• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.233-241
• /
• 2022

The purpose of this study is to verify the relationship between sports players' SNS interaction, relationship commitment, relationship satisfaction, and loyalty. To this end, a total of 000 copies of data were obtained by conducting a survey on the online community of sports stars who followed or subscribed to sports stars through the 2022 Beijing Winter Olympics, and the results were as follows. First, it was found that sports players' SNS interaction had a positive effect on relationship commitment. Second, it was found that sports players' SNS interaction had a positive effect on relationship satisfaction. Third, it was found that relationship commitment had a positive effect on relationship satisfaction. Fourth, it was found that relationship commitment had a positive effect on loyalty. Fifth, relationship satisfaction was found to have a positive effect on loyalty.

• Communications of Mathematical Education
• /
• v.30 no.3
• /
• pp.353-374
• /
• 2016

Communication is one of 6 core competencies suggested newly in mathematics curriculum revised in 2015 in Korea. Also, it's importance has been emphasized through NCTM and CCSSI. By the subject of Mathematics in Context(MiC) textbook, this study planned to explore the communication elements according to the types of communication such as discourse, representation, operation. Namely, this study dealt with 316 questions in a total of 34 tasks relevant to function content in the MiC textbook, and this study explored the communication elements on the questions of each task. To accomplish this, this study first of all was to reconstruct and establish an analytic framework, on the basis of 'D.R.O.C type' of communication developed by Kim & Pang in 2010. In addition, based on the achievement standards of function domain in mathematics curriculum revised in 2015 in Korea, this study basically compared with the function content included in MiC textbook and Korean mathematics curriculum document. Also, it tried to explore the distribution of communication elements according to the types of communication.

• Journal of The Korean Association For Science Education
• /
• v.39 no.6
• /
• pp.717-728
• /
• 2019

The cultivation of creative convergence talent has become more important than ever, the Korean curriculum has also undergone many changes, aiming for convergence and integrated education. In addition to these changes in science and curriculum, we examined the changes in perception and Professionalism(PCK) of integrated science education of science teachers over the past decade. For this study, 359 elementary and secondary science teachers in 2008, when the 2007 revised curriculum was applied, and 360 elementary and secondary science teachers in 2018, when the 2015 revised curriculum was applied, were examined for 10 years of changes in perceptions and PCK of integrated science education. The conclusions from the analysis were as follows. First, in 2018, elementary and secondary science teachers were found to have a statistically significant increase in awareness of integrated science education. Nevertheless, cognition was found to be 'normal'. Second, teachers' perception of the necessity of improving the professionalism of teachers, providing teaching and learning materials, reducing the contents of learning, reducing the number of students and securing flexible timetables, and raising the perception of integrated science education for students and parents as a condition for the success of integrated science education, was analyzed to be significantly higher in 2018. Third, the results of PCK survey through self-diagnosis, teachers' PCK on integrated science education, such as competence to secure curriculum contents knowledge, comprehension of curriculum and class composition related to integrated science education, teaching strategy for integrated, creation of teaching and learning environment for integrated teaching, efforts to improve administrative constraints and the professionalism of integrated science education, was significantly higher than it was ten years ago. Therefore, the recent emphasis on convergence education has increased the experience of applying convergence classes in the field of education, and it was seen as a result of the continuous efforts of science teachers to meet the changes in the education paradigm.

• Journal of The Korean Association For Science Education
• /
• v.36 no.3
• /
• pp.399-411
• /
• 2016

The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.9-22
• /
• 2022

The purpose of this study was to provide basic data on pre-service teacher's education based on cooperative learning-oriented teaching and learning methods by applying cooperative learning to verify the effectiveness of pre-service early childhood teacher's communication and problem-solving ability. In the first semester of 2021, 4th grade students who took the teaching method by subject class opened by department of early childhood education at C university were taught for 11 weeks from March 1st week to May 2nd week in 2021 for 4 hours a week. The results of this study were as follows: First, the average score of interpretive ability was the highest in the sub-areas of communication ability of pre-service early childhood teachers, followed by message conversion ability, role performance ability, self-presentation ability, and goal setting ability in the cooperative learning-oriented teaching method by subject class. Second, in terms of the overall average score of pre-service teacher's problem-solving ability, the average score of post-test was increased compared to the average score of pre-test. Through the cooperative learning-oriented class experience in the university's early childhood teacher training course, it is possible to cultivate the practical ability that can be used variously for the children such as communication ability and problem-solving ability in the early childhood education field. Therefore, it is necessary to provide opportunities for cooperative learning-oriented teaching methods in the teacher's education curriculum.

• Journal of Science Education
• /
• v.47 no.1
• /
• pp.52-62
• /
• 2023

This study examines how prospective earth science teachers perceive the concept of "equilibrium" and "interaction between Earth's spheres" in understanding Earth's radiative equilibrium and tries to identify their misconceptions. For this purpose, a questionnaire was designed and put to them to look into their thought flow based on the items that appeared in the national level evaluation. As a result of analyzing their answers, even though all the prospective teachers correctly described the concept of radiative equilibrium, about 90% of them did not apply the concept of radiative equilibrium to the new environment of the Earth without atmosphere. They do not seem to be able to smoothly derive the concept of a new 'interaction' between the changed regions and a new 'equilibrium' that will be reached over a long period of time. In this respect, it is likely that the textbooks had some influence on the formation of their concepts. In particular, high school Earth Science textbooks describe the Earth's radiation equilibrium in a quantitative manner, focusing on the heat budget of the equilibrium state rather than the process of reaching radiation equilibrium. Such an approach of textbooks might be an obstacle to fostering students into creative convergence-type talents pursued in the 2015 revised curriculum. Meanwhile, in order to eliminate the misconceptions of students often found in the understanding of Earth's radiation equilibrium, this study suggests that the core concepts need to be dealt with more attention even in college courses for training prospective teachers.

• Journal of Korean Home Economics Education Association
• /
• v.27 no.3
• /
• pp.79-97
• /
• 2015

Curriculum may be defined as everything students learn at school or the specific plan of a subject that students are supposed to learn. The purpose and goals of the curriculum or who is in charge of developing the curriculum may differ by country. This study aimed at comparing the mechanisms in which the Home Economics curriculum is implemented in Korea and the Unite States at different levels. Considering that Korean government now supports increased autonomy of schools, allowing them to execute curricula according to their educational environments, it is meaningful that the advantages and disadvantages of the implementation mechanisms of two countries are explored. Specifically, middle schools in a City of Kyung-gi Province in South Korea and three states(Wisconsin, Ohio, and Washington states) in the United States are examined. The curriculum documents at different levels as well as study plans used by actual teachers are compared for this purpose. In case of South Korea, the nation state is in charge of curriculum development and the curriculum document defines the educational contents to detail in order to provide standardized learning experience to students. This type of closely controlled system warrants standardized educational contents and thus allows nation-wide assessment using standardized measures. On the other hand, it is difficult to accommodate diversities among students in terms of aptitudes and learning styles, and also limits creativity enhancement or integrative approach to teaching and learning. In comparison, curriculum in the United States is rather loosely defined, and more autonomy is granted to schools and teachers. Each of these two different systems may have advantages and disadvantages of their own. The findings of this study is expected to provide implications to curriculum development as well as to the development of framework and guidelines to the curriculum implementation.

• Korean Journal of Heritage: History & Science
• /
• v.55 no.2
• /
• pp.82-100
• /
• 2022

With the crisis of the COVID-19 pandemic and the era of the 4th industrial revolution, archaeological heritage education has entered a new phase. This article responds to the trends in the post-COVID-19 era, seeking ways to develop archaeological heritage education and sustainable strategies necessary in the era of the 4th industrial revolution. The program of archaeological heritage education required in the era of the 4th industrial revolution must cultivate creative talent, solve problems, and improve self-efficacy. It should also draw attention to archaeological heritage maker education. Such maker education should be delivered based on constructivism and be designed by setting specific learning goals in consideration of various age-specific characteristics. Moreover, various ICT-based contents applying VR, AR, cloud, and drone imaging technologies should be developed and expanded, and, above all, ontact digital education(real-time virtual learning) should seek ways to revitalize communities capable of interactive communication in non-face-to-face situations. The development of such ancient heritage content needs to add AI functions that consider learners' interests, learning abilities, and learning purposes while producing various convergent contents from the standpoint of "cultural collage." Online archaeological heritage content education should be delivered following prior learning or with supplementary learning in consideration of motivation or field learning to access the real thing in the future. Ultimately, archaeological ontact education will be delivered using cutting-edge technologies that reflect the current trends. In conjunction with this, continuous efforts are needed for constructive learning that enables discovery and question-exploration.

• (The) Research of the performance art and culture
• /
• no.36
• /
• pp.415-440
• /
• 2018

On September 23, 2015, the Ministry of Education announced the 2015 revision of educational curriculum which aimed at 'cultivating creative talents' based on the Article 23, Section 2 of the Elementary and Secondary Education Law. As a result, music curriculum have also been partially revised, which seems to maintain the 2009 revision of music curriculum. Although Jeongganbo 井間譜 is already exposed in the music curriculum for the third and forth grades of elementary school, the learning content about how to read Jeongganbo and how to express the pitch and length of sound including the origin of its name and the background of its invention are dealt with specifically in the fifth and sixth grades. Jeongganbo is known as the oldest mensural notation in the Orient created by King Sejong of the Joseon Dynasty in the middle of the $15^{th}$ century, and it was used for the first time in Sejong sillok akbo 世宗實錄樂譜 (Scores in the Annals of King Sejong), the oldest musical score still in existence. However, in the music textbooks as well as the most of specialized books related to the Korean traditional music, it is uncritically accepted without providing clear grounds that Sejong invented Jeongganbo himself. If so, it is necessary to investigate on which grounds it is claimed that Sejong invented Jeongganbo. This paper first examined the grounds of the proposition that "Sejong invented Jeongganbo," which is introduced in the music textbooks for the fifth and sixth grades of elementary school, by separating it into Sejong's creation of Sinak 新樂 (new music), Sejo's invention of Jeongganbo and Sejong's invention of Hangeul. Next, this paper examined how the subject of the invention of Jeongganbo has been described in the textbooks for the fifth and sixth grades in elementary school based on the 2009 revision of music curriculum, and suggested the direction of a desirable music education by pointing out the related problems. According to historical records and circumstances such as Sejong's creation of Sinak, Sejo's invention of Jeongganbo with 16 Jeonggan (square) in one vertical line, Sejong's invention of Hangeul and so on, it seems to be the most reasonable that Sejong is the subject of the invention of Jeongganbo as of now. However, the attitude of the musical academy to accept and educate the unclear thing as if it is a fact does not seem desirable. Therefore, I suggest that it should be described "Jeongganbo was invented in the period of Sejong" or "it is supposed that Jeongganbo was invented by Sejong" rather than presenting "Sejong made Jeongganbo" or "created" until revealing the clear evidence about the subject of Jeongganbo.

• Journal of The Korean Association For Science Education
• /
• v.35 no.1
• /
• pp.73-84
• /
• 2015

In this research, two careers connectable with the contents of the curriculum of fifth to sixth grade elementary school students were selected among other promising future careers in biotechnology and medical engineering fields. 'Design-based promising future career STEAM program' was developed and its validity and effectiveness were verified. Reflecting recent issues, and complying with the STEAM standard (frame) instructional materials were developed through group deliberations for nine months, based on the achievement standards through an analysis of subject curriculum revised in 2009. This was prepared so that students are able to experience biotechnology and medical engineering related careers in a simulational form emphasized with creative design to make them prefer natural sciences and engineering careers and draw their interests and recognition of the relevant careers under the two disciplines. As a result of such application to STEAM Leader School students at the verification stage of the program, the contents and level of the program were verified suitable, receiving favorable reviews. And as a result of applying the developed program on other elementary school students, it was discovered that significant improvements were found in their career consciousness. Through this research, it was suggested that there is a need for a simplification of the curriculum content standards, a provision of 'standard for integration,' development of teachers' ability in reconstituting or organizing the STEAM and proceeding classes, continuous long-term support to see the effects of a policy or a program, and a reinforcement of career education integrated in the curriculum.