• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.99-114
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• 2011

Developing pedagogical content knowledge (PCK) has been emphasized as one of the requirements for science teacher's professionalism, and it should be done from systematic teacher training courses. In this study, we investigated the components considered in planning instruction and the difficulties encountered in implementing it in PCK held by secondary pre-service teachers. Twenty-seven juniors at a college of education in Seoul were asked to perform teaching demonstrations using scientific instruction models. They were also requested to write reflective journals and interview. Analyses of the results revealed that teaching strategies and learners' cognitive affective aspects were considered by most secondary pre-service teachers, whereas curriculum and assessment were regarded by few of them. For examples, choosing instruction models and organizing instructions were concerned in teaching strategies. They also considered learners' cognitive affective aspects for selecting experiments as main activities. Only few considered learners' prior-knowledge. Most difficulties encountered in planning instruction and implementing it appeared in teaching strategies. Educational implications of these findings are discussed.

• (The) Research of the performance art and culture
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• no.19
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• pp.191-220
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• 2009

The aesthetics of Korean pantomimic mask-dance-drama is studied in this thesis. The scripts of the pantomimic mask-dance-drama were recorded generally, explanatorily and interpretively. The emotion and psychology are expressed by the look and body language. The mimic expression of the pantomimic mask-dance-drama was analyzed intensively. The speech drama is richer and deeper than the pantomimic mask-dance-drama at the aspect of the power of expression.

• The Journal of the Convergence on Culture Technology
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• v.4 no.2
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• pp.123-130
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• 2018

Storytelling is a compound of two words, 'story' and 'telling'. While the static aspect of 'story' has been emphasized, the dynamic and specific aspect of telling has been ignored. So, in the argument of 'storytelling', it is necessary to break from talking about 'story' and discuss the matter in terms of 'telling' and 'interaction'. In order to accept this need, the term 'Traditional Storytelling' is coined to engage 'oral-storytelling situation' more actively. When 'storytelling' is expressed by a storyteller, it can be referred to 'traditional storytelling', called 'oral performance'. In fact, the storytelling, which has a long history, originated from oral storytelling such as 'oral narration'. It is natural that our current storytelling isn't the same storytelling of an oral period, but the traditional storytelling casts a few crucial viewpoints to us these days when 'telling' has a significant meaning. In the first place, it is 'reflexivity' that we should note in the form of traditional 'storytelling'. It is a kind of self-reference which means reflecting and looking back at oneself in the form of narration. Through this reflexivity, the storytelling is affected by the site of telling and an aspect of one-off thing very frequently. Another point we need to note is a frame. Through this frame, the traditional storytelling come to hold time and space of narration.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.435-443
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• 2016

The purpose of this study is to analyze the mismatch between instructional design and teaching practice of pre-service science teachers and to investigate the cause of these mismatches. Twenty pre-service science teachers took part in teaching practicum for four weeks from Apr. 2015 to May 2015 and we analyzed their lesson plans and videos of these lessons. After that, we interviewed the pre-service science teachers in order to know the cause of these mismatches and additional informations. The main findings are as follows. First, in the introductory stage, we found more mismatch in the "attention and motivation stimulation" area than any other area. Many pre-service science teachers corrected their 'motivation practice' in different forms. Second, we found out that the most mismatch occurred in the evolving stage. Many pre-service science teachers added learning contents in "learning content presentation" area. Third, in the closing stage, many pre-service science teachers omitted the "leaning content summary" area in the lack of time. Fourth, the number of mismatches by internal factors is similar of by external factors. The mismatches by external factors were mainly by feedback of guidance teacher and change by students' response. In addition, we discussed the implications related to reflective mentoring program, importance of guidance teacher, importance of time management etc.

• Korean Journal of Family Social Work
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• no.62
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• pp.103-139
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• 2018

The purpose of this study was to explore the social workers' reflections developed during the participatory action research seeking practice methods in the community welfare center single parent self-help groups. Nine social workers and researchers sharing difficulties in the community welfare center single parent self-help group practice were involved in the participatory action research. We performed a circulatory research repeating 'plan-action-reflection-replan' cycles through ten sessions of research meetings including peer supervision in parallel with 4 self-help group practices. Multiple practice methods were derived as the result among which change in the social workers' perception was the key. We focused on the result that the social workers' perception was changed by reflections from participatory action research and the contents of the reflections were qualitatively analyzed using materials acquired during the study. As a result the following 5 themes were derived; 'recognition and worry on the lack of appropriate practice for the self-help group', 'specification of the social workers' role based on the changed perspective on the member-social worker relation', 'confirmation of the possibility of the concerned person initiated practice', 'detailed understanding of the single parent self-help group in the community welfare center', and 'renewed recognition of the development of the single parent self-help group in the community welfare center'. Based on these results, empowerment and reflection/reflective practice for single parent self-help group in the community welfare center were discussed.

• Journal of Korea Water Resources Association
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• v.54 no.5
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• pp.347-354
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• 2021

In the past few years, various damages have occurred in the vicinity of rivers due to flooding. In order to alleviate such flood damage, structural and non-structural measures are being established, and one of the important non-structural measures is to establish a flood warning system. In general, in order to establish a flood warning system, the water level of the flood alarm reference point is set, the critical flow corresponding thereto is calculated, and the warning precipitation amount corresponding to the critical flow is calculated through the Geomorphological Instantaneous Unit Hydrograph (GIUH) rainfall-runoff model. In particular, when calculating the critical flow, various studies have calculated the critical flow through the Manning formula. To compare the adequacy of this, in this study, the critical flow was calculated through the HEC-RAS model and compared with the value obtained from Manning's equation. As a result of the comparison, it was confirmed that the critical flow calculated by the Manning equation adopted excessive alarm precipitation values and lead a very high flow compared to the existing design precipitation. In contrast, the critical flow of HEC-RAS presented an appropriate alarm precipitation value and was found to be appropriate to the annual average alarm standard. From the results of this study, it seems more appropriate to calculate the critical flow through HEC-RAS, rather than through the existing Manning equation, in a situation where various river projects have been conducted resulting that most of the rivers have been surveyed.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.225-246
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• 2016

Teaching competence is the best part of mathematics teachers's competence. It need to make instruction plan by oneself, systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. So teaching practicum is the necessary process to teaching experience. Therefore, the aim of this study is to develop an component and application procedure of Teaching portfolio for improvement teaching component of pre-service mathematics teacher in teaching practicum. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching portfolio for improvement teaching component in teaching practicum.

• Proceedings of the Korea Concrete Institute Conference
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• 2003.05a
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• pp.25-30
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• 2003

Owing to the deterioration of reconstruction and the construction, much of the construction waste is discharged in our construction field. By supplementing aggregate resources that are insufficient by recycling waste concrete, it is considered that the resource-preserving effect according to the saving and reuse of resource as well as eco-friendly effect that is regarded as important in recent industrial society may be expected. In this study conducted an experiment by setting up 15 levels according to the variations in the rate of substitution of recycled coarse aggregate by the water cement ratio(40, 50, 60%). As the result of it, the slump and air contents was increased by ratio of coarse aggregate, and the elapsed characteristics by the ratio of recycled coarse aggregate showed that there is no clear difference in slump and the air contents. Further, in the characteristics of strength development, the lower the water cement ratio, the higher the compressive strength at early ages, compared with crushed stone, while the compression declined according to the increase of substitution rate of recycled gravel as it was tending upward long-term ages.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.930-936
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• 2004

Science field trip on historical heritages in Korea has developed since 1998. There are a few discussion of effectiveness of science field trip on historical heritages. In this research, the aim of science field trip on historical heritages was discussed in view of developing scientific perspectives on historical heritages with cases of science field trip of Hwasong fortress. Material for science field trip of Hwasong fortress was developed and instructional strategy was designed. The material contained convergent and divergent scientific inquiry activities. The goal of the activity was to help students to build scientific perspectives on the historical heritage, so they can evaluate the scientific excellency of historical heritage. The subjects were ten ninth grade students of middle school science club in Seoul. A questionnaire, "evaluation of scientific excellency of historical heritage" was administered before and after the field trip. From the analysis of a change in perspective by field trip, it was investigated how the scientific perspective on historical heritages was developed. The first draft of material for science field trip of Hwasong fortress was developed based on science education experts' discussion. The material has three parts; activities before the trip, activities during the trip and activities after trip. Instructor's guide has the same structure. Before the field trip, students watched the videotape and learned the short history lesson about Hwasong fortress to develop familiarity. During the trip, there were exploring stage and intensive inquiring stage. These activities were designed to develop scientific perspective on historical heritage. After the field trip, evaluation activity about scientific value of Hwasong was done based on the activities done during the trip. After the science field trip of Hwasong fortress, most of students showed positive changes. Some of them reflected on their previous thoughts. Some recognized the necessity of the proper criteria for scientific excellency of historical heritage. All changed in their perspective on evaluating scientific aspects on historical heritage, such as considering the social environment, scientific principles and the influence of science and technology of that age on the society, when the fortress was built. These results show that the science field trip focused on the criteria for evaluating the scientific excellency of historical heritage was significant in helping students to develop the scientific perspective on historical heritage.