• Korean Journal of Child Studies
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• v.20 no.1
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• pp.213-222
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• 1999

The purpose of this study was to assess the profile of kindergarten teachers. The subjects were 133 teachers, 116 kindergarten principals, 103 mothers, 98 professionals in preschool education, and 132 student teachers. Data were collected May - August, 1998. The results showed three different characteristics : (1) kindergarten teachers, principals, and professionals in preschool education, rated the most important factor to be character traits ; (2) mothers rated occupational pride as the most important factor and specialized functions as more important than character traits and (3) student teachers rated the most important factors to be specialized function, occupational pride and character traits.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.159-166
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• 2015

STEAM is a multidisciplinary education program which intended to promote creative thinking by combining studies in the arts and STEM(Science, Technology, Engineer, Mathematics) fields. STEAM education can bring out creativities in students through educational activities of integrating and combining diverse studies. In this research, we integrated the educational elements of science, technology, engineering, mathematics, and arts using robots and then developed an educational program that raises the creative and character (focused on collaboration and communication) of students in a more fun and effective way. Using our developed educational program, we taught 6th grade students of an elementary school located in Seoul. As the result, most of students were found to be enhanced in their creativity and character after participating in the STEAM-based programming education course.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.239-260
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• 2015

The purpose of this research is to understand the impact of integrated character education activities involving children's songs on children's emotional intelligence and empathic abilities. Research subjects were recruited from J preschool in H County. There were a total of 46 four-year old children who were divided into test and control groups. For 12 weeks, these children participated in activities two times per week for a total of 24 integrated character education activity sessions which consisted of learning and singing children's songs and integration of activities such as storytelling, music, science, building, movement, literature, and cooking. The summary of research findings is as follows: First, there was a significant difference in emotional intelligence between the test group which participated in integrated character education activities involving children's songs and the control group. Secondly, there was a significant difference in empathic abilities between the test group which participated in integrated character education activities involving children's songs and the control group. The result of this study is that writing songs for children and various developed programs should be needed for character education activities.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.231-247
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• 2015

The purpose of this study was to identify how character education activities utilizing picture books affect pro-social behaviors of young children. The subjects were 46 children aged 5 who attended private child care centers in G city. The children were allocated to either the experiment group or the control group. The data were collected for 12 weeks and the activity sessions were provided to the experiment group 3 times a week (36 times in total). The sessions consisted of an integrated approach toward character education. Therefore, various activities were included such as listening to the stories of picture books, discussion, drama, language activities, music, mathematics, science and games. The findings of this study were as follows: The experiment group which experienced character education utilizing picture books has significantly improved their pro-social behaviors compared to the control group. The approach positively influenced the overall sub-variables such as leadership, helping, communication, initiative consideration, approach trial, sharing, empathy, and emotional control. The character education activities should be applied to character education utilizing picture books for young children because they let young children experience building up trust and learn social attitude, and influenced increase of pro-social behaviors on young children.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.373-395
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• 2022

This study aimed to examine how prospective mathematics teachers (PMTs) perceive collaborative problem-posing (CPP) as a method to cultivate students' creativity and character in mathematics education. This is to propose the introduction of CPP at the stage of preparatory math teacher education as one of the ways to reinforce the creativity and character education capacity of PMT), and to attempt to be an opportunity to actively utilize CPP in math teaching-learning in the school field for the education of students' creativity and character. To achieve this objective, I designed PMTs taking the 'Educational Theories for Teaching Mathematics' course, required in the second year of university, to experience CPP tasks. Data were collected through questionnaires or interviews over three years on how PMTs recognized the CPP tasks as a tool to cultivate students' creativity and character in secondary schools. The results of the study are as follows. First, PMTs recognized regardless of their CPP experience that CPP might have a positive impact on improving students' ability to devise various ideas and that it positively influences students' attitudes toward building interpersonal relationships, including teamwork, respect, and consideration. Second, the experience of PMTs participating in the CPP made them more positively aware that CPP is effective in improving students' ability to elaborate on ideas. Third, the PMTs' experience of participating in CPP led to a more positive perception of the impact of CPP on the students' abilities and attitudes, namely, the students' ability to elaborate on ideas and their inner attitudes toward individuals, including honesty, fairness, and responsibility, and the attitude of students regarding logically presenting their opinions and making rational decisions. Finally, if there are downsides to the offline environment, an online environment may be more beneficial.

• The Journal of Sustainable Design and Educational Environment Research
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• v.12 no.1
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• pp.1-14
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• 2013

This study focuses on the criteria for lessons that develop secondary students' creativity and character in mathematics classes. Literature used in this study is related to the future direction of education (e.g., Core competencies, Information and Communication Technology, Constructivism education) and intent of the revised mathematics curriculum. Lesson criteria for developing students' creativity and character include educational content associated with the real-world contexts, use of tools and resources, active participation and interaction, problem-solving skills, teachers' attitudes, and the classroom environment. This study suggests ways to implement mathematics lessons that build students' creativity and character.

• Journal of the Korea Convergence Society
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• v.8 no.12
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• pp.235-241
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• 2017

The Effects of the Story Character Phonics on Preschoolers' Early Reading Abilities and Affective Domains The purpose of this study was to investigate the effects of the story character phonics on preschoolers' early reading abilities (phonemic awareness and phonics abilities) and their affective domains. 24 participants in the present study were seven years old, and they were divided into two different groups at S kindergarten in Chungnam. There were 12 preschoolers in the experimental group with the story character phonics, and 12 preschoolers in the control group learned English by the story phonics focusing on phonemic awareness and vocabulary for 6 weeks. The results were as follows: First, the story character phonics was more effective in improving the preschoolers' early reading abilities than using the story phonics. Secondly, the story character phonics had some positive effects on the preschoolers' affective domains. This study proved that practicing with the story character phonics is more effective for preschoolers to develop their early reading abilities of English and their affective domains.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of Electrical Engineering and Technology
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• v.10 no.2
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• pp.699-707
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• 2015

Although digit character recognition has got a significant improvement in recent years, it is still challenging to achieve satisfied result if the data contains an amount of distracting factors. This paper proposes a novel digit character recognition approach using a multi-layer hierarchical model, Hybrid Restricted Boltzmann Machines (HRBMs), which allows the learning architecture to be robust to background distracting factors. The insight behind the proposed model is that useful high-level features appear more frequently than distracting factors during learning, thus the high-level features can be decompose into hybrid hierarchical structures by using only small label information. In order to extract robust and compact features, a stochastic 0-1 layer is employed, which enables the model's hidden nodes to independently capture the useful character features during training. Experiments on the variations of Mixed National Institute of Standards and Technology (MNIST) dataset show that improvements of the multi-layer hierarchical model can be achieved by the proposed method. Finally, the paper shows the proposed technique which is used in a real-world application, where it is able to identify digit characters under various complex background images.

• Journal of Engineering Education Research
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• v.23 no.3
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• pp.3-12
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• 2020

This study explores the effects of an SSI-based program focused on character and values for engineering college students. The participants were fifty-four students enrolled in the program. Data sources include the students' responses to the Likert-type questionnaire on character and values as well as qualitative data such as classroom dialogues, assignment essays and field notes. The results indicate that the program significantly contributed to the enhancement of the engineering college students' perception of character and values, especially in the sub-components, sustainable development, perspective-taking, and willingness to act. In addition, the qualitative data reveals the nuances of the students' responses in the classroom dialogue and essays related to the sub-components. Based on the results, the author compares the participants' responses to other students in previous research which reported the effects of an SSI-based program on character and values. Compared to the other students, the engineering students in this study cultivated willingness to act through the SSI-based program, without improvement in most of the emotional aspects of character and values.