• Korean Journal of Child Studies
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• v.31 no.2
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• pp.277-290
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• 2010

This study reviewed elementary school teachers' opinions on the integrated curriculum in terms of the 2007 curriculum draft revision, as well as surveying their requests in regards to the 2009 curriculum draft revision. This study was conducted by means of questionnaires with 183 elementary school teachers. Most agreed that a theme-based-integrated curriculum was better than studying separate subjects, but most also argued that it takes considerable time reorganize and implement the integrated curriculum. Successful implementation also requires further teachers' training and their cooperation. The theme-based texts have already been in use from 2009 for first and second grades. Teachers prefer training courses which focus on the integration of the subjects, understanding the nature of each subject and sharing ideas and tips. Such training can assist in identifying the gaps between the curriculum plans and real classroom applications. Furthermore it can present clear guidelines to help ensure that the curriculum is organized effectively and well managed. Networks of specialized personnel or programs were also found to be very good resources both in and out of school.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.283-300
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• 2009

The purpose of this paper is to suggest a model for an English learning web-site using Korean folktales to stimulate the interest of beginners learning English, (elementary and early middle school ages) and suggest an integrated way of teaching 4 skills. The study first reviews the theoretical and historical backgrounds of storytelling using Korean folk tale, WBI (Web Based Learning), and learner-centered learning. Storytelling using Korean folk tale is an interactive way of teaching English through the use of words and actions from Korean traditional culture. The students can take pride in their own culture while learning a foreign language since they are familiar with the stories and the culture. Nowadays multicultural education is one of the big features of global education. Therefore there are benefits of studying English through Korean folktales. The websites can help students learn English ubiquitously with a learner-centered focus. For the study, we analyzed several digital English storytelling websites. The paper concludes that digital English story books need to improve their interactive ways of teaching for more effective learning. The authors created an integrated English learning website model using Korean folktales for beginners. We hope to introduce this type of learning through the website for higher level students in middle school. Further study should be conducted in order to make the websites more meaningful and useful for Korean students learning English.

• Journal of Ethics
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• no.74
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• pp.35-62
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• 2009

This study purports to explore the possibility of establishing the theory of ethics education based on the concept 'Gyeong(敬)' in Early Confucianism. There was a negative viewpoint on Confucianism directly after the modernization of Korea. However, a positive trend for Confucianism has emerged in almost all sorts of studies even though the results of the studies in Moral education are not always successful. West moral education theories and traditional ethics education theories should be integrated dialectically so that traditional ethics education may be updated. Recently a reappraisal of traditional values has been undertaken as a replacement of liberal democracy values. Faced with the modern civilization's crisis and a decline in morals in Korea, reverence needs to be dealt with in ethics education. This study is primarily concerned with the nature-transcendental relation whose concrete concept is 'Gyeong(敬)' in Confucianism. And the study attempts to put forward the theory of reverence-centered ethics education. The contents of the study consists of the substance of 'Gyeong(敬)' in Early Confucianism, and practical principles and methods of reverence-based ethics education. Some tasks of moral education are also suggested for the scientific establishment of reverence-centered ethics education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.495-501
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• 2021

This study examined the effects of pre-service teacher's cooperative organizational culture on the conflict management type. The subjects were 138 preschool teachers. The data were obtained by self-reporting and used to investigate the teacher's conflict management type and cooperative organizational culture. The collected data were analyzed using the Pearson correlation coefficient analysis and stepwise regression analysis. The major findings in this study were as follows; First, there was a relationship between the cooperative organizational culture of early childhood teachers and the overall type of conflict management. The overall cooperative organizational culture had the strongest relationship, particularly with the integrated type of conflict management. The following appeared in the order of compromise, consideration, and domination. On the other hand, there was no relationship with the avoidance type. Second, regarding the sub-factor of conflict management type that affects the cooperative organizational culture of early childhood teachers, the integrated type has the strongest influence, followed by the caring type. In the sub-factor of cooperative organizational culture, the integrated type has the strongest influence on the cooperative leadership, followed by the caring type. The integrated type had the greatest influence on teacher cooperation, peer support, and learning companion.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.569-580
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• 2022

The Minister of Education has officially announced that the Ministry of Education will promote the integration of early childhood education and care. The core of integration is the integration of kindergartens and child care centers, and it is necessary to develop the specific model, so this study was conducted. After the discussion of integration, the discussion has focused on the "Young Children School", and there were differences of opinion on specific issues. Therefore, this study was conducted to propose the specific model for the "Young Children School" after kindergartens and child care centers were integrated with the Ministry of Education. The research question is to find out what the model of the 0-5-year-old young children school model centered on the Ministry of Education. In this study, assuming that integration of early childhood education and care was realized, a plan for integrating early childhood education institutions by type of establishment was proposed. As a conclusion of this study, first, a model of a 0-5-year-old young children school centered the Ministry of Education under the government responsibility is required. Second, a detailed school model that reflects the characteristics of each type of establishment should be developed. Finally, specific measures such as the reform of the teacher training system, the after-school course operation model, and the integration plan with the office of education and local governments should be presented during the young children school system.

• Journal of Audiology & Otology
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• v.23 no.3
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• pp.135-139
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• 2019

Background and Objectives: This study was undertaken to investigate the educational status in bilateral prelingual deaf children with a cochlear implant (CI), also known as early cochlear implantees (CIs). Type of schooling and enrollment rate of tertiary education were analyzed as primary results. Subjects and Methods: Participants in this study comprised a highly homogeneous group of deaf patients who underwent cochlear implantation at a similar age. Sixty-four Korean patients were enrolled. Statistical data for disabled populations and the general population were obtained from the National Statistics Korea. Results: Among 64 patients, 46, 8, and 10 attended mainstream, integrated, and special schools, respectively. Notably, there was a significant difference in the type of school between hearing-impaired and CI groups (p=0.007). Ten of 13 patients enrolled in tertiary education. Conclusions: CI users were more likely than hearing impaired students to attend mainstream school. The enrollment rate of CI users in tertiary education was the same as that of the general population.

• Korean Journal of Audiology
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• v.23 no.3
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• pp.135-139
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• 2019

Background and Objectives: This study was undertaken to investigate the educational status in bilateral prelingual deaf children with a cochlear implant (CI), also known as early cochlear implantees (CIs). Type of schooling and enrollment rate of tertiary education were analyzed as primary results. Subjects and Methods: Participants in this study comprised a highly homogeneous group of deaf patients who underwent cochlear implantation at a similar age. Sixty-four Korean patients were enrolled. Statistical data for disabled populations and the general population were obtained from the National Statistics Korea. Results: Among 64 patients, 46, 8, and 10 attended mainstream, integrated, and special schools, respectively. Notably, there was a significant difference in the type of school between hearing-impaired and CI groups (p=0.007). Ten of 13 patients enrolled in tertiary education. Conclusions: CI users were more likely than hearing impaired students to attend mainstream school. The enrollment rate of CI users in tertiary education was the same as that of the general population.

• Korean Medical Education Review
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• v.21 no.3
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• pp.143-149
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• 2019

In 2018, The Ministry of Health and Welfare announced its first comprehensive plan for patient safety, which included the imperative to develop a patient safety curriculum for students studying to become health professionals. The aim of this study is to assess current patient safety education and points of consideration for introducing new curriculum. An online survey was used to understand the status of patient safety education in medical schools, and key informant interviews and focus group interviews were used to collect qualitative data on the experience of patient safety education. The results of the online survey from 16 out of 40 medical schools (40% response rate) and the qualitative data analysis were integrated and analyzed. Twelve schools (75%) had established courses related to patient safety. The qualitative responses suggest that patient safety education is appropriate both before and after clinical training through a variety of educational methods, and that the topics should be linked with clinical training. The challenge of securing lecture time to address patient safety was mentioned as a realistic obstacle. When patient safety education is integrated in future curriculum, it is necessary to consider it as a priority. Moreover, in the early stages of introducing patient safety education, a step-by-step, policy-based approach is required for seamless adoption and settlement.

• Journal of Digital Contents Society
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• v.18 no.5
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• pp.859-868
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• 2017

The purpose of this study is to investigate the research trend of robot education for young children and elementary students as a basic study for the development of hands-on robot program for young children. Trends by year, research contents, and effectiveness of 155 dissertations and journal papers from 2006 to May 2016 related to robot education for young children and elementary students were analyzed. The results were as follows. In the research subject, research was conducted in the order of integrated education, attitudes and awareness research, and response research for young children and programming education, design development research, and integrated education for elementary students. In the research method, observational research and development research were the most common in young children and elementary students, respectively. In the effectiveness validation, research on social and emotional interaction and research on creativity were the most common in young children and elementary students, respectively. Based on the results of this study, the analysis provided basic data for the development of programs for young children's hands-on robot activities and suggested the direction and implications of robot education in connection with SW education of young children and elementary students.

• Journal of People, Plants, and Environment
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• v.23 no.5
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• pp.495-506
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• 2020

Background and objective: This study conducted a conjoint analysis on early childhood teachers to find out their preferences in horticultural activities that are used as a means of education in early childhood education. Methods: For the conjoint analysis, five attributes of horticultural activities were selected. Attribute 1 was method of horticultural activities, divided into two levels: exclusive and integrated horticultural activities. Attribute 2 was object of horticultural activities, divided into three levels: fruit crops, vegetable crops, and floricultural crops. Attribute 3 was activity type, divided into three levels: big and small group, free choice, and outdoor play. Attribute 4 was place for horticultural activities, and divided into two levels: indoors and outdoors. Attribute 5 was time for horticultural activities, divided into two levels: 30 minutes and 30-60 minutes. The orthogonal design was used to extract 20 profiles, after which we conducted a survey on 320 early childhood teachers and analyzed the valid responses from 257 teachers. Results: The preference of early childhood teachers showed highest importance in object (29.1%), followed by activity type (23.2%), activity method (17.4%), time (16.1%), and place (14.2%) (Pearson's R = .591, p = .008). By level of each attribute, the importance was high in exclusive horticultural activities for activity method, big and small group for activity type, vegetable and floricultural crops for object, indoors for place, and 30 minutes for time. Conclusion: The horticultural program preferred by early childhood teachers is comprised of big and small group activities using vegetable and floricultural crops, carried out indoors for 30 minutes as an exclusive class.