• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.428-436
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• 2020

The purpose of this study is to analyze the needs for developing a curriculum for strengthening the long-term care service expertise and job competency. Specifically, the researchers analyzed previous studies on national long-term care services and national policy data, and conducted focus group interviews with 14 experts from related agencies. Activity theory was applied as a framework for analysis and a questionnaire about the importance and difficulty of subjects from 25 long-term service employees was administered for validating the results of the qualitative data analysis. The upper part of the subject-goal-tool of the activity system was considered the main area of action, and the following rule-community-division was divided into contextual parts for action, and the implications for demand analysis and future operation of the online curriculum are summarized. In total, six courses were required for development. These courses could be applied to as a learner-centered flip learning for long-term care service workers and various educational methods of collective education and supplementary education have been proposed. Based on the study results, implications in the educational field for effective management of courses were suggested at the end of the study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.80-88
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• 2020

This study aimed to determine the effects of self-esteem, appearance satisfaction, and satisfaction in their major on the employment stress of nursing college students. The subjects were 194 students from four colleges of nursing in P-province in Korea. Data were collected from self-administered questionnaires, t-test, ANOVA, Pearson's and Spearman's correlation coefficients. Multiple regression with dummy variables was used for statistical analysis of the data. The results revealed the following scores: self-esteem 3.40±0.53, appearance satisfaction 2.96±0.56, satisfaction with the major 3.80±0.61, and employment stress 2.23±0.75. Significant differences in employment stress according to general characteristics of subjects were observed in gender (t=7.40, p=.007), entering nursing college motivation (F=3.24, p=.023), and college life satisfaction (F=16.722, p<.001). Employment stress showed a negative correlation with self-esteem (r=-.433, p<.001), appearance satisfaction (r=-.307, p<.001), and satisfaction in major (r=-.534, p<.001). The satisfaction with the major (β=-.371, p<.001), self-esteem (β=-.166, p=.026), appearance satisfaction (β=-.132, p=.045), entering nursing college motivation (β=.163, p=.006), and gender (β=.131, p=.033) confirmed as a factors affecting the employment stress and accounted for 35.6% of the variance. Based on the results, it is necessary to develop employment-competency reinforcement programs to increase the level of satisfaction in the major, appearance satisfaction, and self-esteem to reduce the employment stress of nursing college students.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.754-770
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• 2022

For teachers, noticing refers to paying attention to something, indicating they interpret it and how they are willing to react to it in the context of their own instruction. Analysis of noticing features enables us to understand the overall characteristics of the teacher's lesson design, practice, and reflection, which are core agents in the educational design and implementation. This can also be taken to be the basis of education design for competency reinforcement for teachers. Therefore, in this study, the characteristics of noticing shown in teachers' reflections after class design and demonstration were identified. For this purpose, the self-reflection journals of 106 elementary pre-service teachers enrolled in the College of Education in Gangwon-do were analyzed. In particular, the journals were gathered that were written after the demonstration dealing with the change of gas volume by temperature in science class. After designing a noticing analysis frame consisting of the five dimensions 'agent', 'stage', 'topic', 'focus', and 'stance', the frequency and ratio of noticing by each dimension's components were derived. The frequency and ratio of noticing for the dimension of 'focus' were analyzed for the dimensions of 'stage' and 'topic'. The results of the study were as follows. For the dimension of 'agent', the frequency of teacher and student was the highest, and for the dimension of 'stage', inquiry activity was the highest. For the 'topic' dimension, class design according to the teaching strategy appeared most frequently, and in the 'focus' dimension, the cases that did not specify the goal of the class and the competencies to be achieved by the students appeared most frequently. In the 'stance' dimension, description showed the highest frequency. From the analysis of how the 'focus' changes according to the 'stage' and 'topic', it was found that a characteristic focus appeared for each component of the dimension. From these results, the implications of the noticing characteristics of pre-service teachers for the design and implementation of teacher education were discussed.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.455-470
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• 2021

This study examines the trend changes in keywords and topics of STEAM education from 2009 to 2020 to derive future development direction and education implications. Among the collected data, 42 cases of Ministry of Education's documents, 1,534 cases of articles, and 880 cases of abstract of researches were selected as research subjects. Keyword analysis, keyword network and topic modeling were performed for each stage of STEAM education policy through the Python program. As a result of the analysis, according to the STEAM education policy stage, there were differences in the frequency and network of keywords related to STEAM education by media. It was confirmed that there was a difference in interest in STEAM education policy as there were differences in keywords and topics that were mainly used importantly by media. Most of the topics of the Ministry of Education's documents were found to correspond to topics derived from articles. The implications for the development direction of STEAM education derived from the results of this study are as follows: first, STEAM education needs to consider ways to connect multiple topics, including the humanities. Second, since the media has a difference in interest in STEAM education policy, it is necessary to seek a cooperative development direction through understanding this. Third, the Ministry of Education's support for core competency reinforcement and convergence literacy for nurturing future talents, the goal of STEAM education, and the media's efforts to increase the public's understanding of STEAM education are required. Lastly, it is necessary to continuously analyze the themes that will appear in the evaluation process and change STEAM education policy.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.127-154
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• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.273-280
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• 2022

Based on the MOU between Chosun University and Daegu University, this study was conducted with the aim of exploring the operation strategy of a extracurricular education program on the theme of lifelong education for the disabled in community connection. In front-line university sites, extracurricular education programs are often recognized as forms and procedures to assist in subject learning at the major or liberal arts level, but they have a very important status and identity considering that they are classified as "learning competency reinforcement support", "career psychological counseling support", "employment and start-up support", "subject-linked extracurricular education". Accordingly, the extracurricular education programs has the nature and advantage of covering not only the level of the one-time trend program itself, but also various community -linked problem-solving learning, including students' major learning and employment linkage. As part of the above, this study aims to present a strategy for the operation of a extracurricular education programs with the main theme and content of "lifelong education for the disabled" by viewing Chosun University and Daegu University. The contents of the study were largely presented as "organizational operation strategy between two universities," "operation strategy of curriculum between two universities," and "comprehensive system for extracurricular education programs operation of lifelong education for the disabled between the two universities". First, the first research content, "Organized Operation Strategy between Two Universities," was schematized in detail the process of collaborating and communicating with Chosun University's center of extracurricular activities, Daegu University Lifelong Education Center, and other committees and departments. The second research content, "The Curriculum Operation Strategy between Two Universities", is a detailed schematic diagram of the learning contents, methods, and procedures to be organized in the extracurricular education program. The third study, "Comprehensive System of extracurricular education program Operation for Lifelong Education for the Disabled between Two Universities," presents the results of synthesizing the basis elements essential for operating the extracurricular education program at the level of a roadmap. As a result of the study, it was possible to see the project tasks that could be promoted in-depth through the operation of a extracurricular education program on lifelong education for the disabled through the MOU between the two universities.