• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.51-71
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• 2019

Memory is a mental activity for the future rather than the past, and the responsibility for restoring the memory rests on the current intellectuals. In this context, the library must demonstrate how it contributes to local development by restoring memory and analyzing social roles and functions. Based on the contributions of local development of public libraries as background information and through literature case studies, field surveys and interviews. This study has logically demonstrated local development to the local economic development, regenerating and promoting local culture, and forming a community in the open-port cities of Busan and Incheon. Nevertheless, the contribution of local development in terms of economic, cultural and community formation cannot be perfect. Subsequent research that reflects the historical geography and architectural arts of the library itself, and the perception and value of use of local residents is necessary.

• Korean journal of communication and information
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• v.54
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• pp.76-97
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• 2011

What are the meanings of abduction as a methodology of Cultural Studies? By contextualizing Charles Sanders Peirce's logic of abduction in the discipline of Cultural Studies, I explore the epistemological discussion on the modern scientific research methodology of social sciences. Abduction is a kind of logical inference, which is often associated with guessing or intuition. Peirce's method of abduction and Cultural Studies' contextual formation in effect address an alternative methodology to positivism. Criticizing the modern Eurocentric structure of knowledge construction, I suggest that the virtue of abduction, as a logic of discovery, should be re-discovered in the context of Cultural Studies. Abduction holds important lessons for Cultural Studies as well as social sciences in general because of its focus on intuition, empathy, and intellectual collaboration. Through its elaboration of the logic of abduction, Cultural Studies is able to maintain not only its epistemological ground but also its methodological communicability.

• Korean Security Journal
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• no.54
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• pp.203-222
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• 2018

Public order management is one of the most important areas in policing. Drawing on the legal framework and policy, this study aims to assess practices of criminal justice practitioners, especially, police and prosecutors, in England and Wales. Using qualitative interviewing, four main themes are identified: (1) an emphasis on a right to protest, (2) police practices on public order management, (3) the development of police/prosecutor liaison, and (4) the value of video evidence. Based upon these findings, several legal, policy and practice implications are drawn. These implications involve a wide range of aspects concerning strategic, operational, and tactical interventions by the police, as well as collaboration between police and prosecutors. Although the criminal justice context in England and Wales is very different to South Korea, some practices and distinctions can be useful to consider in the Korean context. This study suggests that more gains can be made if legislation, policy, and practice across criminal justice nodes can be coordinated and approached holistically.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.115-134
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• 2017

It is necessary to understand the characteristics of each type of division problems in other to help students develop a rich understanding when they learn each type of division problems. This study focuses on a specific type of division problems; a quotitive division as finding a scale factor in enlargement context. First, this study investigated via survey how 4th-6th graders and preservice and inservice elementary teachers solved a quotitive division relating to scaling problem. And semi-structured interviews with preservice and inservice elementary teachers were conducted to explore what knowledge they brought when they tried to solve enlargement quotitive division problems. Most of participants solved the given quotitive division problem in the same way. Only a few preservice and inservice teachers interpreted it as a proportion problem and solved in a different way. From the interviews, it was found that different conceptions of context and decontextualization, and different conceptions of times (as repeated addition or as a multiplicative operator) were connected to different solutions. Finally, three issues relating to teaching enlargement quotitive division were discussed; visual representation of two solutions, conceptions connected each solution, and integrating quotitive division and proportion in math textbooks.

• Journal of Educational Research in Mathematics
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• v.20 no.1
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• pp.85-102
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• 2010

Linear programming(LP) is useful for finding the best way in a given condition for some list of requirements represented as linear equations. This study analysed LP in mathematics contexts and LP in school mathematics contexts, considered learning process of LP from an epistemological point of view, and explored a hypothetical learning trajectory of LP. The differences between mathematics contexts and school mathematics contexts are whether they considered that the convex polytope $\Omega$ is feasible/infeasible or bounded/unbounded or not, and whether they prove the theorem that the optimum is always attained at a vertex of the polyhedronor not. And there is a possibility that students could not understand what is maximum and minimum of a linear function when the domain of the function is limited. By considering these three aspects, we constructed hypothetical learning trajectory consisted of 4 steps. The first step is to see a given linear expression as linear function, the second step is to partition a given domain by straight lines, the third step is to construct the conception of y-intercept by relating lines and the range of k, and the forth step is to identify whether there exists the optimum in a given domain or not.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.113-122
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• 2018

The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

• Journal of Christian Education in Korea
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• v.74
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• pp.273-294
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• 2023

The purpose of this study is to use K-MOOC, which has limitations in utilization because it is centered on theory delivery, to derive tasks to activate the teaching methods of instructors, and to implement the derived tasks using the metaverse platform. to develop a prototype. According to the purpose of the study, the study was conducted as follows. First, from October 4 to November 15, 2022, a Delphi survey was conducted on 21 experts with experience of consulting, research, class development, and operation related to the K-MOOC project. Second, in order to realize the tasks in the teaching method field derived from the Delphi survey, matching with the teaching method class model elements to result of Delphi survey was applied was carried out. Finally, based on the results of expert Delphi and the elements of the class model applicable to the metaverse platform, a teaching method was developed. Through the process of the study, a total of 16 detailed items were derived for the teaching method-related tasks for the activation of K-MOOC: support strategic tasks, teaching method competency, aspect of class design, evaluation and sharing of learning outcomes. By applying the metaverse, the teaching model elements for K-MOOC revitalization were derived from four categories: self-directed repetition, individualized problem solving, practice opportunity expansion, and immediate feedback, and matched with the first 16 detailed items. A four-step teaching model was completed: course attendance (step 1), mission analysis by individual level (step 2), sharing of mission solutions (step 3), and mission evaluation and feedback (step 4). Through the results of this study, the possibility of using the metaverse as a teaching practice platform was confirmed even in terms of the introduction and development of specialized techniques.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.44-64
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• 2022

This study explored the elementary school teachers' experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of 'difficulty in teaching students with low achievement in science'. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: 'compromising-', 'overcoming-', 'accepting-', and 'conflicting-reality type'. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.1-12
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• 2011

This paper provides an outline of mathematics education based on the classroom ecology. Ecology is the subject that concentrates on the relations of human and environment. As mathematics education consists of many factors, it is natural that mathematics education should be interest in the perspective of ecology. This paper examines the meaning of ecology and classroom ecology of mathematics education in the perspective of ecology. And it provides the directions of ecological mathematics education. In special, I set the frame of mathematics classroom in the perspective of ecology. The ecological structure divides microsystem(teacher, student, content), mesosysten(relations of microsystems), exosystem(school), and macrosystem(the objects of mathematics education). Lastly, I suggest the ways of mathematical learning and research of classroom ecology in mathematics education. For we should focus the improvement of students' mathematical ability, we must search for the various teaching and learning methods and the ares of research in the perspective of ecology classroom. Therefore, we should be interested in the classroom environments as well as teaching methods, contents based on the ecology classroom in mathematics education.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.63-80
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• 2008

In this paper, we suggested generally some samples and cases of portfolio but centered on elementary mathematics in New Zealand elementary school in the aspects of the assessment for learning activity of learner and so we have found some suggestive points by comparing New Zealand portfolio with ours. Finally, we have an objects that the teachers here in Korea can use these results as a cases which are benchmarked by them. We had known through this paper that portfolio assessment in New Zealand elementary school deals with various aspects and it was accessing in the direction of creating knowledge positively through the real life, not textbookish or artificial problem and also it had a characteristics dealing with real life situation or context without filtering. Especially, it always dealt with all regions of curriculum and looked like focusing on the connections of curriculum relatively.