• 재활복지
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• v.22 no.2
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• pp.1-30
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• 2018

This paper attempts to explore the place of human and disability rights from the perspective of Social Welfare within the context of the UN Disability Rights Convention of 2006. The overall discussion is focused especially upon the situations of human and disability rights in the Democratic People's Republic of Korea (North Korea) as it is being challenged to drastically address the issues of human rights in general, and disability rights in particular. The UN Disability Rights Convention challenges every ratified State party to commence legal reforms, legal harmonization, and policy and program developments to implement the Convention. Both North and South Korea are not exceptions to this. Even without drawing upon the UN's the Commission of Inquiry on Human Rights in the Democratic People's Republic of Korea, the dire situation of human rights in North Korea is well documented. However, this paper does not assume South Korea's human rights are any way superior to that of North Korea. This paper spells out areas for further action common to two Koreas and to any other nations for that matter. Apart from the general discussion on disability rights, the distinctive contribution of this paper lies in the fact that it has endeavored to draw upon any latest information and data on North Korea. It relied on various sources from UN and also from North Korea itself. One can note that North Korean disability authorities are making strenuous efforts to improve human rights of persons with disabilities in their desires to seek assistance from outside. It also shows an enormous need for international cooperation in seeking financial and material supports. This paper notes the latest political development between North and South Korea in taking "phased" steps for peace and stability as a positive sign for North and South Koreans' DPOs collaboration under the banner of International Cooperation of the article 32 of the UN Disability Rights Convention. More critically, this paper points to the further need to improve the overall data bases to ensure balanced legal reforms, policy developments and sharpen the areas of international collaboration.

• Journal of Science Education
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• v.47 no.3
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• pp.225-237
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• 2023

The purpose of this study is to explore the perceptions of elementary pre-service teachers regarding their interest in science. A survey was conducted among 187 elementary pre-service teachers enrolled at Non-Metropolitan Area A University of Education. Data collection was carried out concurrently with three elementary pre-service teachers who agreed to participate in online interviews. The survey responses provided by the elementary pre-service teachers were analyzed using a qualitative text analysis method. Interest in science was observed to decrease during middle school, followed by the upper grades of elementary school and then the lower grades. The reasons for the decline in interest in science were interpreted as stemming from negative experiences with science education within the context of individual circumstances in the school setting. Strategies to address the decline and enhance interest in science were discussed across individual, family, school, teacher, local community, and national levels, considering both short-term and long-term perspectives. These strategies encompassed various inquiry activities and experiences related to the field of science, engagement in science-related activities, student-centered instruction, teacher professional development, support for elementary students and teachers, and policy measures. The multifaceted approach and efforts aimed to open avenues for positive feedback regarding science on an individual level and foster experiences related to science were interpreted as part of an effort to counteract the decline in interest in science. Lastly, given the current situation of declining interest in science and the need to enhance students' interest, it was implicitly and explicitly discussed that pre-service teachers should focus on improving their expertise in curriculum instruction. This research, by exploring the conceptual characteristics of interest in science, perceptions of changes, and educational needs related to interest in science among elementary pre-service teachers, is expected to have academic significance as foundational research data for the current status of declining interest in science.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.301-321
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• 2024

This study aims to elucidate the historical origins of the long-term demand for the integration of "science subject classes" and "science-related events" within the context of science education for teachers. During the 1970s, science education in elementary schools faced a dual challenge marked by the tension between implementing the third curriculum, which emphasized fundamental science, and the "Pan-National Scientification Movement," which focused on technology education. The Ministry of Education was compelled to integrate the sudden demands of the Yushin regime into the ongoing third curriculum. As these demands emerged from dual policy directives, activities related to elementary science education were subsequently categorized into formal science subject classes and extracurricular science-related events. Although the movement did not directly alter the curriculum, it instigated modifications in personnel structure, activity spaces, and evaluation systems within schools. The introduction of the Pan-National Scientification Movement in elementary schools resulted in changes including the establishment of a new "science lead teacher system," the creation of a dedicated "science corner," and the implementation of a "science badge system." Although the movement was abruptly introduced, it ostensibly contributed to the advancement of the inquiry-oriented approach promoted by the third curriculum. Paradoxically, this advancement was facilitated by the integration of the consequences of the movement into schools' autonomous, extracurricular activities spearheaded by frontline education offices and schools. Although the movement represented a government-driven policy at a particular juncture in time, the manner in which science education practitioners responded to urgent governmental mandates, while preserving the integrity of the long-established third curriculum framework, involved dividing education activities into subject-specific classes and extracurricular science activities. Examining how science education practitioners in the 1970s proactively addressed these challenges offers valuable insights for the science education community in adapting to the current rapidly evolving educational landscape.