• The Journal of Learner-Centered Curriculum and Instruction (JLCCI)
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• v.18 no.4
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• pp.201-223
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• 2018

The need for cultural diversity education is increasing due to the increase in awareness and importance of cultural diversity education in the current education field in the era of globalization. The purpose of this study is to apply knowledge, understanding, attitude and ability to perform cultural diversity education to storytelling for teachers who are responsible for cultural diversity education in Shandong Y middle school in China by applying in - depth interview method I tried to understand their experiences and the actual situation of the school scene and tried to suggest the direction of correct cultural diversity education. As a result, we conducted a systematic study on cultural diversity in terms of academic competency, and an abstract attitude that accommodates cultural diversity in reflective instruction, and a cultural diversity in practical teaching ability. Therefore, the cultural diversity education of middle school teachers are well understood or the attitudes toward the cultural diversity education and such perception are free from diverse work areas, teaching experience, and cultural diversity education. In addition, the degree of implementation of culture diversity education was relatively lower than the level of awareness. And although many teachers provide culture diversity education on the site, they usually provide cultural diversity education in schools with learning activities presented by the curriculum guidelines. In this paper, we describe the limitations and discuss the improvement method.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.169-178
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• 2021

This study is a qualitative study to explore the experiences of nursing students' psychological nursing practice in-school. The subjects of this study were 62 students who were the 3rd grade nursing students at a University in Gangwon-do. The data were collected from August 3rd to August 20th, 2020. For data analysis, Colaizzi's qualitative analysis method was applied. Six categories were derived from data analysis: 1) Lingering affection for clinical practice in field. 2) Achievement through learning 3) Fear of nurse's role in future 4) Burden for many tasks 5) Feeling free of stress from clinical practice in field 6) Importance of cooperation with other departments. The positive aspects of in-school practice education, which from nursing students' evaluation, were immediate feedback, detailed explanations, and indirect experiences. Based on this study result, it is recommended to develop in-school nursing practice education program for gap-reducing with clinical practice. It would be consisted of various contents: simulation, online/non-face-to-face practice, face-to-face practice for indirect experience. In addition, these multi-aspect effort is needed more in psychological nursing practice education to reduce the gap with clinical practice such as therapeutic communication and hallucination interventions.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.162-174
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• 2021

The purpose of this study was to investigate the types of questions raised by pre-service elementary teachers when planning a science class utilizing smart technology and the characteristics of their lesson plans. For this purpose, lesson plans and questions written by the 96 pre-service teachers were collected. The results of this study can be summarized as follows: (1) Pre-service teachers used simulation apps, information offering apps, clicker evaluation apps, astronomical observation apps. Simulation apps and clicker evaluation apps were used the most in the introduction stage of the class, simulation apps in the development stage, and clicker evaluation apps in the finishing stage. (2) In the lesson plans, the activities that elementary school students use smart technology showed more than those used by teachers, and its characteristics were more prominent in the development stage of the class. (3) As for the content type of smart technology, experience type was the highest, followed by tool type and resource type. In comparison, there were relatively few interaction support types and learning opportunity extensions. (4) There were many cases in which pre-service teachers replaced elementary school students with virtual experiences using experience type instead of providing opportunities to experiment or experience directly. (5) Pre-service teachers asked various questions while planning science class utilizing smart technology, and a total of 25 question types appeared in 7 categories.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.579-595
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• 2022

This study is a qualitative case study of secondary science teachers who are doing educational activities in YouTube. In particular, this study attempts to interpret this case based on Foucault's concept of 'Heterotopia', which means a space that allows for private freedom or deviance by reflecting various utopias without the norms and constraints from every day or real space. Five secondary science teachers who voluntarily opened a personal channel on the YouTube platform and actively uploaded their own videos related to science education participated in the study. In order to understand the experiences of five secondary science teachers, data were individually collected through semi-structured in-depth interviews, and the collected data were analyzed using qualitative case study method. For valid interpretation of the study, we also referred to the video contents, teacher training materials, and teaching and learning materials produced by the participants. As a result of the study, seven themes were revealed: 'Desire for one's own unique educational activities,' 'Youtube as an extended classroom space,' 'Expanded network of relationships beyond the classroom barrier,' 'Satisfaction of desire for recognition and experience of identity as a YouTuber,' 'Tension between the educational space and the YouTube,' 'Space to be reborn as a craftsman,' and 'Finding one's own direction as a Teacher-YouTuber.' Given those findings, we found that the identity and desire of secondary science teachers, which were limited in the existing secondary schools and classrooms, was expanded in a new space called YouTube. In addition, we suggested that YouTube could be a space where science teachers can realize their own ideals and feel the joy. And simple regulating teacher's behavior in Youtube space only based on norms and standards shared in traditional educational space would rather hinder their healthy construction of identity and growth.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.5
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• pp.141-155
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• 2014

This study examines the effect of previous work experience on the long-lived venture firm called 'Good Quality startup'. The research explores entrepreneurs of 16 mobile application startups that were invested by the venture capital, 'K-ventures', through the resource-based view. The results show that all of entrepreneurs had previous experiences of their business domain. They accumulated human resources such as technology capabilities, knowledge of domain, know-how, networking through learning-by-doing. Entrepreneur's human resources are the key factors for opportunity recognition and realisation process; and it is also on the ground that venture capital determines investment. Venture capital provides financial resources, management support and strong network for venture firm. Technology resources, financial resources, know-how and networking are the core managerial resources to be a long-lived venture firm called 'Good Quality Startup'. This research is an exploratory case study based on previous experience and 'good quality entrepreneurship'. The empirical study hereafter is needed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.561-568
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• 2022

The purpose of this study is to explore the narrative of VR disaster and safety Education introduced by disaster film narrative. VR(Virtual Reality) is be suitable technology for disaster and safety Education due to media characteristics as 'immersion', 'presence', 'interactivity', 'pleasure'. Disaster film narrative is able to be worth VR disaster and safety education as a variety of stories and educational effect. For this study, examine a theoretical study and a visiting research of 'Busan 119 Safety & Experience Center'. This study concludes that Firstly need to introduce catharsis effect, Secondly, build 'interactive narratives' that ensure active participation of users, Thirdly, introduce an 'adventure game' narrative element, Fourthly, introduce a hero-shaped narrative in which the user becomes a one-man hero, And lastly, need education as use user's multiple access and group experience learning. Therefore, This thesis is of academic value in that it suggest a desirable new direction of narrative in VR disaster and safety education.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.395-413
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• 2019

The purpose of this study is to explore non-major students' perception and experiences in college software education. For this, we analyzed the reflection journals of 36 non-major students in D University based on the Consensual Qualitative Research(CQR). As a result, there was not general core concept to all students nor a typical core concept that appeared to more than 50% students. However, various variable core concepts could be derived. Overall, 57 variable concepts were derived from experience in SW education and 7 variable concepts for perception of SW education. Based on this result, we found many of non-major students feel difficulty from unfamiliarity to SW education. Also, many students have satisfaction in their perception to SW education about personalized learning that their professor provided in the class. Lastly, we conclude that a methodology for SW education needs to have a careful operation strategy and interactive design. Although this study has not been able to elucidate general core concepts that appear to all learners, it has significant implication in terms of providing various implicit core concepts and suggestions for effective software education for non-major students.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.79-89
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• 2023

The purpose of this study was to investigate the effects of engineering design-based ocean cleanup classes on STEAM attitudes and creative engineering problem-solving dispositions. Furthermore, during this process, we tried to determine interesting points that students encountered in engineering design-based classes. For this study, a science class with six lessons based on engineering design was developed and reviewed by a professor who majored in engineering design, along with five engineering design experts with a master's degree or higher. The subject of the class was selected as the design and implementation of scientific and engineering measures to reduce marine pollution based on the method implemented in an actual Ocean Clean-up Project. The engineering design process utilized the engineering design model presented by NGSS (2013), and was configured to experience redesign through the optimization process. To verify effectiveness, the STEAM attitude questionnaire developed by Park et al. (2019) and the creative engineering problemsolving propensity test tool developed by Kang and Nam (2016) were used. A pre and post t-test was used for statistical analysis for the effectiveness test. In addition, the contents of interesting points experienced by the learners were transcribed after receiving descriptive responses, and were analyzed and visualized through degree centrality analysis. Results confirmed that engineering design in science classes had a positive effect on both STEAM attitude and creative engineering problem-solving disposition (p< .05). In addition, as a result of unstructured data analysis, science and engineering knowledge, engineering experience, and cooperation and collaboration appeared as factors in which learners were interested in learning, confirming that engineering experience was the main factor.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.