• Korean Journal of Childcare and Education
• /
• v.5 no.2
• /
• pp.91-112
• /
• 2009

The purpose of this study was to analysis children's engagement behavior and teachers' linguistic behavior by type of group activity in kindergarten. The subjects were 45 children and 2 teachers of 5 years' class in 2 kindergarten. The data were collected by 16 times observation in general classrooms for 4 weeks to explore the children's engagement behavior and teachers' linguistic behavior. The results of this study are as follows: Firstly, the large group and structural activity from initiated teacher's plan. Secondly, children's watching and listening behavior was most frequently shown in academic large group activity. And children's active engagement behavior was most frequently shown in free play of peer group. Finally teachers explained and directed frequently in academic large group activity. And teacher praise and permission was frequently shown in free play of small group teacher-child interaction. Consequently, it is important to recognize the relationships between the activity type and children's engagement behavior in organized daily program for early child education.

• Communications of Mathematical Education
• /
• v.22 no.1
• /
• pp.41-52
• /
• 2008

In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.1
• /
• pp.56-78
• /
• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• Journal of Gifted/Talented Education
• /
• v.25 no.1
• /
• pp.139-159
• /
• 2015

In this study, achievement emotions were compared between the gifted and regular students. The significant differences for each group were shown in all eight elements respectively in lesson situation, learning situation and test situation. Among various achievement emotions, it was also found that the gifted students showed higher level of positive achiecement emotions. Furthermore, positive achievement emotions can have positive effects in increasing the achievement level in science subject. On the other hand, the negative achievement emotions were higher for ordinary students that could have negative effets. The influential factors were recognizing the values of Science, Science experiments, positive evaluation experiences, aggressive learning attitudes, interests and knowledge, positive self-perceptions, career relationships, and teachers' recognitions. These factors influenced in imcreasing students' positive achievement emotions and decreasing negative achievement emotions. By conducting in-depth advanced conversations with students based on the above results could increase students' interest and positive achievement emotions.

• Journal of the Korea Convergence Society
• /
• v.8 no.6
• /
• pp.359-368
• /
• 2017

This study is empirical research to understand degree of social support and to analysis influence of social support on life's satisfaction of the marriage immigrant women. By precedent study, social support was classified by emotional support factor, evaluating support factor, material support factor and informational support factor. To achieve oblectives of study, it was sampling, aurvey and statistical anlysis. According to result of study, only evaluating support factor was appeared to attentional influence statistically on life's satisfaction of them. Therefore for life's satisfaction of the marriage immigrant women, it have to evaluating support, for example acceptance of valuation and personality, praise, and encouragement on them.

• The Journal of the Korea Contents Association
• /
• v.15 no.10
• /
• pp.669-678
• /
• 2015

This study aims at investigating students' perceptions and peer feedback to practicum for teaching English in the English Department at a Korean university. The participants were forty-two students at an elective course, 'Method for teaching English', and the data comprised questionnaire, 12 teams of practicum, and 15 sets of PF. A 'Word Count System (WCS)' was adopted to analyze the data. The findings show that students regarded 'practicum' (52.4%) as more important than 'teacher's lectures' (42.8%), and most students (80%) applied more than 70% of lesson plans to their practicums. The practicum gave them experience of a teacher, development of confidence, recognition on their weaknesses and values of teaching. While the strengths shown in PF were mainly 'teaching methods and technique', 'use of multimedia', and 'teaching materials', the weaknesses were 'classroom interactions', 'teaching methods and techniques' and 'use of blackboard'. Overall praises were 1.8 times more than the matters which needed to be developed. The conclusion suggest that the students had their own insights toward teaching practices and how learners can be motivated.

• Journal of the International Relations & Interdisciplinary Education
• /
• v.1 no.2
• /
• pp.102-117
• /
• 2021

Higher vocational education in China has already achieved commendable results as a transition from rudimentary development to high-quality development after more than 40 years of development. After reform and opening up, our country's Institute of Higher Vocational Education has transported a large amount of high-quality technical and technical talents to each field. Higher vocational education is an indispensable part of China's education system, and is an important competency for cultivating "high quality", "practical" and "functional" talents, making a huge contribution to the economic and social development. At the same time, the employment stress of workers with relatively low skills, such as peasant workers, domestic veterans, and retired workers, is increasing. Against this background, higher education is essential to guide and support national policies in order to solve the unemployment problem and provide strong human resource guarantees to society. Higher vocational education policy not only highlights the characteristics of the times unique to the development of higher vocational education in China, but also reflects the trajectory of changes in higher vocational education. Not only is it related to the scientific development of higher vocational education, but it also deals with whether higher vocational education can foster high-quality human resources. Therefore, it is meaningful to study the change process of higher vocational education policy.

• Journal of Korean Philosophical Society
• /
• no.123
• /
• pp.239-264
• /
• 2018

In order to understand the whole picture of virtue epistemology with knowledge-action theory, I will first examine contours between concepts like capacity, character and intellectual virtues in relation to the notion of virtue. At first, my $na{\ddot{i}}ve$ question is why smart people do such bad things without any shame. This question would be either ethical or epistemological because epistemology is viewed as a normative discipline and intellectual agents and communities should be considered as the primary focus of epistemic evaluation. This is the core idea of virtue epistemology. The stance virtue epistemology views virtues as a solution to the justification of knowledge is similar to the knowledge-action theory in the East Asian intellectual tradition. But, their core issues are different from each other. Thus, I will explain how to differ from one another and analyze such concepts as capacity, character, and intellectual virtues in the Analects. I will insist that capacity and character without normative disciplines cannot be intellectual virtues leading to right actions.

• The Journal of the Korea Contents Association
• /
• v.21 no.10
• /
• pp.508-519
• /
• 2021

The purpose of this study was to develop an ICT education program using films to understand and expand of the Interpersonal Caring Theory (ICT). The study was conducted from February 2020 to October 2020. The films were selected by analyzing 10 elements of ICT and the program was developed according to Kolb's Experience Learning Model. 11 experienced nurses participated in the pilot operation of the program and evaluated the validity of the films as experts. The films selected for the ICT education program included The Blind Side (Noticing), Babette's Feast (Participation), Good Will Hunting (Sharing), The King's Speech (Active-listening), The Cure (Companioning), Mr. Holland's Opus (Complimenting), Patch Adams (Comforting), The Shawshank Redemption (Hoping), Mission (Forgiving), The Throne (Accepting). The program consisted of a total of 12 sessions, and each session included discussion questions for the steps of the Experimental Learning Model. After the program was piloted, it was found that the selected films were considered appropriate (I-CVI=0.98) as a result of evaluating the feasibility of films selection according to ICT elements. The developed ICT education program using films can be used to enhance caring competencies of nurses and nursing college students.

• Journal of Digital Convergence
• /
• v.19 no.2
• /
• pp.471-479
• /
• 2021

The purpose of this study is to find out what meanings would be brought to the old females' lives, who took part in the line dance as programs for senior's health. 6 the old females were selected. Research materials were gathered from in-depth interviews and observations by researcher. As a result of content analysis, the following conclusions were drawn. First, elderly's motives for participation in line dance were found to be solicitation of the surroundings, recovery and maintenance of health, and participation in pursuit of happiness. Second, the elderly's line dance experience was changed the perception of dance. Third, line dance improved interest and confidence in the body and appearance. Fourth, the line dance experience provides a space for making new friends. Fifth, the line dance experience improved a sense of accomplishment and immersion through dance. Sixth, the support and praise of the family increased self-esteem and improved overall life satisfaction and happiness.