• Journal of Korean Society of Archives and Records Management
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• v.5 no.2
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• pp.125-137
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• 2005

The digital archives of E-culture, E-government, E-learning, and E-business have grown by leaps and bounds worldwide during the last several years. While we have invested significant time and effort to create and maintain those archives, we do not have the ability to make digital records generated by the processes all available across generations of information technology, making it accessible with future technology and enabling people to determine whether it is authentic and reliable. This is a very serious problem for which no solutions have been devised yet. This paper discusses practical technologies for digital archives and preservation to succeed, and describes a general framework of the life cycle of information to address this important problem so that we may find reasonable ways to preserve digital records that can be analyzed and evaluated in quantitative measures and incremental manners.

• Cross-Cultural Studies
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• v.27
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• pp.415-434
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• 2012

The Hanja used in Korean are traditional Chinese characters, but what Chinese people use now is simplified characters. So, there are differences in pronunciation and meaning between the characters used by Korean and Chinese. More than 70% of the Korean language vocabulary derived from or were influenced by hanja. For the inheritance and development of traditional culture,and for the communication among countries of the Chinese characters cultural circle in Northeast Asia, should we build up an authentic Chinese education system. But the government hasn't pay much attention to this work, and the government's policy can't implement the efficient education. Consequently, in these days, there are more and more Korean people who are functionally illiterate in Chinese. Recently, proficiency tests of Chinese characters are expected to promote the development of Chinese education. But, most Koreans' motives for Chinese study are usually to pass the college entrance exam or to compete for jobs. However, after passing the test, the motive for studying gradually fade away. It is the basic problem faced by Korean Chinese character education. Since the 1950s, various character education methods have been studied in China, the research results were appliedin their textbooks and other materials. Therefore, a well-organized and efficient learning-by-step education system was built up. At present, China's literacy education in the textbooks utilizes a range of methods including revisional centralized and distributed. Unfortunately, there is still one shortcoming worthy of concerns: how to solve the problems due to the simplification of traditional Chinese characters? Is it possible to revive traditional Chinese characters? Before adopting the results of research on China's literacy education and applying them to our character education, we should consider our specific situation carefully. Adopting the research results with cautious review and objective criticism should have a positive impact on Korean Chinese character education.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.59-66
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• 2022

Students can successfully connect with one another thanks to the introduction of Web 2.0 and the tools and technology linked with it. The fact that rising digital tools are systematically influencing the education system is not a secret. The purpose of the research article efficiently evaluates the influence of incorporation of media in the activities of the scientific library of the higher education institution. The research Methodology is the Concepts, techniques, and procedures to effectively inculcate primary and secondary data to conduct the research effortlessly. It's worth noting that in this case, quantitative primary research was provided in the form of a survey. The researchers have proposed a survey in order to successfully instil a comprehensive view on the "incorporation of media in the operations of the scientific library of higher education institutions." As a result, fifty-one higher education institution principals were asked to attend this session. This is necessary to understand that they are both well-educated and cognizant of the impact of technology innovation on schooling. As a result, the researchers were able to gain a comprehensive view of this situation thanks to this survey. The results effectively showed that most of the participants believe that social media plays a vital role in shaping up higher education and at the same time they believe that the libraries of famous educational institutions must adapt as per the new educational trend so that teachers and students both can tap into its benefit.The practical significance of the result is manoeuvred by the efficient survey analysis and at the same time, peer-reviewed journals have been employed to put forward authentic information. Therefore, efficient insight regarding this topic has been gathered by the researchers.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.241-249
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• 2022

This study intended to explore the instructional effects of e-PBL which means an expansion of availability of PBL using technology. To achieve the goal of this study, a major selective subject was redesigned systematically so that e-PBL activities could be implemented for 4-weeks during the entire semester. Participants' reactions to the e-PBL experience during the experiment period were collected and analyzed. Results of analysis showed that participants could overcome the difficulties and frustrations at an early stage, adapted and assimilated to the e-PBL based instructional environment progressively, and satisfied at the e-PBL activity experiences in overall. They participated in solving the authentic problems with ownership and could solve them effectively and efficiently through frequent communication and collaboration with teammates. Results of this study showed the possibility of instructional innovation of a teacher development institute through e-PBL. Follow-up studies which extend the analyses of the effects of e-PBL based on this study are necessary to additionally verify the effects of e-PBL.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.909-927
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• 2009

Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.305-322
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• 2010

The epistemological obstacles in the area learning of plane figure can be categorized into two types that is closely related to an attribute of measurement and is strongly connected with unit square. First, reasons for the obstacle related to an attribute of measurement are that 'area' is in conflict. with 'length' and the definition of 'plane figure' is not accordance with that of 'measurement'. Second, the causes of epistemological obstacles related to unit square are that unit square is not a basic unit to students and students have little understanding of the conception of the two dimensions. Thus, To overcome the obstacle related to an attribute of measurement, students must be able to distinguish between 'area' and 'length' through a variety of measurement activities. And, the definition of area needs to be redefined with the conception of measurement. Also, the textbook should make it possible to help students to induce the formula with the conception of 'array' and facilitate the application of formula in an integrated way. Meanwhile, To overcome obstacles related to unit square, authentic subject matter of real life and the various shapes of area need to be introduced in order for students to practice sufficient activities of each measure stage. Furthermore, teachers should seek for the pedagogical ways such as concrete manipulable activities to help them to grasp the continuous feature of the conception of area. Finally, it must be study on epistemological obstacles for good understanding. As present the cause and the teaching implication of epistemological obstacles through the research of epistemological obstacles, it must be solved.

• 대한공업교육학회지
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• v.35 no.2
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• pp.82-111
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• 2010

The goal of this paper was to understand the skill-up experiences of ex-participants of the customized training program in Technical High Schools for Small and Medium Business during first 2 years in Company through qualitative interviews with 3 purposefully selected ex-participants. Their core skill-up experience in this period was assumed as the shift from' dependent worker' to 'independent worker' on the base of literature review. The results of this study were following : 1. The small and medium companies offered a few formal training for newcomers, production-site orientation through short job rotation, linking them with skilled workers and job manuals or job standards. 2. Authentic skill-up experiences were combined with a structured reprimand, peer learning, deep learning through reflection on one's own experiences. 3. There were a few handicap conditions that disturbed their skill-up activities: the skilled worker don't open their skill toward new corner; the ex-participants in company had no time to learn anything meaningful to up-grade their competency.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.

• 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.

• Journal of Korean Philosophical Society
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• v.126
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• pp.79-108
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• 2013

Is the development of linguistic competence due to the learning process or the maturational process? According to Piaget, its development is a genuine learning process involving authentic constructions with gradual disclosure of new possibilities. But According to Chomsky, the acquisition of linguistic competence is due to a genetically conditioned maturational process. So it merely involves the actualization of a set of possibilities existing from the beginning Consequently, Piaget supposes that interaction with the environment plays a shaping role, while Chomsky allows it to have a mere triggering role. In broad respective, Chomsky supposes the rationalism that knowledge is largely inborn, while Piaget in the constructivist position which strives to find a middle course between radical rationalism and radical empiricism. In the one hand, an ultra-rationalistic concept such as 'fixed nucleus' supposed by Chomsky is, in my eye, nor plausible. In the other hand, if Piagetian constructivism is to be sustained, it must be sustained independently of its dubious biological fundament, and merely as a developmental psychological theory. In one word, we need to synthesize Piagetian cognitive approach and Chomskian syntactical, in order to explain exactly the source of human linguistic competence.