• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.339-348
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• 2005

The trend of the computer education is shifting from problem-solving in the real world and using functions for it to behavioristic perspectives which encourage people to acquire the functions simply according to the applying programs of well-known companies. Thus, this research studies the computer instructional model which emphasizes the basic computer education and connections to the real world at the same time. In the constructivistic perspectives, this model emphasizes the learners activities, their using of meta-cognitive strategies to reflect their level of the lesson and collaborative-reflective learning of problem-solving. The research applied in the real computer skill education and according to the result of the research, I could find the experimental group got high level of learning achievement and this benefits to the high level group rather than low and middle group.

• Journal of the Daesoon Academy of Sciences
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• v.16
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• pp.183-202
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• 2003

일본의 종교계는 2001년에 일어난 미국에서의 동시다발적 테러사건 이후, 적극적으로 평화를 위한 활동에 뛰어 들었다. 가령 뉴욕에 본부를 두고 있는 세계종교자 평화회의(WCRP)는 일본 종교교단들이 상당히 깊숙이 관여하고 있는 세계적 규모의 종교협력단체로서, 미국에 의한 보복공격의 억제를 꾸준히 그리고 강력하게 호소해 왔다. 1970년에 설립된 이 세계종교자 평화회의의 설립자 가운데 한 사람이자, 30여년에 걸쳐 지도적인 역할을 수행해 온 인물로서 입정교성회(立正佼成會)의 개조인 니와노 닛쿄(庭野日敬)를 들 수 있다. 니와노는 1930년에 법화경에 의한 선조 공양의 가르침을 깨달은 후, 불교의 핵심이 이타행 실천에 있다고 가르치면서 열심히 포교활동을 계속해 왔다. 1950년대 이후에는 종교협력과 사회참여에 적극적으로 전념했으며, 그 결과 입정교성회의 종교활동 전체 속에 평화운동이 큰 부분을 차지하게 되었다. 니와노는 불교의 가르침이야말로 평화를 실현하기 위한 핵심적인 사상을 담고 있다고 설한다. 즉 자연과 타자 사이에 조화로운 관계가 유지되도록 평화의 마음을 실현해야 한다는 가르침이 그것이다. 특히 분노와 질투와 공격적인 마음을 가지지 말며, 자비의 마음으로 타자를 대면하는 것이 중요하다는 것이다. 그는 이것이 우주 본래의 실재와 합치함으로써 가능하다고 주장한다. 이처럼 모든 것이 일치할 수 있다고 굳게 믿는 니와노는 종교협력이 평화실현에 있어 중요한 방법이라고 간주한다. 그런데 니와노가 '평화주의국가 일본'이라는 이념에 많은 부분을 의거하고 있기는 하지만, 이런 이념이 과거의 전쟁에 대한 일본의 충분한 반성에 입각한 것인지는 의문의 여지가 있다. 나아가 그는 상이한 종교간의 일치 가능성에 대해 다소 낙관적이며, 또한 불교와 동양사상이 평화를 지향한다는 이해에 대한 비판적인 성찰이 미약하다는 한계를 안고 있다. 그럼에도 불구하고 일본의 민속적 종교토양에서 생겨난 종교적 평화주의의 이상 및 실천으로서, 니와노 닛쿄와 입정교성회에 대해서는 충분히 검토해 볼 만한 가치가 있다고 여겨진다.

• Journal of the Korean Chemical Society
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• v.64 no.4
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• pp.210-224
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• 2020

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.152-161
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• 2020

The purpose of this study was to conduct a task-based field experience program for medical care support departments in hospitals for 1st medical students, and then to analyze the their experiences and its meanings phenomenologically. We selected the following department in hospital; nursing, medical records, pharmacy, diagnosis laboratory, radiology, administration, customer consulting center, organ transplant center, palliative medical ward, and international medical center. The students visited the department and used various methods such as interviewing, observation, and experience to solve the given task. As a result, in the program satisfaction, students rated the highest as having many department in the hospital and understanding their role. The essential structure of the experience of medical care support department in the reflection journal written by the students was the recognition of reality, respect and collaboration, and self-reflection from experience recognition.

• The Southeast Asian review
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• v.28 no.2
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• pp.47-84
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• 2018

Domestic debates on 'international development' has hitherto been rather more focused on the narrow topic of Official Development Assistance (ODA) - therefore, practical and practice-oriented enquiries for the former's effective implementation have dominated the field as a result. However, such lack of foundational debates on 'development' has rendered the field inept to respond to the rapidly changing development landscape since the new millennium both globally and in Southeast Asia. With this particular problematique in mind, the paper argues for the utility of critical Southeast Asian studies in enriching theoretical debates in Korea's international development studies. In doing so, we analysed the trend of academic research published since 2000, of which theme concern international development with a specific geographical focus on Southeast Asia. The result shows that such publication and the thematic issues have witnessed rapid quantitative growth since 2007 - while the nature of the publications still clearly remained practical and practice-oriented for effective execution of ODA. We therefore propose the critical Southeast Asian studies to overcome the problematique above by emphasising more inter-/multi-disciplinary approaches that challenge the hegemonic paradigm in the field.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.59-70
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• 2010

This study aims to analyze research trend of Web 2.0 use in education and to suggest directions for further studies. Sixty representative studies were selected and analyzed in terms of a developed framework of Web 2.0 based learning environments and an analysis scheme. This scheme is divided into five dimensions: research targets, research themes, types of Web 2.0 tools, learning theories and research methodology. The findings indicate that a majority of the previous studies aimed to share information and reflect thoughts in collaborative contexts through blogs and wikis at universities. Some implications were discussed for further studies.

• Journal of Science and Technology Studies
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• v.13 no.2
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• pp.1-35
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• 2013

The aim of this article is to criticize the discourses and practices of the appropriate technology for international development cooperation in Korea which focus narrowly on the technologies and are oriented to the providers of technologies. To present an alternative, we will discuss the appropriate technology by the insights from 'socio-technical system' studies which underline not only technological side but also the social, institutional and user's side, and analyze the interactions between them. This research deals with several cases mainly regarding small scale's renewable energy from Laos, Thailand, Bangladesh, Mongolia and Nepal. We put out some suggestions to improve the discourse and practices of appropriate technology in field of international cooperation by Korea.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.457-470
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• 2016

We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results show that Self-study in education means the study of self, self-practice, self-thought, and so on in the teaching and learning context. It is a kind of new research method to pursue the improvement of teaching and learning practice with integrated perspectives on the context of instruction, identities of members, their beliefs and values, innovation agenda for better education, etc. This can be attained by collective and critical reflection in doing research. Most previous articles on the methodology of self-study suggested that the self-study should be more than just daily journals written only by her/him self. To do self-study in the academic way, they requested interaction with critical and cooperative colleagues, multiple but strict qualitative research methods, and participants' efforts for making better practice in instruction. Similar features to the above are found in the previous 14 self-study papers related to science education done in foreign countries. Based on the results, we concluded that self-study could be applied usefully into the field of science education in Korea. This paper could contribute to stimulation in the innovation of science instruction in a more practical way by increasing the attention to self-study and provoking its practice in Korea.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.261-270
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• 2015

In this paper, a strategy of cooperation activities was conducted to analyze on the impact of what effect appears in teacher training. We classified with satisfaction, effectiveness and academic achievement as effects of teacher training. We were divided into three groups that are cooperative-reflection activity group using the SNS, self-reflection activity group and general training group. Depending on the type of reflection activity, we have one-way ANOVA analysis for the effectiveness of teacher training. By the results of the analysis, we found to have a positive impact that cooperative reflection activity group were more an academic achievement, satisfaction and effectiveness of training. Accordingly, we have found the SNS-based collaborative reflection activity is very effective in teacher training.