• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.129-140
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• 2022

Our society is undergoing rapid changes due to COVID-19, and in particular, online learning using digital technology is being tried in various forms in the educational field. A change has occurred. However, the limitations of distance learning, such as reduced learning immersion in non-face-to-face educational situations, lack of interaction between teachers and learners, and lower basic academic ability, are constantly being raised, and an appropriate educational strategy is needed to solve these problems. This study focused on the concept of 'Metaverse' based on the interaction between the virtual world and the real world, and tried to verify the effectiveness of educational activities based on it. In detail, we propose an educational framework for realizing flipped learning in the Metaverse Virtual Classroom, and a frame developed by measuring the learning immersion of a single group with a teaching/learning program developed based on this. The effectiveness of the work was verified. When the metaverse platform-based flip learning framework and education program proposed in this study were applied, it was confirmed that learners' immersion in learning was improved.

• The Mathematical Education
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• v.61 no.3
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• pp.457-476
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• 2022

Mathematics textbooks as the main resources to support mathematical teaching and learning are used importantly in Korean lessons. Although the scope of mathematics textbook research has been expanded and the research has increased, few studies have analyzed the overall trends of mathematics textbook research in Korea. This study analyzes the overall trends of textbook research on 418 papers pertinent to mathematics textbooks published in domestic mathematics education journals. The results of this study showed that the proportion of textbook analysis research was the highest, followed by textbook use and textbook development research in order. There were more textbook studies at the elementary school level than at the middle or high school levels. Regarding textbook analysis studies, the most frequent topic was to analyze how specific mathematical concepts were presented in textbooks. Regarding textbook use studies, many studies asked both teachers and students to review the appropriateness of textbooks under development or analyzed the perception and use of specific activities of textbooks based on a survey. Regarding textbook development studies, the most popular topics included the directions and examples of new development, such as storytelling-based or electronic textbooks. This paper finally presented implications for textbook research in light of the domestic mathematics education context and the international mathematics textbook research trends.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.2
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• pp.81-95
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• 2022

The core of this study is to develop an edutech utilization program to be applied to 5th grade students by utilizing school curriculum time, and the conclusions based on the results of the study are as follows. First, for the development of future educational programs using edutech, a content preference survey was conducted and significant responses were confirmed from 27 teachers and 216 students, excluding missing values. In the future education implementation, UCC (video shooting, editing, etc.) and work activities (3D pen, 3D printer, etc.) were selected based on the need for separate edtech devices. Second, in order to develop a future education program using edutech, the future education class module was set in 4 stages based on previous research. First of all, in Make a foundation, theories by subject are developed, and in Open an activity, future education experience activities using key edutech are developed. In Organize evaluation, individual self-evaluation was conducted, and based on this, customized in-depth supplementary activities were conducted in Act individually. Third, in order for future education programs using edutech to be organized in the regular curriculum, sufficient connectivity with the curriculum must be secured. The basis for systematic and stable research was prepared by analyzing the curriculum of the 5th grade subject of the study and securing hours in connection with creative experiential activities. The data developed through this process were modified and supplemented based on the content validity test. The fact that the program application and verification steps were not performed is a limitation of this study, but it is expected that this program will expand the possibility of future education practice in the school field.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.579-591
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• 2008

Recently, there have been studies about Typically- Perceived-Situations (TPSs) and about critical examples as a way to understand students' preconceptions with context. TPS is a situation arising immediately in one's mind when he or she thinks about the concept, while a critical example is an example that becomes the most helpful in learning the concept. We might explore how the context is involved in the process of students' conceptual understanding by examining TPSs and critical examples together. This study analyzed, through questionnaires and interviews, the characteristics of TPSs and those of critical examples that secondary students hold about 'force' and 'mechanical energy conversion.' Students' TPSs and critical examples showed different characteristics according to the concept. In a case of force that is related to everyday life, there were various situations as TPSs and critical examples. Unlike force, there were a few situations as TPSs and critical examples such as a falling ball in the case of mechanical energy conversion. Students tended to regard situations that are usually experienced and understood easily as TPSs or critical examples. On the basis of the results of this study, it is concluded that it would be a good strategy to teach science concepts for teachers to start with the TPS of a concept, to introduce the concept, and then to expose the attributes of the concept with critical examples.

• Journal of Christian Education in Korea
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• v.71
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• pp.277-303
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• 2022

The COVID-19 Pandemic, which began in 2020, has led to many changes in the Korean church. It created a situation in which not only the change and form of worship time, but also the definition, direction, and philosophy of ministry had to be re-established. In the early days of COVID-19 Pandemic, the Korean church recognized this as a crisis, but gradually regarded these as opportunities and tried to produce positive results. The Department of Education has also undergone many changes, especially in its summer ministry, and is expected to have undergone more dramatic changes in form, location and method than in any other church event or service. However, no accurate data on this has been collected. Accordingly, Mirae with Dreams (CEO: Pastor Kim Eun-ho), a corporation established by the Oryun Church for the next generation of ministry, conducted a survey on the summer ministry of the Korean church, which has been registered as a future member with dreams every year since 2020 when the COVID-19 fan dummy began. A similar survey was conducted in 2022 following 2021, and 260 churches responded, and the results are as follows. In 2022, the summer ministry of the Ministry of Education of the Korean Church returned to the form before the COVID-19 Pandemic. Unlike 2021, when many of them were held online, more than 81 percent said they had conducted summer camps offline, and 31 percent also conducted or attended outdoor camps. In terms of the importance of roles, when online was also the main focus, parents and teachers were equally viewed or emphasized, while in this summer's survey, 90 percent of respondents said that the role of teachers in charge or department was important. Summer events were mainly summer Bible schools and retreats, but 25% of all respondents said they conducted missionary work and evangelism at home and abroad. Compared to 2021, participation in summer camps has increased in all departments, including infant and kindergarten, elementary and middle school, and especially in infant and middle school. While preparing for the summer camp, most of the respondents said that the focus was on content and topics, and the main focus was on children's accessibility compared to 2021. As a result of synthesizing the description of the reason for the respondents who could not conduct the summer camp, about 40% said they could not conduct the summer camp due to a lack of volunteers. This is more than 30% who pointed out COVID-19 as the cause, which can be seen as an urgent problem to be solved at the Korean church and denomination level. In addition, this paper also mentioned detailed changes in each question, referring to the changes in summer camps from 2020 to 2022.

• Journal of the Korean Society of Food Science and Nutrition
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• v.46 no.1
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• pp.132-139
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• 2017

The purpose of this study was to obtain data for contribution of job characteristics (workload, autonomy, reward, community, fairness, and value) to job burnout (emotional exhaustion, and cynicism), and job engagement (vigor, dedication, and absorption) in foodservice dietitians. Our survey was administered to 393 school foodservice dietitians in the Busan area on February 11, 2014. The mean scores of nutrition teachers were significantly higher for autonomy (P<0.01), reward (P<0.05), community (P<0.01), fairness (P<0.001), and value (P<0.001) than unlimited period contract dietitians. The mean scores of high school dietitians were significantly higher for emotional exhaustion (P<0.01) and cynicism (P<0.001) than elementary school dietitians and middle school dietitians. Workload (r=-0.609, P<0.001), reward (r=-0.417, P<0.001), and fairness (r=-0.394, P<0.01) correlated significantly with emotional exhaustion. Reward (r=-0.324) and value (r=-0.423) correlated significantly (P<0.01) with cynicism. Value correlated significantly (P<0.01) with vigor (r=0.493), dedication (r=0.480), and absorption (r=0.460). Workload (${\beta}=-0.521$, P<0.001) had the highest negative influence on emotional exhaustion, whereas value (${\beta}=-0.325$, P<0.001) had the highest negative influence on cynicism. Value had the highest positive influence on vigor (${\beta}=0.392$, P<0.001), dedication (${\beta}=0.443$, P<0.001), and absorption (${\beta}=0.444$, P<0.001). Based on the results of this study, school management should plan job characteristics strategies to reduce workload and increase value for school foodservice dietitians.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.204-217
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• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.193-207
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• 2018

The purpose of this study was to analyze trends in conceptual change research in the field of Earth Science education conducted in Korea and to provide them as basic data of future concept change research. The trends of conceptual change research were analyzed in terms of keywords, year of publication, source of research, purpose of research, subject, area of research, and research method. This study was carried out on a total of 126 conceptual change papers of Earth Science education published from 1989 to July 2017. This study showed the following conclusions: First, the conceptual change research papers used more the term 'conceptual change' than 'misconceptions' and 'preconceptions'. Second, the conceptual change paper has achieved a large amount of growth in the 2000s. Third, conceptual change research tended to proceed to the subject of master's dissertation. Fourth, there were a lot of researches to find out the misconceptions and change them into the right concept, the conceptual change paper used free response test for misconceptions, and cognitive conflict instruction model and CAI (Computer Assisted Instruction) teaching strategy for misconceptions. Fifth, elementary school students were studied the most. Sixth, the study of conceptual changes in the field of Earth Science was high in the astronomical and atmospheric areas. Finally, although quantitative analysis methods were used in the early days of research, in the 2010s, qualitative analysis methods were widely used. In this paper, we proposed research on conceptual change for pre- and in-service teachers, expansion of research on conceptual changes in various fields such as geology, oceanography, atmosphere in Earth Science, investigation of causes of misconception in Earth Science and research on individual's affective factors, and so on.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.758-769
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• 2011

This study was designed to investigate the relations of motivation to related variables, and the motivation by student's variables basically through measure of motivation system about science learning. For this, 496 fourth-grade students and 425 eighth-grade students were required to accomplish a questionnaire on behavioral inhibition/activation system about science learning (SL-BIS/BAS), and self-efficacy. Based on these materials, SLBIS/BAS by student's variables and relations between the system to self-efficacy were analyzed. The result of this study shows the following:First, the sensitivity about SL-BIS in the eighth-grade was higher than in the fourth-grade. But sensitivity about SLBAS and self-efficacy in the eighth-grade was lower than in the fourth-grade Hence, the difference in sensitivity about SL-BIS/BAS agree with difference in motivation. Second, there were low negative correlation with SL-BIS and self-efficacy, and positive correlation with SL-BAS and self-efficacy. In addition, two systems account for 41% of self-efficacy, it showed that SL-BIS/BAS relates to self-efficacy. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables were identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.247-260
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• 2014

Purpose of this study is to analyze the roles and strategies of imagistic simulation observed in mental simulation about problematic situation of prediction, and thereby identify the process of generating prediction, explanation and sophistication. For this study, a framework for mental simulation process and strategy based on literary research was developed and content was validated from four experts of science education. This study was participated by 10 preliminary elementary school teachers, and a total of 20 cases were gathered for two thought experiment tasks based on the think-aloud method. The results were as follows: First, mental simulation process described based on the seven elements of 'perception,' 'interpretation,' 'statement of initial representation,' 'running imagistic simulation,' 'identifying result of simulation,' 'identifying alignment' and 'restatement structured representation.' The study confirmed that initial representation by interpreting related concepts and running imagistic simulation a number of times to develop explanation and prediction. Second, the study identified the use of strategies to enhance simulation such as 'zoom in,' 'partition,' 'dimensional enhancement,' 'dimensional reduction,' 'remove,' 'replace' and 'extreme case.' Running spatial transformation that uses strategy to enhance simulation contributed to discovering mechanism elements in problematic situations.