• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.581-589
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• 2016

This research aims to find directions for character education in science education and to analyze Nature-Study theoretically as one of the ways to implement character education in science education. In order to accomplish this, references for character education were collected and analyzed to derive the directions for character education in science education, and then the results were verified by expert workshops composed of 2 science education experts and 4 PhD students. Through the consideration of references for Nature-Study in terms of character education, we supposed to confirm that Nature-Study is an efficient way to implement character education in science education. The research resulted in the following: First, science education should establish it's own role in character education by expanding the domains of value and realizing practice-centered character education. Accordingly, 'Expanded model of character education (The domains of the value)' was developed on the basis of 'formation of relationships' with 'nature & environment, spiritual object' and 'The practice-centered character manifested mechanism' empathized 'formation of relationships' and 'practice' was also diagramed. Second, Nature-Study empathized 'Science Education through Nature' can be one of the efficient ways to implement character education in science education. Nature-Study corresponds with the directions of character education in science education because Nature-Study aims for character education in it's educational purpose and emphasizes 'formation of relationships' with 'nature & environment' and 'practice' in the real world. In conclusion, science education should establish it's own role in character education by expanding the domains of value and realizing the practice-centered character education and Nature-Study is efficient ways to implement character education in science education.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.193-203
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• 2017

The purpose of this study is to analyze the perception of middle school teachers of character education and to suggest implications for middle school character education. A total of 161 middle school teachers in Korea were surveyed and their responses were analyzed by frequency analysis and descriptive statistical analysis on the approach to character education, problem of character education, general view on character education, constituent of character education program, and teaching and learning method, First, character education was intended to be carried out through life instruction and subject education. Second, the problem of character education is that it is not carried out properly because senior school is given priority. Third, the overall view of character education is becoming more and more problematic for the personality development of students. Fourth, character components to be taught in character education program are consideration, manners, self-control, and responsibility. Fifth, the teaching and learning methods for character education were ranked in order of reflection, mutual learning, experiential activities, and student centering. Sixth, the proper period of the character education program should be continuous throughout school life with consent for continuous and repetitive education. Based on this, it is suggested that it is more important to consider how to organize character education for guidance throughout life and for curriculum than to develop it as one time program.

• 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.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.35-56
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• 2012

The objective of this study investigated characteristics and developed the teaching models elements of creativity and personality education in home economics education based on its identity and nature. Above all, I investigated premises and assumptions of creativity and personality education in home economics education through literary consideration, and then found out eighteen creativity and personality elements. Thus, I proposed Practical Problem Solving Learning Model, Creative Problem Solving Learning Model, Inquiry Learning Model, and Role Playing Model(experience study) in 'Clothing and self-expression' unit. The study identified that creativity and personality education meets nature of home economics education and strengthens the basics of the creativity and personality education in home economics education. In the future, I recommend the activation of philosophical debating of the creativity and personality education, various class models of creative and personality education, and follow-up study of the creative and personality education.

• Journal of Korean Library and Information Science Society
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• v.45 no.4
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• pp.95-117
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• 2014

A number of studies have emphasized the importance and values of reading in character education. However, there is no tool or framework for developing character education program. If teacher librarian to develop a character education program by reading should be preceded the framework for a comprehensive and systematic approach. The framework for character education program by reading is required to develop a program. The framework must be considered with a character factor and reading elements. The purpose of this study is to establish a framework that will help teacher librarian to develop a character education program by reading. This study analyzed on construction elements of character, reading material for character education, reading strategies, teaching methods. Then, this study propose a framework for developing character education program based on the analysis information. The proposed framework in this study consists of construction elements of character, reading material for character education, reading strategies, teaching methods.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.279-295
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• 2021

The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.8
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• pp.541-550
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• 2017

The purpose of this study is to develop a personality education program for university students based on animation. The selection of the animation media to be used in the character education program to cultivate the eight core value virtues, eg, efficacy, honesty, responsibility, respect, consideration, communication and cooperation, Based on the eight elements of self - identity of college students, such as job, religion, politics, philosophical lifestyle, friendship, heterosexuality, gender roles and leisure activities. The process of developing personality education program model and activity based on animation of this college student is as follows. The necessity of developing personality education program for college students, Setting basic direction of character education program based on animation, Selection of animation media, Development of personality education program model based on animation, Development of personality education program activity based on animation of self identification, And finalization of personality education program based on final animation. In this study, a total of 16 characters were developed according to the sub - factors of self - identity in the personality education program of university students based on animation.

• (The)Korea Educational Review
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• v.23 no.2
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• pp.131-155
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• 2017

In this study, I examine what is called character. It is to establish what constitutes a relationship between life, culture, and education. In addition, I try to explore the possibility of anthropology of education as an academic basis for character education by using the way of '문 질빈빈(文質彬彬)'. As a result of the study, 'character' in terms of '문(culturality)' aspect implies the qualities, the nature, the disposition, and the meaning of virtue. A 'character education' can be seen in school education as a moral consideration, considering the social context, such as the ability to live harmoniously. In terms of '질(naturality)', I will look at both the innate aspect of the character and the acquired aspect through the 'character' which is the essence of character. Character is the concept of both parties, and if it is influenced by an external environment, one can seek better ways to improve the chances of improvement through education. Furthermore, the role of education is inevitably required in order to achieve the goal of 'lesser human being' to 'better human being'. Home and school education can have a positive impact on the character. An honest mind about humanity among family members is the right character. The importance of humanity is considered as a value to be recognized and protected in our society because the logic that it protects the family by character and helps to maintain the social order influences to the legal culture tradition of the modern. Therefore, the academic approach through anthropology of education has sufficient value of trial study for exploring the relationship between character, education, and culture for teachers and learners, and is appropriate for providing an academic foundation.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.263-273
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• 2017

Although this research puts the emphasis on the importance of the personality education, and lacks the understanding of the early childhood educator about the personality education, and essentially the content analysis of the direction of the operation of the personality education hasn't been performed. Therefore through the research study once again we collected the opinion of the early childhood educator about the personality education. As the object of the investigation, we questioned 208 teachers who work in the Daycare Center in the S city, and applied the SPSS 18.0 program. The result is as the following. First, there was a lot of concern in the understanding of the early childhood educator about the personality education, and that it was in need. The reason for emphasizing the personality education appears to be the "Individual Egoism", and the "Parental Value" as the factor of influence, and "Whole People Human Development and Health Promotion" as a factor of helping, and "Courage" as the inner information of the information of the personality education, and "Manner" as the outer information. Secondly, more than the majority was carrying out the personality education in the real state of the early childhood educator on the personality education and it happens to be that the instructional material is the "Material related to the personality education", "Conversation" as the teaching learning method, "Once per week" as number of times, "Within 30 minutes" as lead time, "Teacher in Charge" as the host, and "Uncooperative parents" as the difficulty. Lastly the accurate time of demanding the early childhood educator about the personality education happens to be from "Infancy", and the teaching method is "Teaching by making a connection with the family", and that "Leading by example of the teacher" is the factor of consideration.

• 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.