
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• 2020

In South Korea which has become a multicultural society, ethnic and cultural others have suffered from discrimination against them and isolation from society. Multicultural policies and multicultural public education have simply focused on the assimilation of cultural others without providing opportunities to build a reciprocal relationship between Kor eans and cultural others. Noting this reality, this paper proposes intercultural Christian education as a prophetic and educational role of faith communities in society. Intercultural education, intercultural theology, Miroslav Volf's drama of embrace, and Sang-Jin Park's theory of the ecosystem of Christian education offer theoretical foundations for intercultural Christian education. Based on these foundations, the paper discusses the definition and goal of intercultural Christian education and argues for the roles of intercultural Christian education to help Christ ians "SEE" the self, the other, and the community through self-reflection, embrace, and ecological transformation. As intercultural Christian education pursues to nurture Christians to have a respectful and hospitable mindset toward cultural others, such education will help faith communities seek a multi-colored kingdom of God.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.44-64
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• 1999

In order to acquire the identity and development of Honam Culture and globalize them and also to produce the economical value from them, the Honam Culture must be informationalized. This study investigates the social, cultural, and economical values of the informationalization of Honam Culture, and classifies the process of informationalization of Honam Culture into three steps. Furthermore this study suggests the policies to cultivate.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.597-605
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• 2015

The present study investigated how culture and art education participants' outcome evaluation predicts the satisfaction of the education by performing the secondary analysis of the Korea Arts and Culture Education Service's (KACES) survey data. Exploratory factor analysis identified three dimensions(content, management, and resources) of education outcome evaluation, and the regression analysis revealed the factors of outcome evaluation influenced the education satisfaction positively. When the sample was grouped according to prior participation experience and companion [participated alone or with other person(s)], the regression analysis showed the differences of the influences between groups. On the basis of the findings, managerial implications for improvement of the culture and art education programs and suggestions for further studies were discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.149-162
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• 2016

The focus of the present study is to seek the ways of using popular culture for teaching mathematics. Thus, this study theoretically investigated concepts of popular culture and the meanings of using popular culture for mathematics teaching and learning. And the current study analyzed both the influence of popular culture of mathematics learning and how mathematics is represented through popular culture. Finally, this study suggested teaching models using popular culture and implications for further research in mathematics education about popular culture.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.102-113
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• 2012

The effort to generate new values in this age of digital technology characterized by rapid changes in information and knowledge demands transformations not only in the sociocultural and educational spheres but also specifically in the field of arts and culture education. One of the greatest transformations is emphasis on integration and consilience among different fields which has impacted the field of arts and culture, giving birth to the practice of arts and culture education. Digital technology actively utilizes in lots of subjects, which, also becomes a challenging factor for the field of arts and culture education. In this context, this study theoretically considered to approach music technology to use for the field of arts and culture education. Utilization of music technology takes interdisciplinary approaches combining various subjects in the field of arts and culture education. Considering the current circumstances in which there is a lack of teaching and learning methodologies which reflect the unique, specialized nature and the intrinsic originality of the field of arts and culture education. It is deemed that by accumulating more case studies applying music technology in practice to a wider variety of targets and situations. Music technology will serve the role of an important a learning tool for the arts and culture education field.

• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.277-287
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• 2020

The proportion of cultural education in Korean language education is increasing. Many researchers in Korean language education have used a variety of teaching methods and materials for cultural education, and the range of contents applied to cultural education is wide ranging from literature, drama, film, theater, and music. In addition, the results studied until recently are vast. Nevertheless, cultural education in the classroom is fragmentary and often stays one-off. Since culture is a product that is produced over time, it raises the question that it needs to be more phased, systematic and sustainable. Therefore, this study examines the existing aspects of arts and contents-based culture education, selects literature among the art contents, and presents specific class cases conducted for one semester, and implements the continuous and systematic culture education aspects. I tried to find the direction of Korean culture education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.283-290
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• 2014

This study analyzed the cultural competency and demand for a multicultural education program among nursing college students. The participants were 278 college students gathered through convenience sample method. Data were collected from November, 19 to 30, 2012 and analyzed using SPSS/PC Win 12.0 program. The major findings were as follows, First, the mean scores of cultural competency and demand for a multicultural education program were 2.8 and 3.9. respectively. Second, cultural competency scores of students varied with multicultural educational course experience. Third, demand for a multicultural education program varied in accordance with student's views of the necessity of multicultural education. Our results suggest that, courses focusing on understanding multicultural clients are needed and highly desired by nursing students.

• KASI NEWSLETTER
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• s.97
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• pp.14-15
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• 2010

<'글로벌 인재육성'을 위한 교육현장 지원충실>을 운영지표로 1990년 9월에 개원한 전라남도교육과학연구원은 학생들에게 꿈과 희망, 그리고 창의성 신장을 위해 과학교육 현장지원과 과학문화 확산을 위해 노력하고 있다. 또한 천체관측교육으로 지역특성에 맞게 낙도 및 오지로 ‘찾아가는 천체관측교육’과 별과 문화가 어우러지는 천체관측활동을 통해서 지역사회의 과학문화 확산을 위해 최선을 다하고 있다.