• Title/Summary/Keyword: 인성의 필요성

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Science Education Experts' Perceptions about Necessity and Elements of Character Education in Science Education (과학교육에서 인성교육의 필요성 및 인성의 구인에 대한 전문가의 인식)

  • Kang, Eugene;Jeon, Ranyeong;Kim, Jina;Kim, Heehwa;Park, Jongseok;Son, Jeongwoo;Cho, Hyesook;Nam, Jeonghee
    • Journal of The Korean Association For Science Education
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    • v.38 no.4
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    • pp.555-563
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    • 2018
  • Recently it has been claimed that character education should be applied not only in ethics but also in other disciplines including science education. With several attempts at character education in previous research on science education, the examination of its requisite and components is needed. This research investigates the necessity and elements of character education to be improved upon in science classes through questionnaires and focus interviews of experts in the field of science education such as secondary school teachers, professors, and researchers. They recognize that character education should be adopted in science education with three backgrounds: scientist activities, the field of secondary school, and inquiry education. Based on moral education and citizenship, elements of character education in science class are comprised of four essential character elements including honesty, sympathy, tolerance, and self-esteem, and seven practical character elements that are divided into personal qualities: sincerity, responsibility, and self-control and social qualities: consideration, openness, communication, and cooperation. Their validity and importance are accepted by experts.

파괴인성 및 균열진전의 평가

  • 김정규
    • Journal of the KSME
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    • v.28 no.4
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    • pp.328-336
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    • 1988
  • 파괴인성은 내적 및 외적요인 등에 의해 변할 뿐만 아니라 조직의 불균질성 때문에 소성둔화 및 파괴가 균일하게 일어나지 않으므로 이에 대응한 파괴인성을 선택하여 평가함이 가장 중요하다. 또한 기계의 고속화에 따라 충격적인 하중에 의한 동적파괴의 문제가 중요하게 되고 이에 따라 동적파괴인성 평가법의 확립에도 많은 연구가 필요하다. 한편 피로균열진전거동의 실험에는 많은 시간과 인적 노력이 필요로 하며 이러한 문제점을 해결하여 균열진전 측정의 정밀화 및 효율성을 높이기 위해서는 컴퓨터의 이점을 적극적으로 응용할 필요가 있다.

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The Influence of Dado Education on the Personality Development of Female High School Students (다도교육이 여고생의 인성발달에 미치는 영향)

  • 조희선;이순실
    • Journal of Korean Home Economics Education Association
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    • v.16 no.1
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    • pp.1-17
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    • 2004
  • The purpose of this study was to find the contribution of Dado education to personality development among female high school students in Korea. The personality development was measured with the change in emotional stability. consideration. politeness. and temperance before and after a series of Dado education program to 16 female high school students for ten times (20 hours). A significant improvement in the students personality was found. Students perceived their positive internal and external changes through this program and their mothers were favorable to the personality development of their children after the Dado education. This study implies that Dado education can be a valuable means for personality development in youth. A suggestion was made for teachers and curriculum developers to apply Dado education into school curriculum and extracurricular activities.

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An Analysis of Character Education and Evaluation Components for Selecting Creative Convergent Talents (창의융합인재 선발을 위한 인성교육 및 인성평가 요소 분석)

  • Chon, Kyong Hee;Kim, Eunha
    • Journal of the Korea Convergence Society
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    • v.8 no.2
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    • pp.197-204
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    • 2017
  • This study aimed to examine character evaluation criteria and components for selecting creative convergent talents in college admissions. In this study, pre-college students' perceptions were surveyed on various issues related to character education and evaluation implemented in K-12 school system. It was found that the character education programs intended to enhance students' care for others, interpersonal skills, and honesty were most actively operated within the secondary educational systems. The results of the study also indicated that the programs for fostering interpersonal skills, care for others, and sincerity were perceived as the most effective programs. Based on the results of the study, we discussed ways to improve the quality of character education programs operated in school curriculum and to improve the credibility of character evaluation in the college admission process.

The Relationships of Family Strength and Creative Personality to Career Maturity in Middle School Students (중학생의 진로성숙도에 대한 가족건강성과 창의적 인성의 영향력)

  • Yun, Seonyoung;Shin, Hyoshick;Lee, Seonjeong
    • Journal of Korean Home Economics Education Association
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    • v.27 no.4
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    • pp.51-65
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    • 2015
  • The purpose of this study was to investigate the relation among family strength, creative personality, and career maturity. This subjects were the 508 middle school students living in Gwangju. Data was analyzed for frequency, percentage, mean, standard deviation, cronbach's ${\alpha}$, ANOVA, duncan test, and hierarchical regression analysis using SPSS/PC 18.0 program. The major findings were as follows; First, the middle school students' family strengths, creative personality, and career maturity were higher than median(3.00). Second, career maturity showed significant difference according to all of family strength(family respect and affection, role sharing and problem solving, communication and family bonding, financial stability) and part of creative personality(self-conviction, perseverance/tenacity, openness of thinking, curiosity). Third, the middle school students' career maturity was influenced by self-confidence and humor. And the middle school students' career maturity was explained about 26% by these variables. The outcomes indicated that career maturity of middle school students is affected by creative personality.

Effects of Game programming on Creative personality and immersion of students in Low-Income Families (교육용 게임 프로그래밍 수업이 창의적 인성에 미치는 효과)

  • Ahn, Mi-Lee;Na, Yun-Seong
    • Proceedings of the Korea Information Processing Society Conference
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    • 2011.04a
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    • pp.1592-1594
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    • 2011
  • 국가적 차원에서 저소득 청소년을 위한 교육프로그램이 많은 아동보호센터 및 지역센터를 중심으로 시행되고 있지만 그 취지와 목적에 부합하는 방과 후 교육이 제공되고 있는지 그 효과성에 대해서는 주목하지 않아왔다. 본 연구는 저소득 청소년을 위한 방과 후 교육의 질 관리에 대한 필요성이 대두되고 있는 시점에서 영재교육의 일환으로 여겨져 왔던 창의성 교육을 조명하였다. 저소득층 청소년의 창의력 인성을 양성하기 위한 교육용 게임 프로그래밍 수업의 효과성에 대해 조사하였다. A시 5곳의 아동보호시설에서 운영되고 있는 게임프로그래밍 수업에 참여하고 있는 학생과 참여하지 않는 학생을 대상으로 창의적 인성검사를 실시하여 비교 분석하였다. 창의적 인성검사는 크게 자기확신(Self Confidence), 호기심(Curiosity), 인내(Patience), 개방성(Openess), 모험심(Adventure)으로 구분하여 t검증을 통해 유의한가를 분석하였다. 다섯 가지 영역의 평균은 실험집단이 높았으나, 이 중 '인내' 영역이 두드러진 차이를 보였고, 이로 인해 게임프로그래밍 수업을 받은 학생들이 수업을 받지 않은 학생들에 비해 과제 수행에 있어 인내와 끈기를 가지고 도전하는 경향을 보였다. 그러나 자기 확신, 호기심, 개방성, 모험심 네 가지 영역에 대해서는 두드러지는 차이가 나타나지 않았다. 이에 대한 개선책으로 학생들에게 이 네 가지 영역을 균형적으로 길러주기 위하여 체계적으로 강사진의 교수법 연수, 교육과정의 개선, 학생 동기 유발, 학생 독려 및 관리 등 다양한 방법을 통해 수업의 질을 개선시켜 학생들의 창의적 인성 양성에 도움을 줄 수 있을 것으로 기대된다.

The Parents Recognized Early Childhood Personality Character Education Conditions and Requirements (학부모가 인식한 유아 인성교육 실태 및 요구)

  • Son, Eun-Kyoung;Kim, Dong-Re
    • The Journal of the Korea Contents Association
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    • v.16 no.11
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    • pp.330-345
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    • 2016
  • The purpose of this study was the children learn character education situation and the desire of parents to recognize there is a purpose. In D city, the data collected was intended for 170 parents percentage of the frequency analysis SPSS program was performed multiple responses cross-validation analysis, and difference. As a result, first, it has the highest awareness of the need for Children Personality care and education of parents interest also highest. It was the concept of holistic education and character education Children can see that the same interpretation in the context of understanding the concept of Children education and Personality contents were understood as a whole. Second, these activities were Children Personality to training status could see that the character education are being made in this result assumed concentration of Children humanity education conducted in the home and work areas of daily life guidance and basic lifestyle at home talking It was made through the division. Children correct behavioral models for character education has given the values of the parent as the parent greatest impact on the formation of the Personality of children. Third, Children need for parent participation of character education should be made a parent education involvement in what is the result of Children character education out and it was found that it should be carried out life guidance program of parent education programs for Children character education.

A Study on the Development of Personality Education Program Using Media in Middle School (미디어 활용 중학교 인성교육 프로그램 개발 연구)

  • Lee, Yeonhee
    • Trans-
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    • v.12
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    • pp.141-171
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    • 2022
  • This study was conducted to understand media and cultivate personality by using media as data for personality education. To achieve this purpose, the Personality Education Promotion Act and the Korea Educational Development Institute's personality virtues were selected as educational elements, and a personality education program using media was developed in combination with the middle school curriculum. For this study, first, in order to extract personality virtues, 13 personality virtues were finally selected as educational elements by comparing and synthesizing the personality virtues of the Personality Education Promotion Act and the Korea Education Development Institute. The final personality virtues selected are self-esteem, courage, sincerity, self-regulation, wisdom, consideration, communication, courtesy, social responsibility, cooperation, citizenship, justice, and respect for human rights. Second, in order to select media and set the direction of development of personality education programs, the process of collecting media data was confirmed, and the direction and goal of the program were set by analyzing the middle school curriculum. Third, in order to propose a method of applying a personality education program using media, the personality grafting unit was selected by referring to the commentary on all subjects of the 2015 revised curriculum.

A Pilot Study on Creativity.Personality Education for the Gifted in Future: Focused on Perception of Gifted Teachers (미래사회 영재의 창의.인성 교육을 위한 예비 연구 - 현장 영재교사의 인식 중심으로)

  • Park, Kyung-Bin;Lee, Mi-Soon;Chun, Mi-Ran
    • Journal of Gifted/Talented Education
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    • v.20 no.3
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    • pp.681-701
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    • 2010
  • This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

A study on the teacher's perception of personality area in the in-depth interview process of the selection of gifted children (영재 선발의 심층면접에서 인성에 대한 현장 교사들의 인식 분석)

  • Jang, KyeongHye;Park, Changun
    • Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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    • v.9 no.5
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    • pp.281-290
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    • 2019
  • The study aims to analyze teachers' perception of the "personality" area, which can be subjective in the in-depth interview process of selecting gifted children and is easily shunned due to its weak immediate effect. To this end, First, when asked about their difficulties as gifted teachers, many of them answered "professionalism and workload" and cited personality as the most important area to address in-depth interviews in selecting gifted students. It also recognized that personality interviews are necessary for the most basic virtues of education and social contribution, and cited cooperation, consideration, and concession as the sub-components to be dealt with in the personality interview. It was necessary to check whether each student's capabilities were evaluated in a variety of ways in an in-depth interview of the teacher's observing and recommending system. And it needed to be supplemented by in-depth observations such as the development of a valid question, camp or debate in the evaluation of the personality area. In order to reflect the needs of the education field, it will be necessary to supplement the personality interview in the gifted children's selection. And there is also a need to continue to study how to guide the personality education of already selected gifted children.