• Cross-Cultural Studies
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• v.22
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• pp.7-27
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• 2011

This article is devoted to little-studied play of M.A. Bulgakov "Adam and Eve". By the end of 1920's - the beginning of 1930's soviet society is differentiated again, its construction is rebuilded. In the new condition drama is needed as much as possible. Drama on the stage is ideal model for instruction of "Mass". Thereupon soviet society asked "New Hero", "New play", which can rebuild soviet citizen in the new construction of government. Thereby the play of M.A. Bulgakov "Adam and Eve" is created by order of soviet society. In this play typical soviet people are represented: Adam Krasovsky(engineer), Daragan(pilot-terminator), Ponchik-Nepobeda(writer), Zahar Markizov(proletarian-baker). They are different from each other by their occupation and formation, but they have same consciousness and they think identically. Bulgakov makes stand such problems: impersonality and unfreedom of human being in the government of communism. Bulgakov, using Parody, doubt the possibility of realization of utopia of Soviet government. Bulgakov show to us that Adam Krasocsky is not real Adam-first human being. In the play we can see the real Adam is the scientist-intelligent Efrosimov. Bulgakov change the place of Ponchik with the place of Markizov. The idiot and the fool is recognized not Markisov-drinker, tyrant, but Ponchik-writer. After the disaster Markisov, reading a Bible, is changing and by the end of play he started writing his own novel. Indeed if Ponchik wrote hoked-up novel, Markisov writes a real own history. Request of Leningrad Theater for Bulgakov to write about the future war comes from the spirit of the time. But Bulgakov in this play "Adam and Eve" could insist that the "Life" is a supreme value.

• Journal of Music and Human Behavior
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• v.19 no.1
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• pp.69-92
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• 2022

The purpose of this study was to present a methodology for reconstructing the curriculum to provide appropriate music education to students with special needs in inclusive classrooms. This study presents a customizing music curriculum reconstructing model for students with special needs. This model consists of six stages: analyzing students' characteristics and educational needs, analyzing the common music curriculum and basic music curriculum, establishing specified assessment criteria for achievement standards, analyzing the music textbook for the common curriculum and basic curriculum, reorganizing educational activities in music units, and conducting differentiated music instruction. This study presents an example of the customization process and focuses on a creative music activity for students with intellectual disabilities. Recommendations and guidelines for reconstructing the curriculum to best meet the educational needs of students with special needs are provided.

• Journal of Korea Society of Industrial Information Systems
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• v.27 no.4
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• pp.115-126
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• 2022

Under the COVID-19 pandemic, the importance of Official Development Assistance(ODA) in health and medical service is emphasized more. The number of cases is expected to increase in the future. Therefore, it is necessary to provide differentiated education and training for each type of occupation as a follow-up to realize the operations management and maintenance of medical equipment supported by the ODA project. In this study, for an effective follow-up and operations management of medical equipment supported by the ODA project, the differences in educational training achievement between users and maintainers were analyzed through a t-test. As a result of this study, there were significant differences between users and maintainers of medical equipment in use and manage six types of priority management target medical equipment(Q5) and an instruction manual understanding of medical equipment(Q6). However, there was no difference in the need and purpose of education and training, satisfaction with an instructor, and the need for cross-professional communication.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.99-118
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• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.103-112
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• 2016

The purpose of this study is to investigate secondary science teacher's concepts of good science teaching. To do these, I have developed a questionnaire composed of 32 good teachings on education content, instructional method, instructional environment and atmosphere and assessment categories. 136 secondary science teachers have participated in the questionnaire and were requested to show agreement. Additionally, they were requested to describe the best science teachings that they have experienced. Results are as follows: First, the best science teaching that science teachers thought is a teaching that is in full accord with students' level in education content category, a teaching with an energetic interaction in instructional method category, a teaching in a trustful atmosphere in instructional environment and atmosphere category, a teaching in which students could learn something through a teaching-related assessment in assessment category. Second, secondary science teachers thought that a self-directed learning, a differentiated instruction and a teaching with diverse materials are not important factors in good science teaching. Third, there is a difference between good teaching that secondary science teachers have conceived and good teaching that they have experienced. It shows that science teachers did not precisely understand what good science teaching is. Additionally, I discussed the need of finding a case on good science teachings and a support of an interaction-focused teaching.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.115-123
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• 2017

This study examined traditional dance programs in cultural and arts education in local children's centers. We aimed to contribute to the voluntary and active participation of children in cultural and arts education through differentiated cultural and arts educational programs. Interviews were conducted from March 2016- June, 2016 at A Regional Children's Center in Chungnam. Once a week, a 50-minute were held 16 Session as "learning traditional joyful dance". After completing the program, 25 children who participated in the program were asked about the good points and disappointments regarding the program. The interviews used open, structured questions that have been primarily used in phenomenological research. The list of questions was prepared in advance according to the research purpose. The results of the study are as follows: The evaluation of the first program was generally positive. By experiencing activities through cultural and arts education through traditional dance programs for children, children learned to be polite. It also changed positively in conversation. Children who showed negative attitudes toward traditional dance programs gradually participated in activities. Second, I examined the evaluation of lecturers who teach traditional dance. The children's response to the program was positive, with sincere and responsible lecture preparation and progress. The instructor prepared the class in advance, welcomed the children and ran the class in good faith. Instructors who taught traditional dances were proficient in dance, majored in dance and teaching children. The learning effect was high by the instruction of the good dance movement. Rich in lecture experience, he is proficient in dealing with children in class. Material was delivered according to the child's dance level.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.323-334
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• 2017

Current science education aims to guide students as future responsible citizens to make informed decisions on socioscientific issues (SSI). In the authors' previous study, it was found that conceptions of nature of technology (NOT) were explicitly represented in various contexts of SSI with differentiated levels of understanding, and cases of the informed NOT understanding included the key features of well-reasoned SSI decision-making. Therefore, enhancing NOT understanding could be one of the elements to leverage students' informed SSI decision-making. In this study, we developed a rubric to assess NOT understanding in the context of SSI and applied it to evaluate the impact of SSI instruction. Participants were 58 college students who took an SSI course for 6 weeks. Before and after the SSI course, they were asked to write decision-making essays on the Golden Rice issue (a type of genetically modified food). As a result of analyzing the pre- and post decision-making essay using the rubric, it was found that NOT understanding was improved after the SSI course; in addition, the salient patterns of NOT changes were analyzed in detail in order to gauge the influence of the SSI classes. Implications for science education were discussed.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.182-193
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• 2021

The purpose of this study was to investigate the differences in coach's leadership, exercise participation motive, and exercise satisfaction according to the demographic characteristics of participants in living sports. In order to achieve the purpose of this study, 194 members(men and women) who have participated regularly in living sports at sports centers in Seoul and Gyeonggi Province were selected as a population, and data were collected by using the scales of leadership, exercise participation motivation, and exercise satisfaction, and then the statistical analysis was performed accordingly. The results of analysis were as follows; first, there were significant differences in leadership, exercise participation motive, and exercise satisfaction according to the gender of the participants in living sports(Willks' Lambda=.864, F=.886, p<.05). Second, there were significant differences in leadership, exercise participation motive, and exercise satisfaction according to the age of the participants in living sports(Willks' Lambda=.706, F=.453, p<.01). Third, there were differences in leadership, exercise participation motive, and exercise satisfaction according to the number of exercise participation of living sports participants(Willks' Lambda=.915, F=.704, p<.01). In conclusion, if differentiated instruction is done in the field of living sports according to the demographic characteristics of participants, it will have positive effects on the practice and exercise satisfaction.

• Journal of vocational education research
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• v.30 no.4
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• pp.281-300
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• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.

• The Mathematical Education
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• v.62 no.4
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• pp.531-549
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• 2023

Despite the significance of mathematics teacher guidebooks as a support for teacher learning, there are few studies that address how elementary mathematics teacher guidebooks support teacher learning. The purpose of this study was to analyze the educative features of elementary mathematics teacher guidebooks for grades 3 and 4. For this, six units from each of ten kinds of teacher guidebooks were analyzed in terms of seven dimensions of Teacher Learning Opportunities in Korean Mathematics Curriculum Materials (TLO-KMath). The results of this study showed that mathematics content knowledge for teaching was richly provided and well organized. Teacher guidebooks provided teacher knowledge to anticipate and understand student errors and misconceptions, but were not enough. Sample dialogues between a teacher and students were offered in the teacher guidebooks, making it easier for teachers to identify the overall lesson flow and key points of classroom discourse. Formative assessment was emphasized in the teacher guidebooks, including lesson-specific student responses and their concomitant feedback examples per main activity. Supplementary activities and worksheets were provided, but it lacked rationales for differentiated instruction in mathematics. Teacher knowledge of manipulative materials and technology use in mathematics was provided only in specific units and was generally insufficient. Teacher knowledge in building a mathematical community was mainly provided in terms of mathematical competency, mathematical classroom culture, and motivation. This paper finally presented implications for improving teacher guidebooks to actively support teacher learning.