• Educational Technology International
• /
• v.20 no.1
• /
• pp.83-107
• /
• 2019

The aim of this study is to provide the values and descriptive implications of the Design Thinking (DT) method into the context of educational problems of practice in an undergraduate course. To achieve the research objective, both quantitative and qualitative studies were conducted. For the qualitative study, the student's productions and reflections on the experience of the application of the DT into educational problems were analyzed. For the quantitative research, one-group pre and post-test were designed to validate the effectiveness of the DT method into educational contexts in terms of creativity level to measure the student's Creativity Potential and Practiced Creativity, Academic Self-Efficacy Scale, and Problem-Solving Inventory. This study validated that the DT method had a statistically significant influence on those three competencies and also illustrated the detailed process from a qualitative viewpoint. The results and implications reflect the potential of the DT approach with the educational problem of practice, especially, in the ill-structured problem-solving contexts for student-centered instructional setting.

• Journal of the Korean Home Economics Association
• /
• v.38 no.12
• /
• pp.189-206
• /
• 2000

Study results showed most households spent money on private educational expenditures. Various sociodemographic and parents'cognitive variables were significantly associated with private educational expenditures; family income had the greatest influence. Seven clusters were identified on the basis of each percentage of expenditures allocated to four private educational methods out of total private educational expenditures. The resets of this study may be useful in understanding the private educational expenditures in Korea and have implications in the government policy decision-making on private education.

• Journal of the Korean Institute of Educational Facilities
• /
• v.24 no.4
• /
• pp.17-21
• /
• 2017

• Proceedings of KHEA Conference
• /
• 1997.07a
• /
• pp.54-54
• /
• 1997

• Journal of Christian Education in Korea
• /
• v.74
• /
• pp.81-106
• /
• 2023

The purpose of this study is to find the implications for the more appropriate educational ministry for the 3040 generation congregation through a critical and holistic understanding of the 3040 generation of Korean churches in the view of the discourse on understanding congregation. To this end, this study studies the biblical, theological, and educational grounds of the discourse on understanding congregation in terms of the connection between congregational theory and educational ministry, describes the characteristics of the 3040 generation congregation through human-developmental, faith-developmental, and socio-cultural approaches, and presents educational implications for the 3040 generation from a congregational point of view. Through this study, This study presents four implications of educational ministry from a congregational perspective by paying attention to the characteristics and intergenerational dynamics of Korean churches in their 30s and 40s: 1) Renewal of family-friendly educational ministry considering various types of families, 2) Reinforcement of life-long discipleship where the Gospel and life issues encounter; 3) Reinforcement of collaborative small groups based on all-line ministry; 4) Presenting the development and practice of creative and evangelical ESG ministry.

• School Mathematics
• /
• v.15 no.2
• /
• pp.221-241
• /
• 2013

This study considers the experiment of Inhelder and Piaget(1963) in various aspects, and reveals the characteristics of the 'the formation of a critical mind', 'the transformation into the research question', 'the translation into the experiment', and 'the interpretation of the result of the experiment' in Piaget's genetic epistemology. According to these analyses, this study discusses the educational implications that the results of the Piaget's experiment support the education which raises the student's awareness.

• Journal for History of Mathematics
• /
• v.30 no.1
• /
• pp.31-50
• /
• 2017

This study analyses on the history of uniform convergence, and discusses its educational implications. First, this study inspects 'overflowing of the Euclidean methodology' which was suggested by Lakatos as a cause of tardy appearance of uniform convergence, and reinterprets that cause in the perspective of 'symbolization'. Second, this study looks into the emergence of uniform convergence of Seidel and Weierstrass in this viewpoint of symbolization. As a result, of analysis, we come to know that the definition of uniform convergence had been changed into the theory of 'domain and graph' from that of 'point and function value' by the location change of the quantifier. As these results, this study puts forward an educational suggestion from an angle of epistemological obstacle, concept definition and concept image.

• The Journal of the Korea Contents Association
• /
• v.16 no.1
• /
• pp.179-189
• /
• 2016

The aim of this study was to find out the possibilities of humanistic education through text analysis of the picture books of Korean fairy tales dealing with poverty and to discuss the educational implications. For this, the two researchers drew the literal roles of poverty and property in the common narrative structure of seven subject books and discussed the humanistic educational implications. The results are as follows. Firstly, the poverty of a main character was related to good personalities rather than negative personalities such as indolent disposition and formed affirmative values. Secondly, divine existence or animal helpers offered property to the good man in a unrealistic manner so that it emphasized the meaning of reward on their good nature. Thirdly, the bad character of wicked men following the good men was focussed on and their greed for property was the evidence of their wickedness. Most of them were punished because of the wicked motive so that it apparently highlighted the lesson of the good triumphing over the evil by the binary opposition structure. Fourthly, all the fairy tales made the characters treated based on the each personality: punishment or reward. However, the reward was usually property so that the property itself was depicted as a kind of blessings. Based on those findings, some humanistic educational implications were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.10
• /
• pp.79-85
• /
• 2016

This research aimed at investigating the implications of the view of human beings of Heidegger's 'Da-Sein' on the establishment of the school educational objective. The traditional western view of human beings is a rational human one. Hume criticized such a rational human view already through his unique (naturalistic) view, which is a treatise of passion. However, Hume's emotional human view still remained a functional human view, which is essentially the same as the rational human view. Nevertheless, Heidegger intended to depart from the functional human view through his existential human view, suggesting a new concept of 'Da-Sein'. 'Da-Sein' is an alternative term that Heidegger created to replace the term, human, in order to dissolve the prejudice, 'animal rationale', inherent in this term. 'Da-Sein' has three characteristics, i.e. Existenzialit, Jemeinigkeit, and 'In-der-Welt-sein'. These three characteristics of 'Da-Sein' have the following implications for the establishment of the school educational objective First, the school educational objective should be stated in terms that have significance for the students and help them to continuously develop their self. Second, the school educational objective should be realized by the students in various ways. Third, the school educational objective should include a sense of universality that can be shared by the students. The current change of the school educational objective in some schools which is based on the students' happiness has an aspect related to the significance of 'Da-Sein'. The establishment of the school educational objective based on Heidegger's 'Da-Sein' could open the way to education that considers the true existence characteristics of human beings.

• Educational Technology International
• /
• v.14 no.1
• /
• pp.55-74
• /
• 2013

The diversity of students is getting increased in the contemporary classroom. To deal with the diversity, differentiated instruction (DI) should be considered as a way of providing alternative approaches to content, process and product according to the students' readiness, interest, and learning needs. Teachers have problems and difficulties in supporting different student's needs. In fact, teachers need proven tools including framework, guidelines or computing systems to help to practice DI in real context. According to the activity theory, tools influence on how people act and think and even their social practice, playing a crucial role in mediating the activities with people. In DI practice, there are also some studies about physical and abstract tools, but they have been not widely utilized by teachers in real schools. It means that more innovative tool to promote DI might be required. Therefore, to design a better tool to mediate the DI activities with teacher, case studies were conducted. In order to elicit the design implications, two physical and two abstract tools for DI practice were analyzed as case studies. Through the analysis of the case studies, eight design implications better to facilitate DI practice were suggested. This study has implications in suggesting design guidelines for teachers' tools to facilitate their DI practice by analyzing case studies in DI practices for an innovative tool in the educational practice.