• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.721-734
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• 2010

This study suggests two kinds of policies to strengthen the national land education in Korea. One is the substantiality of school education on the national land. Korea Should take the national land education by the way of teaching the national and worldwide geography in schools, so that Korea can get to the place of advanced countries like Germany, France, England, and the USA. The other is the strengtheness of citizens education on the national land. We can have the thorough knowledge of the natinal land by the three methods, including the establishment of the Citizens University of the National Land, the arrangement of Various national land events, and the book publication and portal site management of the national land.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.652-654
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• 2011

본 연구는 시민교육에 관한 문헌을 통해 민주시민교육의 내용준거와 현행유치원교육과정 분석을 통해 유아 민주시민교육을 위한 프로그램을 개발하고 이를 구현하는 방안을 마련하기 위해 시행되었다.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.7
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• pp.2971-2982
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• 2012

This study aimed at analyzing teachers' perception of democratic civic education. A total of 200 childcare teachers participated in the survey, and frequency analysis and cross-tabulation analysis were performed to analyze the survey data. According to the results of the study, first, the childcare teachers were significantly different in the teachers' factors on necessity and difficulty of democratic civic education. The childcare teachers perceived the necessity of democratic civic education, and attributed the cause of the difficulties in democratic civic education to parents' attitudes. Second, there weren't significant differences in the teacher's factors on the content and methods of democratic civic education. Therefore, in this study, it is emphasized that democratic civic education is related to young children's homes and communities, and reorganization of democratic civic education programs based on development of young children is suggested.

• Journal of the Korean Geographical Society
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• v.40 no.4 s.109
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• pp.454-472
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• 2005

This study is to discuss on intrinsic justification of 'citizenship' and 'spaces of citizenship' to inquiry possibility of citizenship education through geography subject. According to Peters' educational view as forms of knowledge and initiation, citizenship was intrinsically justified through examination of forms of geographical knowledge. The analysis of paradigms in geography shows that 'the human' and 'the social' are generally combined in 'space'-centered language and ideologies through post-positivism. That is, it refuses the concept of physical space which is value neutral, and seeks turn to spaces of citizenship which is value-intrinsic through social space theory. Given that changes in the forms of geographical knowledge lead changes in content knowledge of geography subject, citizenship is to be justified intrinsically. Thus, citizenship as content knowledge of geography subject is to be justified not extrinsically through acceptance of social studies' educational aim in itself but intrinsically through forms of geographical knowledge. And geographical education as initiation into value and belief of citizenship based on these spaces of citizenship is not about making students have arrived at a destination, but about them travel with a different view.

• Journal of Korean Home Economics Education Association
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• v.36 no.1
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• pp.71-94
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• 2024

This study aimed to develop, implement, and evaluate a practical, problem-based global citizenship education (GCED) program in the first grade of elementary school to suggest ways for practical global citizenship education in the next curriculum. This study proceeded following the ADDIE teaching design model. Through literature research, the relevance of global citizenship education to the 2022 national curriculum and the 2022 practical arts curriculum was analyzed, and based on the results, the learning elements of global citizenship education were extracted from the 2022 integrated subjects curriculum to develop the program. The program consisted of four teaching and learning plans for a total of eight sessions based on four practical problems, and was revised and supplemented through validation by a group of experts. The developed teaching and learning curriculum was implemented in all eight sessions over a period of four weeks with 16 first grade students at S Elementary School in Seoul. As a result of the program implementation, the mean of students' global citizenship awareness increased by 3.88 points (±3.91) from pre to post, and the qualitative evaluation of teachers' reflection journals and students' portfolios showed that the program influenced students to realize the importance of taking action to create a better and more sustainable world. Therefore, the practical problem-based global citizenship education program for first graders was found to be effective in fostering global citizenship awareness.

• The Bulletin of The Korean Astronomical Society
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• v.41 no.1
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• pp.59.1-59.1
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• 2016

2000년대에 들어오면서 우리나라에는 대전, 영월, 김해를 시작으로 많은 시민천문대가 생겨나면서 지방자치단체에서 건립한 시민천문대 외에도 다양한 형태로 시민들이 이용할 수 있는 천문대가 생겨났다. 현재 전국적으로 파악되는 공립, 사립 천문대의 수가 50개를 훨씬 넘으며, 이 가운데 약 절반은 지방자치단체에서 건립한 시민천문대이다. 그러나 이런 시대의 흐름에도 불구하고 인구 350만인 거대도시 부산에는 제대로 된 시민천문대가 아직 없는 실정이다. 수도권의 경우 서울시청을 기준으로 접근거리 150km이내의 시민천문대는 최소 15개가 넘으며, 사설 천문대 등을 합하면 이 수치의 2~3배에 달한다. 한국천문학회는 부산시민의 전폭적인 지원에 힘입어 2021년 제 31차 국제천문연맹총회(IAUGA 2021)를 부산으로 유치하는데 성공하였다. 부산시는 과학문화도시로서 시민의 과학대중화 사업, 특히 천문학 관련 교육과 홍보에 심혈을 기울여 왔으며, IAUGA2021의 부산 개최를 맞이하여 세계적인 과학도시로 성장할 계기를 마련하게 되었다. 21세계 우주시대를 살아가는 선진 시민으로서 350만 부산 시민의 우주에 대한 호기심을 충족시켜주며 청소년에게 현대적인 우주관을 교육할 수 있는 시민천문대의 건립을 제안한다. 구경 1m 급 주망원경을 갖춘 천문돔, 다수의 보조망원경을 갖춘 관측실, 천체투영관, 강의동 등으로 구성될 부산 시민천문대는 부산뿐만 아니라 과학문화가 상대적으로 낙후된 동남권 지역의 천문학 교육을 위한 중추적인 과학문화시설이 될 것으로 기대한다.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.189-220
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• 2018

The purpose of this study is to analyze the effect of individual background, educational experiences, and social awareness on youth's civic participation in the three East Asian countries (South Korea, Hong Kong, and Taiwan), and provide educational implications for encouraging Korean youth's civic participation. And we estimated the effects of 17 variables on the youth's current and future civic participation using 'International Civic and Citizenship Education Study (ICCS) 2016' data opened in 2018. The result showed that the factors affecting on the civic participation were significantly different between the three countries. And significant differences on current and future civic participation were confirmed within the same country. First, Korean youth have high level of their parents' civic resources but the level of civic education in school is lower than other countries, and Taiwan youth have relatively high level of national identity. Second, the factors affecting on civic participation are more influenced by educational experiences than individual background such as parents' socioeconomic status, and the mass media have significant effect on youth's civic participation in all the three countries. Third, non-formal program and cultural experiences in school have significant effects on civic participation in future adulthood. Based on these results, this study suggested that it was important to provide various non-formal activities as well as expansion of civic education for encouraging youth's civic participation.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.51-60
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• 2024

The purpose of this study is to explore the meaning of the 2018 'Comprehensive Plan for the Vitalization of Democratic Citizenship Education' centered on the '2022 Revised Curriculum General Discussion'. Research Results First, in the case of strengthening democratic citizenship education in schools, one of the main tasks in the general discussion of the 2022 revised curriculum emphasizes democratic citizenship education to cultivate citizenship. are doing Second, in the case of teacher professionalism enhancement and support for educational activities, development of teaching and learning materials and reinforcement of teacher training are promoted in the 2022 revised curriculum summary. Third, in the case of creating a democratic school culture, the 2022 revised curriculum outline guarantees student safety and learning rights through remodeling or remodeling old schools to restructure learning spaces and realize a digital-based learning environment. Fourth, in the case of revitalization of student autonomy, in the general discussion of the 2022 revised curriculum, the autonomy of the school curriculum considering the needs of students and school conditions is expanded, and classes centered on participatory experiences and self-government activities are strengthened. Fifth, in the case of establishing a democratic citizenship education support system, the 2022 revised curriculum outline establishes a mutual cooperation system that respects the roles and expertise of various educational subjects and a mutual cooperation system between the local community and the educational community.

• Journal of the Korean Geographical Society
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• v.51 no.3
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• pp.455-472
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• 2016

This paper aims to theoretically discuss the re-conceptualization of the school geography curriculum towards global citizenship education. To achieve this goal, post-structural global citizenship is introduced as an alternative notion of global citizenship by revealing some limits of the existing postcolonial global citizenship studies for global justice. Based upon Carr's(1996) idea of curriculum typology, three major curriculum perspectives are theoretically evaluated to see if they implicitly or explicitly undermine the citizenship of global 'others' ethically and politically. Post-structuralist ideas are then suggested as an alternative approach. With reference to this standpoint, this paper concludes by providing practical implications for a more just school geography curriculum towards global citizenship.