• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.519-528
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• 2023

Recently, for the preservation and transmission of cultural heritage, various researches and content development based on technologies such as virtual reality, augmented reality, and extended reality, which are the core technologies of the 4th industrial revolution era, are being conducted. Intangible cultural heritage is variable, unlike tangible cultural heritage, so it changes greatly depending on time and space, and as a result, it is in danger of being discontinued due to the aging and death of the inheritors. In this study, the current status and cases of related realistic content production were collected and analyzed, focusing on statistical data, intangible cultural heritage training centers through search portals, and platform cases. As a result of the analysis, it was found that overall, there were very few cases of use in content and transfer education using intangible cultural heritage. Through this study, we will consider ways to revitalize the effective transfer education of intangible cultural heritage that is on the verge of being cut off from transmission.

• Korean Journal of Heritage: History & Science
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• v.54 no.4
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• pp.132-151
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• 2021

The purpose of this study is to analyze the current status of and suggest future improvement practices for cultural heritage education in primary school. We analyzed a primary school textbook for each of five subjects (Korean, social studies, music, art, physical education), surveyed ten teachers with cultural heritage education experience, and analyzed the results. Based on the results, we made the following five suggestions: First, the goal of cultural heritage education should be expanded to foster citizenship. Second, in cultural heritage education, it is necessary to discuss what should be included in the educational content and to organize the content systematically in connection with the student environment, local community environment, and subject content. Third, cultural heritage education should be linked with sustainable development so that cultural heritage can be passed on from the present generation to future generations. Cultural heritage has characteristics, such as universal values of humanity, that transcend national boundaries, regional identities, dialogue and understanding between civilizations, and sources of creativity, and thus serves as the foundation for sustainable development. Fourth, for the effective implementation of cultural heritage education in schools, it is necessary to develop step-by-step teacher training programs. The success or failure of cultural heritage education in schools depends on teacher training. Fifth, the degree to which cultural heritage education is integrated into the curriculum should be strengthened, allowing learners to be educated so that they can cultivate knowledge and critical thinking about cultural heritage, enjoy and protect it, and connect with a sustainable society.

• Cross-Cultural Studies
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• v.29
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• pp.479-501
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• 2012

In this paper, I analyzed the russian cultural content of the russian textbook according to curriculum changes. The aim of this study is to analyze the content of the russian textbooks on russian culture. Our education of russian language begins in high school as a second language. And russian education in high school entirely depend on the textbook. In these circumstances, Russian textbooks play a very important role in the Russian language learning. For a practical and efficient language learning, acquisition of cultural knowledge is very important. Because cultural content can be learning motivational factors. But the contents of a textbook is not satisfactory enough to teach russian culture. More efficient textbook must be developed to advance student's linguistic ability.

• Journal of Ethics
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• no.86
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• pp.321-347
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• 2012

This study is to investigate the theoretical background of the content system for an integrated approach to multi-cultural education. It has been expanding to children from general family even though started to support children from multi-cultural family. Most of multi-cultural education programs would be their purpose as building the multi-cultural citizenship even though various multi-cultural education have been introduced. These programs had limited to apply western multi cultural education into Korea school, and Their focuses were not who is person to be morally educated in the multi cultural society. Thus, this study put emphasis on the necessity of and developed the content system for an integrated approach to multi-cultural education.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.506-518
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• 2015

Recently there are growing needs and demand to enhance 'Unity of knowledge' as the concept of "Creating new value through integration and convergence" is developing rapidly in many different areas in the society. This also has significant implication to education. Especially, it requires paradigm shift in terms of required capabilities and qualifications for the students with science major. To accommodate this trend, Natural Sciences and Engineering's College has been increasing convergence education which focus on cultivating creative and cooperative learning capabilities as well as acquiring fundamental knowledge of individual majors. However, convergence education developed and implemented by Sciences college or liberal education so far has been mechanical combination of knowledge from different academic fields - not effectively integrated and interdisciplinary education. Given this situation, this research is to develop and propose a "convergence education program based on the development of scientific and cultural contents" as an education tool to enhance capabilities to apply and re-create integrated knowledge as well as acquire and learn existing knowledge. Education program developed in this research aims to achieve two different and sequential capabilities. First is to understand 'Science and Technology' and 'Cultural Archetype' which would be essential and useful to create cultural contents. Second is to develop capabilities to convert this understanding into cultural contents - a storytelling capability. This education program is differentiated in that it defines cultural contents as a medium to converge and integrate science and technology and humanities. By leveraging the concept of cultural content and storytelling, this education program would be able to overcome restrictions of existing interdisciplinary approach. Also, this program would encourage students to try in-depth research and new applications, and develop logical and creative thinking.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.106-125
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• 2021

This paper presents several reasons for the necessity of archaeological hands-on training and strategies for its implementation. First, it is necessary to produce a specialized manual for local cultural heritage education that can enhance the specialization and educational effectiveness of archaeological experience education. In addition, in order to secure professionalism in hands-on education and conduct it systematically, the ability of instructors to conduct education is important, so instructor competence reinforcement education needs to be conducted regularly. In addition, hands-on education needs a strategy of planning and content development of archaeological education programs, with consideration given to the subjects of learning, and the establishment of a cooperative network. It is time to cooperate with various experts to establish an education system necessary for cultural heritage education in the region and develop customized content for local archaeological heritage supplementary textbooks. Finally, due to Covid-19, we agonized over effective education plans for online archaeological heritage education, which requires active interaction class design and a strategy to promote interaction between professors and learners. In addition, such archaeological heritage education should be compatible with the goal of providing customized lifelong education.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.441-450
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• 1996

Various contexts are involved in the processes of science learning and instruction. In the perspective that the results of science learning and instruction usually depend on the nature of learning task content and context, content effects or context effects have been researched up to now. But, the discrimination between them was very ambiguous. For the clarity of them, it was supposed that science content would be composed of decontextualized knowledges and contexts, which were respectively dichotomized in common and special ones among disciplines of science. Science learning and instruction was discussed in view of interactions between cognitive, learning task, and social-cultural contexts. Especially, it was emphasized that task contexts, as a bridging role among contexts should be constructed considering cognitive and social cultural contexts.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.762-771
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• 2016

This study examined determinants of diversity in cultural consumption among people in their 20s. The main results are following; firstly, this study explored determinants of diversity in nine cultural consumption. The results showed that diversity of cultural consumption was determined by three factors such as current interests in cultural fields, content preferences based on broadcasting genres, and income. Although current interests in cultural fields and content preferences based on broadcasting genres were positively correlated to cultural consumption, income was negatively correlated. Next, this study examined diversity in cultural consumption in terms of two separate orientations such as highbrow and mass cultures. The results showed that diversity of highbrow culture was determined by current interests in cultural fields, content preferences based on broadcasting genres and income. Also, diversity of mass culture was determined by current interests in cultural fields, content preferences based on broadcasting genres and education period for classic music including opera and chorus.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.38 no.3
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• pp.50-63
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• 2020

This research examines the extent to which the Urban Regeneration Project has on not just physical environments and settings, but also non-physical elements such as history, culture, community, and the general economy, in addition to the analysis and categorization of its historical-cultural contents. In order to achieve this, the historical-cultural content were defined and categorized by analyzing a total of thirty-three characteristics of the Urban Regeneration Project. The analysis showed three things. First: historical-cultural business seen as a purpose of the Urban Regeneration Project comes to be subdivided into three different categories: the Arts & Cultural, the Economic Cultural, and the Historical Heritage. Second: the historical-cultural content as the leading projects were generally executed in collaboration with physical regenerations. Third: In the initial stages of the project, many businesses made crafty use of an eclectic of historical-cultural content. However, some conflicts between public officials and residents could be observed. In conclusion, the comprehensive use of historical-cultural contents in carrying out Urban Regeneration Project must have using historical-cultural content must have physical regeneration at its core, but also go above and beyond, expanding to an Human Resource-regeneration that is comprised of nonphysical regeneration as well as a governing body. Furthermore, hefty research on the development and appropriate usage of historical-cultural content is critical, as the 4th Industrial Revolution unfold before the world.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.362-373
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• 2021

This study sought to explore the enhancement of the introduction of teaching and learning methods for Problem Based Learning (PBL) and the evaluation factors to evaluate them effectively through an understanding lecture in Cultural Content Planning. It was intended to incorporate a practical zero-volume education methodology of problem-oriented learning and sufficient leading learning to reflect storytelling in the entire process of completing a cultural content with culture, cultural content, and content planning. To this end, the role of teaching methods should be faithful to ensure that teamwork and cooperation can be done organically according to the educational field, practice and situation. Students who take classes were asked to meet demand, reflect it through surveys, apply real-world problems, and acquire the entire course. Learners had to cooperate with each other until planning cultural content and completing the results through classes, and they evaluated themselves and colleagues in teamwork until the last result was completed from creative ideas. The results were shared together and the students were able to investigate the necessary PBL evaluation factors for themselves, and the prior research and survey on the method of PBL evaluation was conducted to derive the factors of understanding of cultural content planning. The derived assessment elements were able to identify priorities between the assessment elements using basic statistics, word cloud analysis, and AHP analysis. The components of the assessment derived were communication skills, basic knowledge, reasoning process, expertise, and evaluation techniques. Through this article, I was able to lead the understanding of cultural content planning to problem-oriented learning classes and encourage students to be familiar and smooth.