• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.1-26
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• 2008

The purpose of this study is to present the overall landscape of Comparative Education study in teacher training program at universities in Korea. The Comparative Education in Korea is relatively young without a lengthy tail on its name and still on the way of upgrading itself, however various efforts are gathering for the development of Comparative Education. With this understanding, this paper diagnoses the current status of Comparative Education in Korea by analyzing 1) the number of institutions which provide Comparative Education lectures for their teacher training program, 2) aims of Comparative Education teaching, 3) curricular and course titles, 4) teaching methods and textbooks, and 5) current issues and problems currently laid on Comparative Education in Korea designated by actual lecturers and professors who are in charge of Comparative Education lectures. The historical development of Comparative Education in Korea will be briefly presented at the beginning part of the chapter. To gauge the comparative position of Korean Comparative Education, the second half of this paper introduces the cases of Comparative Education at universities worldwide, presenting various countries' status of Comparative Education along with their developmental status. As the first research which pays an attention on the current figure of Comparative Education in Korea, it will form an impetus on why we should teach college students about comparative education and on what next step should be carried for further development of Comparative Education at universities based on the comparative understanding of other countries. Since it is in the transitional stage in terms of its development, it would be critical to have a self-analysis of the current status, which will help to lay the comprehensive understanding background for designating the future direction of its development.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.243-263
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• 2018

In order to confirm the academic authenticity of comparative education, the academic methodology which is also appropriate for the historical arrangement is the history. In this sense, this article focuses on the study of comparative education from the viewpoint of history of education and aims for a tentative approach to comparative education history. In every discipline, it is essential to organize the history of the discipline both for those majoring in it and for the development of the discipline itself. The conclusions obtained from this study are as follows. First, in general, the method of studying comparative education includes not only 'comparative studies' but also 'regional studies', but it can add academic depth through the study of time series called 'comparative education history'. Second, the developmental process of the comparative education can be classified into four stages; the first stage is 'the pre-history' of the comparative education, the second stage is the 'embryo stage', the third stage is the 'establishment stage', and the fourth stage is the 'development stage'. Especially, in the era of globalization, the academic potential of comparative education is even higher, so it is possible to add an 'expanding period'. Third, it is necessary to understand the 'comparative education history' in order to secure the academic identity of the comparative education study. It is expected that it will be possible to more easily confirm the perspectives and issues of comparative education in the future, together with a good conceptual understanding of comparative education.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.117-133
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• 2018

The purpose of this paper is to explore the relationship between philosophy of education and comparative education, and suggest what relationship between these are desirable. To this end, this paper examines the connection between philosophy of education and comparative education, shows trends in philosophical approach to comparative education, and suggests a desirable direction for comparative education should proceed in terms of philosophy of education. Philosophy of education needs a comparative dimension as much as comparative education needs a philosophical dimension. From the philosophical perspective, many researches should directed their research towards philosophical comparative education for the mutual enhancement of comparative education and philosophy of education. In conclusion, philosophers of education should actively conduct research, keeping both the identity of philosophical education and enlarging comparative education. The research should not be confined to either philosophy of education or comparative education.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.135-151
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• 2018

This study was conducted to help establish the status of comparative education as an academic discipline by investigating its relationship with educational evaluation. Comparative education as a subfield of education covers other areas of study in education, while educational evaluation is a study of methodology. First, international comparative study was investigated, and recent methodologies in educational evaluation were introduced. International comparative study started in 1960's, and is being expanded. The participating countries hope for better education by comparing their educational curricula and practices with others. For international comparative studies, a differential item functioning analysis as a multigroup analysis can provide information on what sociocultural factors other than the construct are affecting the measurement results. The study dataset has a hierarchical structure so that multilevel item response theory is suitable to obtain multidimensional national profiles. Although there have been methodological advances in educational evaluation, the methods are not available in comparative education. In order to reduce the gap, scholars in educational evaluation should try to make the methods easily available, while those in comparative education should try to use the exact and precise methods in their studies.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• Journal of Korean Library and Information Science Society
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• v.41 no.4
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• pp.5-33
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• 2010

This study is intended to present methods improving the classification system of KDC education fields after comparing and analyzing the academic system of education, classification system of KDC, NDC, DDC and LCC, and that of the research field classification system of National Research Foundation of Korea. The results of the analysis have revealed that it is required to improve and correct the KDC 5th edition of education including the addition of classification items that reflect the trend of academic development, proper development in the rank classification terms of education detailed fields, addition of detailed subjects, errors of classification symbols and omission of correlative indexes in the classification items. This study has proposed improved methods to solve those problems.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.690-700
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• 2022

This study aimed to compare academic passion for science pedagogical content knowledge (PCK) between pre-service and in-service elementary teachers. In addition, a comparison between passion for science subject matter knowledge and passion for science pedagogical knowledge was made for each group of teachers. Participants comprised 182 students from colleges of education and 161 in-service teachers. We analyzed between- and within-subject comparisons for each component of academic passion for science PCK. The results of this study are as follows: First, between-subject comparison demonstrated that, in academic passion for science subject matter knowledge, in-service teachers had a higher passion for "liking" and "importance" than pre-service teachers, whereas pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. In academic passion for science pedagogical knowledge, pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. Second, the within-subject comparison showed that only "harmonious passion" was higher for science pedagogical knowledge than science subject matter knowledge in pre-service teachers. However, "liking", "importance", "time/energy investment", and "obsessive passion" were higher for science subject matter knowledge than science pedagogical knowledge in in-service teachers. The educational implications are discussed.

• Korean Journal of Comparative Education
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• v.28 no.6
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• pp.111-130
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• 2018

In that all aspects of education can be compared from an international perspective, Comparative Education can share research subjects with most of the subdisciplinary study of Education. Especially Educational Finance and Economics, which is an important part of institutions and policies of education, has been one of the important areas in Comparative Education studies. In this regard, this paper summed up the relationship between Comparative Education and Educational Finance and Economics. Not only for the development of Educational Finance and Economics itself, but also in point of view of Comparative Education, it is as follows to discuss several tasks for Educational Finance and Economics to develop from now on. First, it is necessary to diversify the methods and approaches to Educational Finance and Economics. Comparative Educational studies or exploration on Educational Finance and Economics should require additional analysis from a variety of perspectives. Second, more efforts should be made to establish an independent theoretical framework for Educational Finance and Economics. Comparative Education may also be interested in international comparisons of these theoretical orientations or directions of Educational Finance and Economics. Third, we have to secure the identity of the Korean Educational Finance and Economics. Various comparative educational studies on Educational Finance and Economics of Education from an international perspective should be attempted on the basis of indigenous and independent Educational finance and Economics. Educational Finance and Economics are areas in which comparative educational analysis is needed more than any other study field of Education. We look forward to more active research on Educational Finance and Economics in the future from a comparative educational standpoint.

• Korean Journal of Culture and Social Issue
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• v.27 no.4
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• pp.629-659
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• 2021

This study compared the influences of Korean psycho-social experiences on emotional-distress(stress, depression, anxiety, anger) of Koreans between two-periods during COVID-19. First, an online survey was conducted among 600 participants between April 13, 2020 and 21, while WHO had declared the pandemic, and Daegu-Gyungbuk were declared as a special-disaster area. Second, an online survey was conducted among 482 participants out of 600 study participants from the first study during August 21 to September 2, while COVID-19 re-spreaded around the world, and total confirmed cases were over 1,000 for a week in Seoul-Gyeonggi province. Hierarchical-regression analysis was used to determine the influence of personal characteristics, fear and social constraints, relationship conflict and income-decreasing factors on stress, depression, anxiety, anger in the two-time points. Results suggest that gender, quality-of-life, 'frequent information-checking about COVID-19', 'fear of unpredictability' and 'difficulties on hospital treatment access' predicted distress(stress, depression, anxiety, anger) at both Time1 and 2. 'Difficulties with official schedule' predicted distress at Time 1, and age, vulnerability to infection and difficulties with personal schedules predicted distress(stress, depression, anxiety, anger) at Time 2. Based on the reseults, implications and recommendations were presented.

• Journal of the Korean Society for Library and Information Science
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• v.32 no.3
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• pp.5-22
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• 1998

This study compared whether there are significant differences of searching characteristics between the subject specialists and professional searchers in education in terms of internet search engines. The major findings and conclusions from the study are as follows. Subject specialists used more search terms and Boolean operators and spent more times on the computers than professional searchers. However, professional searchers retrieved more relevant documents and had higher precision ratios than subject specialists.