• Journal of The Korean Association For Science Education
• /
• v.18 no.2
• /
• pp.149-160
• /
• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.

• Journal of Music and Human Behavior
• /
• v.18 no.2
• /
• pp.67-85
• /
• 2021

This study reviewed the research in China on music interventions for adult brain injury patients. Eighty-three studies that met the inclusion criteria were included for analysis. Our review revealed that the number of intervention studies using music with adult brain injury patients has been on the rise since 2012, and random control research design methods have been dominant. Studies focused on the physical domain and emotional domain together were most common. Researchers in fields outside of music therapy conducted 43 of the studies, and music therapists carried out 14 of the studies as intervention providers. Most of the studies carried out by experts in fields other than music therapy used listening activities involving preexisting recorded music. However, most of the studies conducted by music therapists adopted reconstructed music and played it live during their intervention. The specificity of the described content of the interventions and level and relevance of stated rationale to the target goal of the intervention suggests that high quality of intervention was conducted with a therapist/investigator who has completed adequate professional education/training, which would emphasize the importance of music therapy professionalism. This study provides the baseline data for how music intervention research has been implemented in China and presents implications for future clinical practice and research.

• Journal of Christian Education in Korea
• /
• v.62
• /
• pp.313-334
• /
• 2020

As an element of education, the educational space cannot be separated from the purpose of education. The place of education is not only the passage to deliver actual curriculum, but also the purpose itself that can be accomplished through educational content. That is because the purpose of education cannot be achieved only with instructors, students, curriculum, and methods, but requires a change in the perception of the educational space that represents the goal and the place where it all can be implemented. Nevertheless, the problem that lies with educational space is easy to be overlooked and it has been rather considered as an issue related to the finances or scale of the church. The church educational space gives birth to faith and growth, where spiritual development and experience may occur. However, the reality follows the drawbacks of conventional school classroom arrangements and structures. In addition, even if the church educational space can be arranged according to the needs of its students, it cannot deviate much from the standard uniform format. In particular, the basic environment of church educational space is similar to that of standard school system in terms of arrangement of furniture such as chairs, desks, and its physical structure. As the school system was originally designed and tailored for the purpose of delivering knowledge and standardization, the space for church education must stay away from it. Humans are born and die in a space, where encounter with God also happens. Also, communication with God causes spacial conversion to humans, changing the place of their visitation. So the church educational space must be more meticulously designed and comprehensive than that of school which pursues physical, educational, psychological, social, and artistic purposes because the church educational space pursues the liturgical elements, as well. Therefore, the Christian learning environmental arrangements must seek liturgical elements, which is the major Christian value, by placing Christian artwork or symbols for church visitors. So in this research, I want to stress the role of Christian educational space for spiritual growth and pursue intrinsic and extrinsic changes in learning environment, leading to a greater awareness of the Christian educational space.

• The Journal of the Korea Contents Association
• /
• v.21 no.5
• /
• pp.221-233
• /
• 2021

This study analyzed the contents of changes in educational policy from the perspective of policy learning, based on the awareness of the lack of academic efforts to identify such phenomena despite repeated policy failures in educational policy. To this end, it has been more than 20 years since the policy was established, but it was analyzed using the policy analysis case of the teacher incentive policy, which still had severe conflicts between the government and teacher unions. As a result of the analysis, first, there were 11 changes in the policy content from the Kim Dae-jung administration to the Moon Jae-in administration. Whenever the government was newly launched, not only the contents of the policy for teacher incentives changed, but also the policy changes continued during the same government period. Second, when analyzing what kind of policy learning took place at the stage of change in each government's policy content, most of them were 'political policy learning' or 'instrumental policy learning'. Rather than a fundamental discussion about the goal of the policy, it has only repeated policy learning that adjusts only the ratio of differential payments to defend the teacher incentive policy. In order to recover from this current situation, this study suggests that it is necessary to present an alternative policy that can change the rigid society of teachers through 'social policy learning', which examines the basic values and strategies of teacher incentive policies.

• The Journal of Korean Academy of Sensory Integration
• /
• v.17 no.3
• /
• pp.26-45
• /
• 2019

Objective : The purpose of this study is to develop educational goals, training content, and training methods for the intervention course of the Korean Academy of Sensory Integration (KASI) and to conduct competency-based intervention courses based on the competency model for sensory integration intervention. Methods : This study was conducted on work therapists who participated in the 2019 intervention course of KASI. In the first phase, educational needs were analyzed to set goals for the interventional course. In the second phase, a meeting of researchers drafted the intervention course education program and the methods of education, and the intervention course was conducted. In the third phase, the changes in educational satisfaction and performance level pre- and post-intervention course for each competency index were investigated. Results : The educational goals of "learning and applying the clinical reasoning process of sensory integration intervention" and "intervention by applying the principle of sensory integration intervention" were set after reflecting on the results of the analysis of the educational requirements. The length of the competency-based intervention course was 42 hours. The average education satisfaction level of participants in the arbitration process was 4.48±0.73, and the average education satisfaction level of the supervisor was 3.92±0.71. In both groups, the most satisfying curriculums were the data-driven decision-making process and the intervention goal-setting lecture. But the satisfaction level of was the lowest. Before and after the intervention course, there were significant changes in the performance of the two behavioral indicators of the analytic skills in the expertise competency cluster of the competency model. Conclusion : This study is meaningful in that it conducted a survey of educational needs, the development and implementation of an educational curriculum, and an education satisfaction survey through systematic courses necessary for education development.

• Knowledge Management Research
• /
• v.24 no.4
• /
• pp.219-235
• /
• 2023

The advancement of digital technology and the impact of COVID-19 have brought about changes in corporate innovation and organizational culture, thereby highlighting the significance of Smart Learning in the field of HRD (Human Resource Development). This trend has led to an increased interest in personalized Smart Learning among employees due to the growth of hybrid work and the widespread adoption of smart work practices. This study aimed to illuminate the relative importance of the factors that constitute Smart Learning from the perspective of HRD practitioners. Through a review of prior literature, Smart Learning hierarchy and factors most fitting to the current context were identified, and their relative importance was determined using the AHP method. Consequently, in the first-tier factors, importance was confirmed in the order of 'Learning Activities', 'Teaching Activities', 'Learning Content', 'Assessment and Evaluations', and 'Learning Time and Space'. At the second-tier encompassing all factors, 'Pedagogical Strategy', 'Learning Results', 'Learning Tasks', 'Learning Goal', and 'Learning Support' emerged within the top five factors. These findings are significant in that they redefine the concept of smart learning and propose an academic framework for future research. Additionally, from a practical perspective, it is anticipated that this study will contribute valuable insights for HRD practitioners, aiding them in focusing on which factors to prioritize for enhancing and advancing Smart Learning initiatives.

• The Journal of the Korea Contents Association
• /
• v.17 no.10
• /
• pp.472-482
• /
• 2017

In this study, discrete mathematical items were classified into analytical items and mathematical items were analyzed on the basis of analytic framework items of mathematics and the past items of mathematics subject contents of the period 2011-2017 school year. First, the discrete mathematics evaluation areas and evaluation contents proposed by the Korea Institute for Curriculum and Evaluation should be evenly distributed. Second, the items of measuring metacognitive knowledge as a strategic knowledge on the use of cognitive methods should be given. Third, the ratio of the number of items in discrete mathematics to the number of that was 3.8%~6.8%, and the ratio according to the item weighting was 2.2%~6.3%. Fourth, it is analyzed that all the items are suitable for the evaluation goal and the pre-service math teachers who have faithfully implemented the curriculum have maintained the appropriate level of difficulty to solve. Finally, the content items such as the method of counting the discrete mathematics curriculum, the Recurrence Relation, the generation function, and the graph are matched with the teacher certification examination and the mathematics education curriculum of each teachers college. By these reasons, we conclude that the contribution of pre-service teachers to the motivation of learning is obtained and implications.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.1
• /
• pp.705-716
• /
• 2020

This triangulation study was performed in order to analyze the team competency effect of a capstone design nursing research course, and to appraise the content of team activity experiences. Subjects were 99 nursing students who were educated in the capstone design nursing research at D university. The teamwork competency of nursing students was compared before and after class, and the team activity experiences in the capstone design nursing research class was analyzed through narrative data. Our results show significant increases after class in task performance competency (t=-2.166, p=0.033), which includes goal execution competency (t=-2,224, p=0.028). In the interpersonal competency category, leadership was significantly increased after class (t=-2.085, p=0.040). The 5 categories evaluated were 'difficulties in managing resources', 'aware of the importance of personal effort and competency', 'efforts to effectively distribute roles', 'to realize the importance of communication', and 'strengthen the competency needed for clinical practice'. Through this research, we confirm that the capstone design nursing research course is effective for improving teamwork competency, and it provides a positive team activity experience to nursing students. Taken together, our findings indicate that the capstone design nursing research course can be applied to improve the nursing research competency by strengthening teamwork competency.

• Journal of Hospice and Palliative Care
• /
• v.1 no.1
• /
• pp.56-64
• /
• 1998

Purpose : Seoul National University Hospital developed a group counseling program for the terminal cancer patients and their family members. This program consists of each of doctor, nutritionist, nurse, pharmacist, and social worker to provide them with the information and to enhance their ability to cope with terminal cancer. This research aims to introduce this new program per se, and to appreciate its validity and applicability to the terminal cancer patients and their family members by analyzing the concerns and specific questions of the participants. Methods : The methodological approach employed in this research is 1996 content analysis of the group counseling reports, and interview of the 312 participants. The analysis includes the general characteristics of the subjects, family relationship to the patients, times of attendance to the group session, source of information to the program. Results : The participants consist of 261 family members(84%) and 51 patients(16%). Majority responded to the program with a single-attendance. Diagnosis are mainly lung cancer, stomach cancer, liver cancer. The ratio of participants by family members is decreased in the order of spouse, children, daughter-in-law, brothers and sisters, and parents. The source of information to the program is largely through medical staff(69%) as compared with posters in the hospital (26%). The participants are interested primarily in the medical information. Their interests are various, such as pain control, patient care, nutrition, psychosocial problem and etc. Conclusion : This program is characterized largely as a family-supporting program which primarily offers information for terminal cancer. This program is a sort of a hospice program, which maximizes the present quality of living of the terminal cancer patients as long as life continues by encouraging them to live with terminal cancer. Thus, this group program can be employed as an active support network for the patients and their family. In order to develop comprehensive care-giving services, it is required to have 24-hour telephone service, hospice facilities, home care service, and communication between the referral hospitals and the primary care physicians, in particular. Such a development of services is the ultimate goal for improving care. But the immediate goal of the program is to make possible better education for the patients and their family to live with terminal cancer.

• Journal of Korean Elementary Science Education
• /
• v.43 no.1
• /
• pp.48-63
• /
• 2024

This study aims to develop a class procedure for the application of classrooms that value context and to conduct science classes using this procedure to examine the effects. Among various contexts related to scientific knowledge, the study develops a teaching procedure for designing classes that focus on the contexts of discovery and real life. After verifying the content validity of the context-based design and the program to which it was applied, a class was conducted, and the responses of the children were checked. The final draft of the lesson design completed after revision and supplementation is as follows: context-based design was presented in four stages, namely, presenting, exploring the context, adapting the context, and organizing (share and synthesizing; PEAS). The goal is to enable people to experience the overall flow of scientific knowledge instead of focusing on the acquisition of fragmentary knowledge by covering a wide range of topics from the social and historical contexts in which scientific knowledge was created to its use in real life. To aid in understanding the newly proposed class procedure and verifying its effectiveness, we developed a program by selecting the "My Fun Exploration," 2. Biology and Environment unit of the second semester of the fifth grade. The result indicated that the elementary science program that applied the context-centered design effectively improved the self-directed learning ability of students. In addition, the effect was especially notable in terms of intrinsic motivation. As the students experienced the contexts of discovery and real life related to scientific knowledge, they developed the desire to actively participate in science learning. As this becomes an essential condition for deriving active learning effects, a virtuous cycle in which meaningful learning can occur has been created. Based on the implications, developing programs that apply context-based design to various areas and contents will be possible.