• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.295-306
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• 2015

This study aims to investigate the aspect of volunteering and donation of highschool students in Seongnam city and further the relationship between volunteering and democratic civic consciousness. To that end, 155 students from an ordinary highschool and a foreign language highschool participated in a survey. The result showed that female students' participation rates of volunteering and monetary donations were higher than male students' but there was no difference in the participation rates between the schools. The civic consciousness level was not affected by the gender, but was affected by the schools. The scores for the attitude of democracy were better than those for the value and the participation of democracy. In particular, the students from the foreign language highschool had higher scores for the participation of democracy relative to the students from the highschool. As for the relationship between volunteering and democratic civic consciousness, there was a significant difference in civic consciousness scores between students who had participated in volunteering and those who had not, only in the case of the students from the ordinary highschool. Additionally, it was revealed volunteering and donating were compensatory behavior. Although single factors in volunteering influencing the civic consciousness were not found, persistence was important.

• Management & Information Systems Review
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• v.31 no.2
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• pp.115-142
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• 2012

This study aimed to analyze the relative influence of related variables on the university students' civic consciousness. The study sorted out the data for 1,200 university students from a larger data set collected by Son et al.(2009), and analyzed the data by a hierarchical regression analysis method. The study showed the major results in four aspects. First, personal characteristics and home environment variables had mostly no influence on the students' civic consciousness. Second, on the sub categories of the students' civic consciousness, almost no influence was found in case of the home environment variables on democratic constitution and participation-practice, and in case of the school environment variables on value and attitude. Third, among the home and school variables, parents' attitude(${\beta}$=.228) and professors(${\beta}$=.162) had positive influences on the students' civic consciousness. The results suggest that parents and professors should be the two principal axises in the cultivating process of the students' civic consciousness. Third, on the democratic participation and practice no positive influences were found in any of the social environment variables. Among the social environment variables, politicians(${\beta}$=-.238) and corporations(${\beta}$=-.097) had rather negative influences on the democratic participation and practice. These results raised the question on how school education and social political systems are operated in the democratic manners. Fourth, the study recommends that local government would establish the civic education centers, develop various civic education programs, and provide each school with the programs. The study also recommends that each university would democratize in all the school affairs, and actively implement the civic education for university students as a specialized project.

• The Journal of the Korea Contents Association
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• v.15 no.12
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• pp.212-221
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• 2015

This study searched the effect of volunteering activity on democratic citizen consciousness as a mediation of adolescents' leadership living technique. For this, it has been conducted that a survey for 386 middle and high school students in Chungcheongbuk-do. Main analysis results are as follows. First, searching the effect on democratic citizen consciousness, it is analyzed that volunteering activity participation satisfaction level(${\beta}=.215$), learning ability technique(${\beta}=.297$), group activity technique(${\beta}=.145$) have a positive(+) effect. Second, as a result of mediation effect, volunteering activity is confirmed that is meaningful as both a direct effect(.35) on democratic citizen consciousness and an indirect effect($.42{\times}.65=.29$) as leadership living technique and it is appeared as an partial mediation effect. Therefore, in order to improve adolescents' democratic citizen consciousness, active support for volunteering activity and overall efforts which are able to activate the leadership technique in real youth everyday life are necessary.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.837-856
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• 2015

The purpose of this study was to examine the effects of ill-structured problem solving program on the social self-efficacy, democratic citizenship, and meta-cognition of the scientifically gifted high school students and provide an opportunity to consider how to improve students' social self-efficacy, democratic citizenship, and meta-cognition when comprehensive character education has been emphasized in science programs for gifted students. The subjects consisted of 17 students(10th graders) and 19 students(11th graders) who were participated in a science gifted program in a Korean high school located in Seoul and pre-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted. After applying 12-class-time of ill-structured problem solving program, post-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted and student's self-essay about program was also conducted. Paired t-test was used to analyze the data collected and students's self-essays were also analyzed. The results of this study were as follows: First, the findings showed that ill-structured problem solving program developed students' social self-efficacy and especially showed a significant improvement in asking for help. Second, they also showed that ill-structured problem solving program raised students' democratic participation especially in a democratic function. Third, in terms of meta-cognition, ill-structured problem solving program also played a positive role. The result of analyzing students' essays also showed students' positive perception on the program. The findings of the present study suggested that ill-structured problem solving program should be taken into consideration when developing a science program for scientifically gifted high school students.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.785-799
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• 2011

This study apprehends the effect of primary causes that form civic consciousness, which mature local residents should have. Moreover, it tries to contribute to the development of mature civic consciousness with regard to the situations and conditions of local community, by observing how the extent of local problem recognition, personal viewpoints, and participation in social activities affect formation of civic consciousness. The research was conducted to 600 local residents, ages 20 and above, with proportional stratified sampling method. The study showed that high recognition of environmental, social, economic and aging issues, fulfillment on social achievement, self-perception, culture orientation, and higher frequency on participating on social activities have positive effects on formation of sound civic consciousness.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.385-399
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• 2001

In this study, the contexts and values of the movement called 'Science and Citizenship' during the 1930-50s are discussed in relation to the historical development of school science education in Britain and to the current STS movement in school science. A special attention is given to the activities and ideas of a then eminent biologist, Lancelot Hogben(1895-1975) who published a textbook-like science book, called "Science for the Citizen"(1938). From the beginning of the 20th century, there was a growing realization that British education system needed to be changed in order to provide school science teaching to a wider audience with more emphasis on the relevance, industrial and humanistic aspects of science. This was echoed by a lecture series called 'Science and Citizenship' which was reported in the School Science Review, then the only nationwide professional journal for science educators and by a group of professional scientists who had socialist ideas toward society. Hogben was one of the key member of the group and delivered the second lecture of 'Science and Citizenship', titled "Biological Instruction and education for Citizenship". Hogben's main idea, illustrated in this lecture as well as in "Science for the Citizen", was that science education should be a way of teaching citizen for promoting democratic society and to achieve that science need to be taught in more integrated, utilitarian and humanistic manners, for example by showing the usefulness, relevance, historical and democratic aspects of science. In addition, a summary of his own life and activities, the social background and socialist scientists of the time, and comparisons between 'Science and Citizenship' movement and the General Science movement in the UK as well as the progressive science education in the USA, and the STS education movement in 1980s are discussed.

• Journal of Korean Library and Information Science Society
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• v.46 no.1
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• pp.241-269
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• 2015

This study started from an understanding that a true welfare society requires voluntary 'sharing' of citizens in addition to the state's legal and institutional security and that to make the culture of sharing find a firm ground in our society, 'Philanthropic Education' is needed from the childhood. This study examined three issues; first suggested the need of philanthropic education and learning methods. secondly, to find out the present situations of sharing in Korea, the study looked into sharing cultures and philanthropic education in other countries. thirdly, the study explored ways of philanthropic education for elementary school students of Korea in literature based program methods. The structure of the program was designed as structured experimental group program. And the content of this program is composed of concepts, objects, process, institutions regarding philanthropy, and finally practical behavior of it. This study implies that discussions in taking root and revitalizing the philanthropic education to encourage prosocial behaviors of children by more efforts of family, community and school.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.415-441
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• 2017

The purpose of this study is to develop elementary school math classes for the gifted and talented with a focus on social issues to investigate the possibility of character education through specialized subject classes. As suggested in the goals of the math education for social justice, which provide the fundamental theoretical basis, through mathematics activities with a theme of social issues, mathematically gifted and talented young students can critically perceive social issues, express a sense of mathematical and critical agency throughout the course and develop a willingness and mindset to contribute to social progress. In particular, the concept of Figured Worlds and agency is applied to this study to explain the concept of elementary math classes for the gifted and talented with a focus on social issues. The concept is also used as the theoretical framework for the design and analysis of the curriculum. Figured Worlds is defined as the actual world composed of social and cultural elements (Holland et al., 1998) and can be described as the framework used by the individual or the social structure to perceive and interpret their surroundings. Agency refers to the power of practice that allows one to perceive the potential for change within the Figured Worlds that he is a part of and to change the existing Figured Worlds. This study sees as its purpose the fostering of young talent that has the agency to critically perceive the social structure or Figured Worlds through math classes with a theme of social issues, and thus become a social capital that can contribute to social progress.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.225-234
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• 2017

Scholars suggests global citizenship education(GCE) as an important direction for the future education. Although many academic discussions have been internationally going on, the studies in Korea are still on the beginning stage. Thus, it is asserted that studies for GCE should be proceeded more actively and widely, especially for a theoretical background because it might give a concrete direction for GCE. In the international trend, studies suggest that GCE should be discussed among post-modernism, post-colonialism, and critical theory as theoretical framework. So, this study purports to find a theoretical framework which represents those three. It is critical pedagogy (CP) which also includes educational values for GCE. The reason is because CP tries to achieve emancipation in terms of consciousness, reason and rationality through educational praxis and it should be a background for GCE in terns of current situation in the world. Therefore, this study asserts and tries to prove that CP is currently at the center of theoretical backgrounds for GCE.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.813-817
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• 2022

The purpose of the study was to suggest how and what human rights education goes with civil democracy education. Analysis of civil democracy education contents in the 2022 revised general education curriculum draft and that of the 2030 OECD Education project have been performed to find out what contents are necessarily included. Results are as follows: Firstly, human rights education needs to be adopted as an independent subject to be delivered with detailed and organized information. Secondly, actual experiences in diverse curricular and extracurricular activities need to be provided. Thirdly, a human rights-friendly atmosphere needs to be established to update teachers' perception and upgrade competency regarding human rights education. Lastly, it is expected that these activities facilitate adoption of human rights education curriculum into 2022 general education.