• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.

• The Korean Journal of Community Living Science
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• v.18 no.4
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• pp.617-627
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• 2007

The problems of agriculture and food production in Korea are serious. These problems were brought about by the global food system. In this system, farmers and consumers are disconnected. The distance between food production on the farm to the consumer's table is too long. Farmers can not survive as their food dollar is steadily decreasing. Consumers have to eat old, unclean, and poor-quality foods because the foods do not come from nearby farms. They do not know where their food has come from or by whom their food was grown. In order to solve these problems, the transition from the global food system to a local food system is imperative. In a local food system, farmers and consumers are connected and they can help each other. This study identifies the consumers' role in the local food system. They are the purchasers of local food. They are active participants both in producing and distributing local food, and in taking part in the local food movement. Above all, they are the teachers of the younger generation consumers. While consumers in the global food system are passive, those in the local food system are active. We call the former "food illiterates" and the latter "food citizens." In order to revitalize the local food system, consumers must be food citizens, and therefore, consumer education is necessary. There are several interdependent media forms available for consumer education such as field trips, farm experiences, education for returning to the farm, and food education.

• Journal of the Korean Geographical Society
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• v.43 no.1
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• pp.154-169
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• 2008

Geography textbooks often have treated the world as a collection of independent nations. Also, many scholars have warned of ethnocentric bias in geography textbooks. Global education that emphasizes world interdependence and pursues global perspectives offers some possibilities to go beyond the status quo of current World Geography textbooks. The primary objective of this study is to analyze current US World Geography textbooks in terms of global education. A secondary objective is to explore a framework for rereading World Geography textbooks critically. This interpretive qualitative case study indicates that US World Geography textbooks maintain an imperialist and American-centered perspective. Especially, the case of Korea shows that other places and people are underrepresented through dichotomy, negative attitude and exclusion, misconception and stereotyping, and simplification in textbooks. Therefore, we need to detect conscious and unconscious fallacy and bias, to understand the world view and experiences of underrepresented people, and to deal with controversial global issues from diverse perspectives through global perspectives and post-colonial perspectives of global education.

• Educational Technology International
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• v.7 no.2
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• pp.45-68
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• 2006

Living in the Information Age, schools and teachers are expected to utilize new information technology in education to make teaching more effective. In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been strongly implementing policies to promote information education (IE) in schools since 1988. According to a survey in 2005 (Japan MEXT, 2005), 100% of high schools in Japan at present have computers and the Internet connections. However, videoconferencing systems have only been introduced only in a small number of schools. This paper is the result of a pilot research to see the effects of using a videoconferencing system in a Japanese high school. The purpose of the research was to clarify the effects of introducing videoconferencing system in a Japanese high school and of utilizing it for conferences with other schools abroad on the studies of global issues. The target students were in the 12th Grade in the year 2006. The counterpart school was an Australian high school in Sydney and the conferences were held in English. International discussions on global warming were conducted between the Japanese and Australian students. Affective competence and cognitive competence were measured using questionnaires and worksheets given to students both before and after the videoconferences. The results showed that both cognitive and affective competences rose after each videoconference. Not only the students who actively participated in the conference but also those who were in the audience showed positive effects. In the field of international cooperation on global issues, especially, the effects were large. These results suggest that in order to teach global issues in which international effort and cooperation are needed, direct contacts with foreign students are effective in increasing student cognitive and affective competences. On the other hand, as English was the main communication tool in the conferences, Japanese students faced a certain difficulty in communication. Also, teachers, especially English teachers, were required to make great efforts to assist students in preparing for the conferences. The effectiveness of an international videoconference depends largely on students' English skills and teachers' efforts.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.9
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• pp.1112-1124
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• 2011

The development of computer graphics and Internet technology has created a 3D Web-based virtual world that has transformed the global fashion industry environment. In this study, the application cases of 3D virtual fashion education were analyzed to discuss the necessity and application of a 3D apparel CAD curriculum as part of a special education for global fashion talent at Korean fashion-related colleges. Prior studies, literature, photo data and Internet data (in and out of Korea) were used for this study. The demonstration case studies were conducted for the virtual fashion education 'SLCC 2007' of Buffalo State College (U.S.), 'Ratava's Line (2004)' of SFU/FIT Collaborative Design Project (Canada and U.S.) and '2011 Graduation Fashion Show' of Ueda Fashion College (Japan). The results of the study show that the 3D apparel CAD system (as a core technology of the IT fashion industry) would allow the current mass production concept to change to a new paradigm of 'mass customization' along with new fashion business types that include global fashion companies and Web-based Internet, mobile and virtual-world shopping malls. In addition, it appears that the system should be included in the curriculum of fashion-related colleges and institutes to educate technical designers for the global fashion industry and global fashion talent with comprehensive system operation and management ability, and to promote single proprietor companies.

• Journal of Science Education
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• v.45 no.1
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• pp.11-22
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• 2021

The purpose of this study is to identify the main issues of international STEM education by synthesizing the findings in the field of global STEM education. The data in this study are the results of meta-analysis or systematic literature studies that reflect key issues of STEM education through the review of selection criteria and groups of experts. The following issues of STEM education were selected by conducting a qualitative meta-analysis of a total of 23 studies. First, STEM education is a global educational trend and has been studied in many countries such as the United States, Canada, Australia, Republic of Korea, and Turkey. Second, STEM education contributes positively to the improvement of students' cognitive, affective, psychomotor, and career domains. Third, STEM education has been studied with the use of various instructional tools and technologies. Furthermore, the growth of teachers' expertise in STEM education is one of the main factors for the implementation of successful STEM education. In addition, issues such as diversity, equity, and valid and reliable research design were discussed for the successful practice of STEM education. This study provides implications for the direction of convergence education and practical strategies in South Korea and gives suggestions for future research.

• Journal of Korean Academy of Nursing
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• v.30 no.5
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• pp.1099-1110
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• 2000

This paper aims to examine what nursing discipline has accomplishd to date and projects what could be its preferred future from global perspective. Major contextual factors that influence nursing are examined in light of their significance on the progress of nursing discipline. These include evolution of society, and trends in higher education and health care market. The perspective of world health is gained from WHO, an organization recognized for its mission for the health of people worldwide. As the future builds on the present that, in turn, builds on the past, major milestones of nursing discipline, particularly that of education system from the inception of nursing to present is highlighted. The importance of research to advance science and improve peoples health are presented along with a call for nursing research to be responsive to societal needs. The preferred future for nursing discipline is presented integrating the trends of society, higher education, and health care environment. Doctoral education that is the hallmark of nursing scholarship is further elaborated in terms of its mission, needs, and quality attainment. Data from the International Network of Doctoral Education in Nursing are presented along with information about current attempts in developing quality criteria and indicators for doctoral education in nursing worldwide. Majority of information in this paper comes from the United States, unless specified otherwise.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.122-131
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• 2010

This paper suggests teaching philosophy of technology in engineering ethics class, as a realistic solution for convergence education of engineering and humanities. First, the need for convergence between engineering and humanities are presented, which is followed by the analysis of the current convergence education in Korea, especially since the introduction of the ABEEK. Third, the proposal for teaching philosophy of technology in engineering ethics will be presented, together with the expected effect of such a trial. Finally, the actual implementation of this curricula will be introduced. In 2008 and 2009, the engineering ethics course in Handong Global University adopted this proposal. The evaluation of students will be examined, which indicates the direction that the convergence of engineering and humanities should take.

• Journal of the Korean Geographical Society
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• v.45 no.2
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• pp.293-317
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• 2010

With deepening globalization, various problems happening all over the world have not been limited to a country any more, but have had an influence over neighboring countries and international community. To deal with these problems international cooperation is getting important. Thus, over the existing individual- and state-centered thought, the alternative education is required to teach how to make a sustainable society and what to do for living together. In particular, current students are asked to be equipped with proper knowledge and attitude since they are to live as a global citizen beyond the Korean citizen in globalized era. This study analyzes the status of development education in other countries and in Korea, and it also suggests the use of terminology, approach to teaching, educational contents, and last but not least how to link the regular school curriculum in elementary, middle, high school.