• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.57-58
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• 2018

자본주의가 인류사회의 행복과 공동번영에 기여하는 경제체제로서 역할을 다하려면, 자본주의 역시 시대의 변화에 맞추어 진화해야 한다. 본 논문에서는 새 시대에 걸 맞는 자본주의의 대안을 논의하고자, 저자 이재윤이 창시한 깨달음경영학(MOSEE; Management Of allSelves' Enlightenment and Empowerment)의 새로운 과학적 학문연구를 통해 새로운 실현성 영역을 추구하는 동시에, 깨달음경영의 새로운 5차원 요소인 영적 자원 및 자산(SRA: Spirit Resource and Asset)과 본질적으로 무(無)에서 유(有)를 창조하는 창조경영(MOC: Management Of Creation)에 대한 연구 및 인간의식 성장 방법론에 대하여 발표 하고자 한다. 따라서 깨달음경영학(MOSEE)에 관한 고유한 철학, 고유한 탐구 영역, 이론, 방법, 기법, 도구, 운영 원리 및 활용 분야 등을 체계적으로 설명하는 것이 목적이다. 이로써 현대의 주요한 여러 경영철학들 예컨대 CSV(마이클 포터) SI(개리 함멜) 복잡계 철학 미덕(美德)경영 등의 내재된 구조적 제약들을 분석 평가하고 한계를 극복하는 방안들을 제시함으로써 이들을 5차원의 깨달음경영학(MOSEE)의 의식(영성)경영철학으로써 통섭을 고찰하고 21세기 우주 인류 신문명 창달을 위한 5차원의 깨달음경영 혁명을 성취하고자 한다. 즉 2040년 전에 지구 인류의 고도 영성 초 과학기술 문명을 넘어서 우주 인류의 초 영성 초 과학기술 문명 창달을 선도하는 학문연구 교육 인류 사회활동을 지속적으로 해갈 것이다. 위와 같이 21세기 우주 인류의 영원한 평화 자유 지속적 번영을 이루고자 한다. 본 연구는 통섭 고찰 제1회로 마이클 포토의 공유가치(CSV: Creating Shared Value)의 통섭을 고찰한다.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.403-417
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• 2010

In this research, we investigated the effect of a mentoring program implemented in science classrooms taught by beginning teachers in order to support their professional development. As a baseline data, we examined the characteristics of beginning science teachers' teaching. Then we explored any changes in mentee teachers' teaching with the implementation of a mentoring program. The three mentor-mentee pairs participated in this study. We explored six teachers' classroom teaching episodes with their videotaped classroom teaching. Using open-ended interviews and group discussions taking place on a regular basis to analyze and compare classes of six teachers, we extracted the beginning teachers' teaching characteristics in light of teaching strategies. The common features of the participated mentee teachers' teaching are analyzed in terms of (1) classroom culture and management, (2) classroom discourse, and (3) science experiments. Through mentoring, mentee teachers recognized that increased and enriched classroom dialogues had an effect on students' content understanding. Mentee teachers also acknowledged not only the necessity of laboratory activities but also the roles and ways of managing the science activities. Ways to help beginning teachers develop instructional professionalism are discussed.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.391-400
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• 2021

This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.

• Journal of the Korean earth science society
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• v.23 no.6
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• pp.461-473
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• 2002

Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.

• Journal of the Korean Geographical Society
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• v.47 no.3
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• pp.328-346
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• 2012

This study provides quantitative constraints on Neogene uplift in the Korean peninsula using onshore paleo-shoreline records and seismic data. The eastern margin of Northeast Asia including Korea sits in the back-arc system behind the Western Pacific Subduction Zone, a complex trench triple junction of the Philippine Sea, Pacific, and Eurasian (Amurian) plates. An analysis of seismic data in the subduction zone shows that the pattern of uplift in the peninsula mirrors the extent of deep seismicity in subducting Pacific plate beneath. Combined with previous tomographic studies it is proposed that uplift is partly driven by asthenospheric upwelling caused by a sinking slab during the Neogene. In addition, the SHmax orientations of E-W and N-S trends in the peninsula are consistent with the prevailing in-situ stress fields in the eastern Eurasian continent generated by various plate boundary forces. The uplift in Korea during the Late Neogene is attributed, in part, to lithospheric failure relating to faulting movements, thus providing a link between dynamic effects of mantle upwelling at sinking slab edge and lithospheric responses driven by plate boundary forces.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.604-613
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• 2003

The purpose of this study was to investigate the effect of a metastrategic activity on the development of student variable controlling abilities. Three groups of seventh graders at a middle-school in the City of Daegu participated in this study: a metastrategy activity group (ME), a problem-solving activity group (PR), and a control group (CO). The ME group was given metastrategy activity worksheets, which required students to monitor, control, and evaluate variable control strategies in a specified situation. The PR group was given problem-solving activity worksheets, which were needed to solve problems in various situations. The results were seen as follows. First, the metastrategy activity group showed better achievement (p<.05) and a longer standing effect (p<.01) than the other groups in the development of variable control ability. The problem-solving activity group was more effective than the control group (p<.05) in the development of variable controlled ability, but there was no lasting effect of the acquired ability. Second, the metastrategic activity group was more effective than the problem-solving activity group in finding fixed variables (p<.01), but not as effective in uncovering independent variables. What is not transferred to the development of the ability to find dependent variables.

• Journal of the Korean earth science society
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• v.33 no.1
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• pp.73-81
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• 2012

The purpose of this study was to compare characteristics of students lived in volcanic region or not while observing the igneous rocks basalt and granite. For the study we recruited 68 fifth-grade students in Jeju Island, 29 fifthgrade students in Ulleung Island and 61 fifth-grade students in inland area area. This study was conducted as follows: After observing of granite and basalt, the students wrote observations. At the end of observation they also wrote all knowledges about granite and basalt except for the observations. The results are as follows: First, igneous rocks observations did not show a statistically significant difference between regional characteristics variables. Second, the amount of knowledge that students knew about granite and basalt except for the observation facts also did not show significant differences. Third, in the results of qualitative analysis for knowledges about granite and basalt except for the observation facts, many students knew about the igneous origin and about the substance but there were few statements that reflected the characteristics of the location. This results will provide a meaningful implication that the science class must consist of the use a various examples associated with a real-life.