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Exploring 'Wisdom of Science': Toward Wisdom-Oriented Science Education ('과학의 지혜'에 대한 탐색적 연구 -지혜 지향적 과학교육을 향하여-)

  • Lim, Insook;Song, Jinwoong
    • Journal of The Korean Association For Science Education
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    • v.38 no.6
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    • pp.793-812
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    • 2018
  • This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.

The Relationship Analysis of the Korean Science Curriculum with the Physical Science Domains of the 4th Grade TIMSS 2019 (TIMSS 2019의 4학년 물상과학 영역과 우리나라 과학 교육과정의 비교 분석)

  • Kim, Sun-Kyoung;Kim, Hyun-Kyung
    • Journal of Science Education
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    • v.45 no.1
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    • pp.1-10
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    • 2021
  • In this study, we analyzed the relationship between the physical science domain of TIMSS 2019 and the Korean science curriculum. Twelve subjects are presented in the physical science domain of the TIMSS 2019 4th grade evaluation framework. Research group consisting of elementary and middle school teachers and science education experts, a total of 12, participated to analyze in which grade these subjects were included in the Korea 2009 revised and 2015 revised science curriculum. As a results of analyzing whether the achievement standards of the TIMSS 2019 evaluation framework and Korean science curriculum are consistent, the subjects pertinent to chemistry like 'chemical changes in everyday life,' 'heat transfer,' and 'electricity and simple electrical circuits' appeared not covered at all until the 4th grade curriculum in Korea. Given that the TIMSS 2019 evaluation framework is an international achievement standard, we are proposing to improve the Korean curriculum as follows: first, for the development of the next science curriculum, there is a need for science curriculum organized from the 1st grade of elementary school to connect the content and scope of chemistry in elementary, middle, and high schools as a whole including the Nuri curriculum. Second, as an alternative to the problem of suitability of learning volume and level of learning, it is possible to think of a method to readjust the grade of dealing with related concepts by lowering the difficulty or simplifying the concept. Third, it is necessary to discuss about introducing essential concepts and standard terms into Korea science curriculum according to international trends.

A Study on the Background of Start-Ups and the Factors of Entrepreneurship in Young Job Seekers' Willingness to Start a Business: Verification of the Mediating Effect of Perception of Businessmen (청년구직자의 창업 배경과 기업가정신이 창업 의지에 미치는 요인에 관한 연구: 사업가에 대한 인식의 매개 효과 검증)

  • Oh, Hee Shun;Ha, Kyu Soo
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.16 no.3
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    • pp.87-103
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    • 2021
  • The government is trying to create jobs by providing 160 billion won in 2021 to revitalize youth start-ups, but the number of youth unemployment and potential unemployment is hitting a record high of 1.2 million due to the shock of employment due to COVID-19. Although start-ups are encouraged as an alternative to revitalizing jobs, the success rate of young start-ups is low due to lack of start-up funds and experience. The purpose of this study is to understand the need to diversify start-up education and career education by understanding start-up policies through one-time funding and short-term education. The results of the study on the factors affecting the willingness to start a business were as follows, by sampling 344 students from specialized high schools preparing for employment and 344 young people in their 20s who are seeking jobs. First, among the entrepreneurship subvariables, innovation, autonomy of job value, and desire for economic achievement are significant, and the older the person surveyed, the more positive the perception of the entrepreneur was. Second, as you get older, your will to start a business decreases, and your experience in successful start-up models and start-up education has an impact on your will to start a business. Third, perception of entrepreneurs is a partial medium effect, which indirectly influences the willingness to start a business and directly or indirectly influences the willingness to start a business through the autonomy of job values, the desire to achieve economic and entrepreneurship.

Failure of Repeated MDA with Albendazole for Trichuriasis Control in Schoolchildren of the Yangon Region, Myanmar

  • Hong, Sooji;Jung, Bong-Kwang;Song, Hyemi;Cho, Jaeeun;Sohn, Woon-Mok;Hong, Sung-Jong;Ryu, Jin-Youp;Kim, Hyun-Seung;Jeong, Mun-Hyoo;Htoon, Thi Thi;Tin, Htay Htay;Chai, Jong-Yil
    • Parasites, Hosts and Diseases
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    • v.59 no.6
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    • pp.607-613
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    • 2021
  • Soil-transmitted helminth (STH) infections are still a considerable challenge in Myanmar. We undertook a control program for STH infections (especially Trichuris trichiura) among schoolchildren in Myanmar using mass drug administration (MDA) and health education. Around 1,700 schoolchildren from 15 primary schools in 3 suburban districts (Shwe Pyi Thar, Twantay, and Kyauktan) of the Yangon Region were subjected in this study during 2017-2019. All of the schoolchildren in each school were orally administered albendazole (400 mg in a single dose) 2, 3, and 4 times a year in 2017, 2018, and 2019, respectively. The results revealed that the egg positive rate of any intestinal helminths (including STH) was reduced from 37.6% (649/1,724) in 2017 to 22.8% (352/1,542) in 2019. The egg positive rate of Ascaris lumbricoides was decreased remarkably from 23.3% (402/1,724) in 2017 to 3.6% (56/1,542) in 2019. However, that of T. trichiura was only slightly reduced from 26.9% (464/1,724) in 2017 to 20.2% (312/1,542) in 2019. The intensity of infection with A. lumbricoides and T. trichiura was both more or less reduced, and the proportion of light infection cases with A. lumbricoides and T. trichiura increased from 35.6% in 2017 to 64.3% in 2019 and from 70.3% in 2017 to 81.7% in 2019, respectively. The results indicated that repeated MDAs (2-4 times a year for 3 years) using albendazole on schoolchildren in Myanmar failed to control T. trichiura infection. For a successful control of trichuriasis in Myanmar, new MDA strategies, using a modified albendazole regimen (multiple daily doses for 2 or 3 days) or an alternative anthelmintic drug, such as oxantel pamoate, is strongly recommended.

The Effects of Environmental Factors on the Multicultural acceptance of Adolescents in Korean Schools (청소년의 다문화 수용성에 영향을 미치는 요인 환경요인을 중심으로)

  • You, Anna;Kim, Soongyu;Lee, Choojae
    • Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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    • v.8 no.1
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    • pp.221-228
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    • 2018
  • The purpose of this study is to examine the environmental factors influencing the multicultural acceptability of adolescents, and to improve the multicultural acceptability of adolescents. This study seek to confirm family environmental factors, school environmental factors, community environmental factors on the multicultural acceptability of adolescents, and provide an alternative to increase the multicultural acceptability of adolescents. This study used data from the first grade of middle school in the Korean child and youth panel data, and a total of 2,278 data were used for analysis. The analysis was done by multiple regression analysis through SPSS 18.0. The results were as follows: the environmental factors shown to significantly affect the multicultural acceptability of adolescents were school factors, such as school adaptation, and community factors, such as community awareness and community consciousness. As a result, it was found that school adaptation, school environment factors, community awareness and community consciousness affect the multicultural acceptability of adolescents. These results suggest that the role of school environment and community environment is important for enhancing the multicultural acceptability of adolescents. In the school environment, various education and programs should be prepared, and in the community environment, it is necessary to strengthen the role of the community and community consciousness.

Development and Application of a Virtual Reality-Based Geological Field Trip around Mt. Jeoksang, Muju-gun, Jeollabuk-do, Korea (전라북도 무주군 적상산 일대를 중심으로 한 가상현실 기반 지질학습장(VFT) 개발과 적용)

  • Kyu-Seong Cho;Dong-Gwon Jeong
    • Journal of the Korean earth science society
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    • v.44 no.3
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    • pp.222-235
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    • 2023
  • This study developed a geological virtual reality-based field trip (VFT) to find an alternative to replace the actual field trip, which is often considered lightly by students owing to difficulties in the school. For this purpose, we selected a total of five geological learning sites that focus on the Mt. Jeoksang Muju-gun, Jeollabuk-do, Korea by evaluating the contents of the curriculum and the possibility of developing a VFT. The developed VFT provided middle-school students with an interactive space to observe and explore rocks and geological structures, including orbicular granite gneiss, tuff, conglomerate, sandstone, stratification, and joints. A semi-structured interview was conducted with the 1st-grade middle-school students to evaluate the educational value of the VFT. The responses of the students were analyzed using semantic network analysis to understand the significance of relationships between the reaction words. Results show that the students were able to sense reality through the VFT, which enabled them to understand and remember the characteristics of rocks. Therefore, students can indirectly have a sense of reality of an outdoor experience through the VFT program, which positively influences their learning. Our study shows that VFT can be effectively utilized as a meaningful learning resource in schools.

Development of Transition Process and Programs for Empowerment of People with Developmental Disorder (발달장애인의 Empowerment 강화를 위한 전환과정과 프로그램 개발)

  • Na, Woon Hwan
    • 재활복지
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    • v.15 no.4
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    • pp.27-47
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    • 2011
  • The purpose of this research is to develop transition process and programmes for gently converting people with disabilities to local communities, through their empowerments. The methods used in the research were literature research, case studies on related programs, and expert interviews. The following shows the results. Firstly, the transition process for people with developmental disorders is exceedingly limited, and the process does not consider special attention needed for people with developmental disorders. Secondly, the postsecondary education programs for people with developmental disorders are being started as transition processes, however these programs need more connection with secondary schools. Thirdly, the primary factors which must be contemplated for University programs(for people with developmental disorders, after secondary education) are self-cognition and self-understanding. According to these results, we can suggest transition processes and programs within Universities for people with developmental disorders. (In Korea) Firstly, the postsecondary transition for people with developmental disorders requires a consideration of their characteristics, and mainstreaming education is also needed for their self-cognition and self-understanding. Considering this, the transition process within Universities can be an alternative. Secondly, tertiary educations within Universities for people with developmental disorders need to consider the following factors: ① The programs in Universities need to set up a support network. ② The door to program should be open to all students with developmental disorders within the Universities. ③ Organization of human resources must be systematized and connected, so that specialists within the Universities can participate in the postsecondary education programs for people with developmental disorders. ④ Inclusive learning activities must be under-taken, allowing students without disabilities to participate in the programs for students with developmental disorders.

The Multi-door Courthouse: Origin, Extension, and Case Studies (멀티도어코트하우스제도: 기원, 확장과 사례분석)

  • Chung, Yongkyun
    • Journal of Arbitration Studies
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    • v.28 no.2
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    • pp.3-43
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    • 2018
  • The emergence of a multi-door courthouse is related with a couple of reasons as follows: First, a multi-door courthouse was originally initiated by the United States government that increasingly became impatient with the pace and cost of protracted litigation clogging the courts. Second, dockets of courts are overcrowded with legal suits, making it difficult for judges to handle those legal suits in time and causing delays in responding to citizens' complaints. Third, litigation is not suitable for the disputant that has an ongoing relationship with the other party. In this case, even if winning is achieved in the short run, it may not be all that was hoped for in the long run. Fourth, international organizations such as the World Bank, UNDP, and Asia Development Bank urge to provide an increased access to women, residents, and the poor in local communities. The generic model of a multi-door courthouse consists of three stages: The first stage includes a center offering intake services, along with an array of dispute resolution services under one roof. At the second stage, the screening unit at the center would diagnose citizen disputes, then refer the disputants to the appropriate door for handling the case. At the third stage, the multi-door courthouse provides diverse kinds of dispute resolution programs such as mediation, arbitration, mediation-arbitration (med-arb), litigation, and early neutral evaluation. This study suggests the extended model of multi-door courthouse comprised of five layers: intake process, diagnosis and door-selection process, neutral-selection process, implementation process of dispute resolution, and process of training and education. One of the major characteristics of extended multi-door courthouse model is the detailed specification of individual department corresponding to each process within a multi-door courthouse. The intake department takes care of the intake process. The screening department plays the role of screening disputes, diagnosing the nature of disputes, and determining a suitable door to handle disputes. The human resources department manages experts through the construction and management of the data base of mediators, arbitrators, and judges. The administration bureau manages the implementation of each process of dispute resolution. The education and training department builds long-term planning to procure neutrals and experts dealing with various kinds of disputes within a multi-door courthouse. For this purpose, it is necessary to establish networks among courts, law schools, and associations of scholars in order to facilitate the supply of manpower in ADR neutrals, as well as judges in the long run. This study also provides six case studies of multi-door courthouses across continents in order to grasp the worldwide picture and wide spread phenomena of multi-door courthouse. For this purpose, the United States and Latin American countries including Argentina and Brazil, Middle Eastern countries, and Southeast Asian countries (such as Malaysia and Myanmar), Australia, and Nigeria were chosen. It was found that three kinds of patterns are discernible during the evolution of a multi-door courthouse model. First, the federal courts of the United States, land and environment court in Australia, and Lagos multi-door courthouse in Nigeria may maintain the prototype of a multi-door courthouse model. Second, the judicial systems in Latin American countries tend to show heterogenous patterns in terms of the adaptation of a multi-door courthouse model to their own environments. Some court systems of Latin American countries including those of Argentina and Brazil resemble the generic model of a multi-door courthouse, while other countries show their distinctive pattern of judicial system and ADR systems. Third, it was found that legal pluralism is prevalent in Middle Eastern countries and Southeast Asian countries. For example, Middle Eastern countries such as Saudi Arabia have developed various kinds of dispute resolution methods, such as sulh (mediation), tahkim (arbitration), and med-arb for many centuries, since they have been situated at the state of tribe or clan instead of nation. Accordingly, they have no unified code within the territory. In case of Southeast Asian countries such as Myanmar and Malaysia, they have preserved a strong tradition of customary laws such as Dhammthat in Burma, and Shriah and the Islamic law in Malaysia for a long time. On the other hand, they incorporated a common law system into a secular judicial system in Myanmar and Malaysia during the colonial period. Finally, this article proposes a couple of factors to strengthen or weaken a multi-door courthouse model. The first factor to strengthen a multi-door courthouse model is the maintenance of flexibility and core value of alternative dispute resolution. We also find that fund raising is important to build and maintain the multi-door courthouse model, reflecting the fact that there has been a competition surrounding the allocation of funds within the judicial system.

The Study on the Application Plan of democratic citizenship education for Christian Education in the era of Climate Crisis (기후 위기 시대에 기독교 교육을 위한 민주시민교육의 적용방안)

  • Jang-Heum Ok
    • Journal of Christian Education in Korea
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    • v.74
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    • pp.7-31
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    • 2023
  • The climate crisis threatens Earth's ecosystems and biodiversity. In particular, it can be said that the cause of the global crisis began with human greed. An educational alternative is needed to change the Christian worldview that causes greed. The purpose of this study is to find ways to apply democratic citizenship education to Christian education as an alternative to overcome the climate crisis. The contents of the study to achieve the purpose were first the essence of Christian citizenship education was examined by dividing it into citizenship education, democratic citizenship education, and Christian citizenship education. Second, The model of democratic citizenship education was established by defining its goals, content, methods, and directions within the context of Christian citizenship education. Third, the application plan of Christian education for democratic citizenship education was classified into 7 categories and proposed; environmental education to overcome the climate crisis, ethical education to restore the public role of the church, education to form God's character, education to realize the village education community, education that promotes Christ's peace and Christ education that fosters consideration for multicultural individuals, and literacy education to prevent the negative impacts of digital media culture. Next, the plan to apply democratic citizenship education to Christian education is, first, to reduce human greed and restore God's creation order through environmental education that can overcome the climate crisis. Second, through ethics education to restore the church's public nature, it is necessary to restore the church's role for the church's moral empathy and publicity. Third, through the education that forms the God's character, it is necessary to form a mature character of faith in which personality and faith are harmonious and balanced. Fourth, schools, villages, and churches form a community through education that realizes a village education community so that the members of the village can obtain educational results. Fifth, through education that aims for the peace of the God Christians should be able to live as Christian democratic citizens who achieve peace in the kingdom of God. Sixth, through education that considers multicultural people, faith education that helps them overcome discrimination, exclusion, and hatred toward multicultural people with the love of Jesus Christ and seek a life of coexistence. Seventh, through literacy education that prevents the harmful effects of digital media culture, personal ability to read and write in media should ultimately be improved to the ability to practice socially.

Survey of Chemistry Teachers' Perceptions and Teaching Style on Chemistry I Course (화학 I 교과에 대한 화학 교사들의 인식과 학습 지도 방식에 대한 조사)

  • Lee, Eun-Ju;Cho, Young-Ja;Kim, Eun-Suk;Ryu, Ran-Yeong;Kim, Dong-Jin;Park, Kuk-Tae
    • Journal of the Korean Chemical Society
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    • v.51 no.1
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    • pp.73-81
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    • 2007
  • The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.