• Journal of the Korean Institute of Educational Facilities
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• v.25 no.2
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• pp.22-26
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• 2018

• Journal of the Korean Institute of Educational Facilities
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• v.6 no.4
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• pp.24-32
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• 1999

• 프린팅코리아
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• s.53
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• pp.108-111
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• 2006

• The Korean Publising Journal, Monthly
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• s.238
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• pp.16-16
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• 1998

서울출판인포럼은 지난 10일 서울 조선호텔에서 가진 조찬모임에 이해찬 교육부 장관을 초청, '교육과 출판' 을 둘러싼 광범위한 의견을 나눴다. 이장관은 교육부가 초.중.고 권장도서목록을 올해 안에 선정할 수 있도록 30명으로 이뤄진 '새로운공동체추진위원회'(가칭)를 이달 25일까지 발족시키고, 이를 강력히 실천할 수 있도록 지역단위의 '새교육공동체 시민모임'의 정착에 간접지원하겠으며, 독서가 학교 교과과정의 한 형태로 자리잡을 수 있도록 제도화하겠다고 밝혔다. 교육의 입장에서 바라본 이장관의 독서와 출판에 대한 시각과 함께 출판인과 나눈 대화 내용을 정리해 싣는다.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.244-249
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• 2000

Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1060-1074
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• 2010

In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.

• Animal Systematics, Evolution and Diversity
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• v.10 no.1
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• pp.97-123
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• 1994

The author devided th period of 1876-1945 into three epochs ; the Opening of Ports in 1876 -before the Political Reform in 1894 , the Political Reform- the Japanese annexation of Korea in 1910 , and the Epoch of Japanese Colony during 1910-1945. As civilization through including educational reform rised. The modern school system began to be introduced nongovernmentally and governmentally to Korea in the 1880's without any school laws. Were chronologycally established school regulation by Korea Government in 1895-1893, school laws by Korean Government under the supervision of the Japanese Residency-General of Korea in 1906-1910, and the educational laws of Korea by the Japanese Government-General of Korea in 1911-1943. In these epochs, the numbers of elementary , secondary and higher educational institutions and the numbers of pupils and students had increased slowly. Japanese had developed sonwhat primary education and secondary technical education, but it had checked extremely the Korean peoples to receive secondary liberal education and higher education, On the epoch of Japanese colony, Japanese occupied nearly half of elementary school teachers, almost of public secondary school teachers educated in Japan, and nearly all of professor educated in Japan in public and national colleges which were technical, and in one imperial university . Forty or more Korean teachers taught natural history chief at private secondary schools for Koreans , more than half of them being graduates of colleges of agriculture and forestry in Korea and Japan. The author mentioned curricula , and subjects and textbooks connected with biology of elementary, secondary and higher educational institutions. The pup8ls and students received biological knowledge through learning sciences at primary schools ; natural history (plants, animals and minerals ) at secondary schools including normal schools ; botany, zoology, genetics and major subjects related with biology such as anatomy, physiology, bacteriology, pland breeding at medical colleges and colleges of agriculture and forestry. There were no departments of biology , botany or zoology in Korea. Only seven Koreas graduated from departments of biology, botany or zoology at imperial universities in Japan. Some of them played the leading parts to develop education and researches of biology in the universities after 1945 Liberation.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.208-223
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• 2019

In this study, it was analyzed first the views of nature of elementary and middle school students using the analysis framework of the views of nature that reflects the results of the literature analysis on the traditional views of nature that Koreans traditionally have. Next, it was analyzed characteristics of the views of nature which elementary and secondary school teachers. Finally, it was discussed the implications of the results of analysis of students' and teachers' views on science education in elementary and secondary schools. For this purpose, the framework for analysis the views of nature was reconstructed by combining the characteristics of Korean's traditional views of nature (Lee & Son, 2017) with the framework developed by Cobern and his colleagues (Cobern, Gibson, & Underwood, 1995). And in order to analyze in depth how students and teachers perceive nature, each question was asked to write a reason why they thought about their responses. According to the study, students and teachers respected nature and viewed it as a living creature, and had the view that nature was cyclical and that humans and nature interacted with each other. And they also had a traditional Korean view of nature that they consider naturalness important and nature is beautiful. It can be said that this is different from the view of Western modern science which perceives the world as a material and see nature with the view of linear time. Therefore, Korea's traditional views of natures, which students and teachers have, can be a conflict with the view of modern science in science class. Therefore, the science teaching strategy for students and teachers with different natural views will require consideration of the individual's understanding of nature and lesson strategies related to it. And it is also necessary that science textbook and science class cultures need to actively interact with teachers and students, and between students to share and understand each other's view of nature, and create a science class culture that considers the values students have and views on nature.

• KLA journal
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• v.50 no.5
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• pp.51-58
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• 2009

환경(공간)은 예외 없이 존재의미를 규정한다. 학교도서관은 더욱 그러하다. 청소년기의 학교도서관이 그 존재 자체만으로도 도서관의 존재에 대한 일반적 의미 이상인 이유도 거기에 있다. 즉 학교안에 도서관이 있기 때문이다. 특히 초등학교 도서관의 의미는 더욱 각별하다. 학교도서관은 담임선생님이나 교장선생님의 존재보다 더 훌륭한 인류의 스승들, 즉 위인들의 모습들이 간직되어 있는 곳으로, 한마디로 말해 어린이에게 그곳은 위인의 전당이고 어린이 철학의 요람이기 때문이다. 많은 어린이들이 그곳에서 자신의 미래를 꿈꾸고, 자신도 모르는 사이에 어린이 철학자가 되기 때문이기도 하다.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.215-216
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• 2012

애플(Apple)의 스마트폰(smart phon)은 우리의 여가생활을 바꿔놓았다. 개인과 개인, 혹은 개인과 단체, 단체와 단체의 커뮤니케이션의 방법에 있어 시 공간을 넘어 계층 간 장애 없이 글쓰기가 가능해졌다. 인터넷 가상현실에서 집단지성(swarm intelligence)의 활동이 늘어나고 있다. 집단지성들이 활동 가능한 확장된 교육프로그램이 논의 되어야 할 것이다. 문학관의 학교 교육의 시각적인 지도활용에 있어서 적극적인 도입이 필요하다. 또한 전국 5일제 시행 이후 체험환경은 교육, 관광 등 연계성을 들 수 있다.