• Journal of Science Education
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• v.42 no.1
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• pp.66-79
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• 2018

The purpose of this study is to compare and analyze the effects of the educational context variables on 8th-grade science achievement of 5 top performing countries(Korea, Singapore, Taiwan, Hong Kong and Japan) in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used for fitting Hierarchical Linear Model (HLM) in this study. According to the results, such student-level variables as home resources for learning, students' interest in science learning, valuing science, Students' Educational Expectations gave significant influence on the science achievement of Korean students. School-level variables including Student Economic Background, and School Emphasis on Academic Success gave significant influence on the science achievement of Korean students. Comparing 5 countries, home resources for learning, students' interest in science learning, Students' Educational Expectations gave significant influence on the science achievement in all 5 countries. At the school level, Student Economic Background is statistically significant in explaining students' science achievement gap in all countries except Japan, and Teaching Limited by Student Needs gave significant influence on the science achievement in all countries except Korea. Discussed in the conclusion are ways to improve middle-school science teaching and learning including reducing the education divide among socioeconomic status, teaching innovation for competency education, inquiry and reinforcement of lab activities in science classes, and so on.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.189-220
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• 2018

The purpose of this study is to analyze the effect of individual background, educational experiences, and social awareness on youth's civic participation in the three East Asian countries (South Korea, Hong Kong, and Taiwan), and provide educational implications for encouraging Korean youth's civic participation. And we estimated the effects of 17 variables on the youth's current and future civic participation using 'International Civic and Citizenship Education Study (ICCS) 2016' data opened in 2018. The result showed that the factors affecting on the civic participation were significantly different between the three countries. And significant differences on current and future civic participation were confirmed within the same country. First, Korean youth have high level of their parents' civic resources but the level of civic education in school is lower than other countries, and Taiwan youth have relatively high level of national identity. Second, the factors affecting on civic participation are more influenced by educational experiences than individual background such as parents' socioeconomic status, and the mass media have significant effect on youth's civic participation in all the three countries. Third, non-formal program and cultural experiences in school have significant effects on civic participation in future adulthood. Based on these results, this study suggested that it was important to provide various non-formal activities as well as expansion of civic education for encouraging youth's civic participation.

• (The) Research of the performance art and culture
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• no.43
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• pp.229-261
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• 2021

On the musical stage in 2019, there were many works depicting the Japanese colonial period. This is due to 2019 the timeliness of the March 1st Movement and the centennial of the establishment of the Provisional Government of the Republic of Korea. The way of remembering and commemorating historical facts reflects the power relationship between memory subjects and the time, namely the politics of memory. Until now, stage dramas dealing with the era of Japanese rule have focused on the commemoration of modern national and national defense, including feelings of misfortune and respect for patriots. This study analyzed the metaphor of the memorials emphasized to the audience in the commemorative musicals Shingheung Military School, Ku: Songs of the Goblin, and Watch which were performed in 2019, and looked at how to adjust memories and memorials. The above works highlight the narratives of ordinary people as well as those recorded against the backdrop of the Manchurian Independence Movement and Hongkou Park, expanding the object of the commemoration. Through this, active armed resistance efforts, self-reflection and reflection were highlighted. The case of Shingheung Military School revealed the earnestness of ordinary people who led the independence movement through the movement of central figures. Ku: Songs of the Goblin revises memories by reproducing forgotten objects and apologizing through time slip. Watch has strengthened the spectacles of facilities through documentary techniques such as photography, news reels, and newspaper articles, but it also reveals limitations limited to records. In the 3.1 Movement and the 100th anniversary of the establishment of the Provisional Government of the Republic of Korea, devices that actively reveal that the "people's movement" is connected to the present. To this end, the official records reflected the newly produced values and memories and devoted themselves to the daily lives and emotions of the crowd. In addition, both empirical consideration and calligraphy were utilized to increase reliability. These attempts are meaningful in that they have achieved the achievement of forming contemporary empathy.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.279-288
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• 2016

This study compares interagency linkage in the area of the elementary child care policy in korea and japan and derives the implications related to the elementary child care classes of korea. This study researches linkage method between the ministries in korea and japan focused on the background, the process, the current operating system. The elementary child care service policies of the korea & japan are analysed comparatively in terms of background, budget, goal, linkage ministries, basis of law, administrative units and on the basis of those analyses, the implications related to the elementary child care service policy of korea are derived. The derived implications are as follows : first the sound development of the child becomes the foundation of the development of school and community. Community and school have to strengthen cooperation. Second, child care policy is not the alternatives for overcoming fragmentary problems but has to be carried out considering them variously in broad prospective. Third, korea has to find the effective linkage method between the ministries. Fourth, find the way which interagency policy can be merged as a hub for school. Fifth, korea has to find the way transferring the central operating body from the principal in school to the local government to operate the elementary child care classes successfully. Sixth, positive interest and continuous support of the top policy makers is needed.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.731-754
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• 2016

The purpose of the study is to identify the point of knowing. The point of knowing is the time, which indicates that 'knowing' occurs in the recognition process. To understand recognition process, the researchers analyzed the questions in units of lessons presented in elementary mathematics textbooks. The researchers analyzed the validity of the point of knowing and found out the basis of the point of knowing. The results are as follows. First, the point of knowing is time to expect to change from a leaner's 'not-knowing' to 'knowing'. Second, the point of knowing can be identified with the questions on textbooks to ask students to do practical action. Third, the point of knowing is closely related to instructional objective in a class. Fourth, in relation to subsidiary awareness and focal awareness, the point of knowing corresponds to focal awareness. Fifth, the point of knowing is equivalent to the inflection point at which personalization/contextualization is changed into depersonalization/decontextualization.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.433-452
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• 2009

This study investigated the teaching strategies of two exemplary American teachers regarding word problems and their impact on students' ability to both understanding and solving word problems. The teachers commonly explained the background details of the background of the word problems. The explanation motivated the students' mathematical problem solving, helped students understand the word problems clearly, and helped students use various solving strategies. Emphasizing communication, the teachers also provided comfortable atmosphere for students to discuss mathematical ideas with another. The teachers' continuous questions became the energy for students to plan various problem solving strategies and reflect the solutions. Also, this research suggested a complementary model for Polya's problem solving strategies.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.451-459
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• 2023

The purpose of this paper is to show the limitations of Just War Theory in evaluating ethical issues that can be raised in cognitive warfare, which is emerging as a new area of war. To this end, we will provide the background of cognitive warfare, derive the features of cognitive warfare based on conceptual analysis of cognitive warfare, and clarify the differences between cognitive warfare and traditional warfare. Afterwards, we will turn the discussion and take a look at the background and areas of Just War Theory as a theory that evaluates comprehensive ethical issues related to war. Then, we will elaborate what Just War Theory is and apply the ethical judgment criteria presented in the three areas of this theory, jus ad bellum, jus in bello, and jus post bellum, to cognitive warfare. Finally, we will evaluate the appropriateness of ethical judgment in cognitive warfare by applying criteria for each area and specify the limitations, thereby showing that Just War Theory has limitations as an ethical judgment criteria in cognitive warfare.

• 대한공업교육학회지
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• v.43 no.1
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• pp.20-40
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• 2018

This study examined resilience and career decision-making among specialized technical high school students with the aim of proposing preliminary data to suggest ways to improve self-efficacy in career decision-making through establishing proper resilience. The specific research questions were set as; first, to define the resilience status in relation to the students' personal characteristics among students; second, to describe the status of self-efficacy in career decision-making related to the students' personal characteristics among students; and last, to examine the influence of resilience on self-efficacy in career decision-making among specialized technical high school students. To accomplish such research objectives, the assessment survey was developed after reviewing the theoretical literature on specialized technical high school students' background, ego identity, and self-efficacy in career decision-making. The survey was comprised of 54 items including personal characteristics (3 items), resilience (27 items), and self-efficacy in career decision-making (24 items). A total of 990 students from industrial specialized high schools across the country completed the survey, and the responses from 775 students were used for the final analyses after excluding the surveys with unanswered items or untrustworthy responses. Results were as follows: The group with higher levels of school adaptation and satisfaction showed higher resilience and career decision-making than those with lower levels of school adaptation and satisfaction. Furthermore, for the influence of resilience on self-efficacy in career decision-making, the results showed that resilience had positive associations with self-efficacy in career decision-making, and all correlations and coefficients of determination showed a robust statistical significance. Therefore, to enhance self-efficacy in career decision-making, education that could help students better adapt to school, increase satisfaction with the school, and create positive resilience must precede.

• 대한공업교육학회지
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• v.39 no.1
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• pp.209-226
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• 2014

This study investigates invention and patent specialized high school teachers' understanding of terminology and their meaning differences in the realm of invention, career-specific, and freestyle Invention according to background variables. The population of this research consists of 333 teachers currently employed in invention and patent specialized high school and complete enumeration survey has been used. To analyze the terminology understanding and their meaning differences, total of 216 questionnaires have been collected and 211 of them (63.4%) were used, excluding the ones with insincere answers. The results of this study are as follows. First, in regard to invention, carrer-specific, freestyle Invention terminology understanding, established teachers showed higher results over new teachers. In addition, experienced teachers showed higher results over inexperienced teachers, and teachers with in-service training experiences showed higher results over the ones without. Second, when it came to understanding the terminology differences in the three realms, the new teachers showed higher results than the established teachers, inexperienced teachers over those with teaching experiences, and ones who have never taken any in-service training showed higher results than the ones with training experiences. The ones who answered 'don't know' regarding the meaning differences among terminology were established teachers over new teachers, experienced teachers over inexperienced teachers, and in-service training recipients over the ones without.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.221-230
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• 2017

This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.