• Human Ecology Research
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• 제57권2호
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• pp.271-280
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• 2019

This study collects and analyzes data on educational philosophy and method for domestic and overseas alternative schools. This information is then applied to educational purpose and curriculum for a home economics curriculum that develops unique characteristics for Korean alternative education.This study collected and analyzed the characteristics of educational content and educational elements from two renowned alternative schools: Waldorf School in Germany and Summer Hill in the United Kingdom. The research results were as follows. First, it is necessary to create new word instead of using the term 'alternative education'. Second, among characteristics of Korean home economics curriculum, 'practical problem-solving ability', 'independent living ability', and 'relation forming ability' should be utilized to create a school with an independent curriculum and to establish a unique brand value. Third, time investment on instructor education should be made to cultivate competent and charming instructors as the center of a school. Lastly, school education should manage student's life at school and after graduation. The school and instructor should provide alternative education while thinking they are responsible for 50 years of a student's future life. This study helps show that alternative education is not perceived as a superficial and generalized education and that Korean alternative education can find similar characteristic to those of overseas cases.

• 한국환경교육학회지:환경교육
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• 제25권2호
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• pp.272-289
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• 2012

The purpose of this study is to compare and analyze the educational philosophy, goal, method, content, and environment of ecologically-oriented alternative elementary schools and suggest several practical methods for alternative education. Both ecologism and alternative education pursue sustainable values. The educational content of ecologically-oriented alternative elementary schools, analyzed from the view of sustainable development, focuses most on the natural resources, biodiversity, and sustainable food production, and also include human rights, peace and security, unification, cultural diversity, and health food in terms of the social sustainability and sustainable production and consumption concerning economic sustainability. This study should help environmental education become establish its possibility and position as alternative education and be recognized of its educational value. Furthermore, based on the cases of ecologically-oriented alternative elementary schools that are becoming 'garden of environmental education' as sustainable development education, it should lead to 'education communicating with environmental education at schools'.

• 한국과학교육학회지
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• 제32권8호
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• pp.1295-1317
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• 2012

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, 'alternative definitions', to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

• 한국농촌건축학회논문집
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• 제9권3호
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• pp.73-82
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• 2007

Ministry of Education and Human Resources presented on December, 2006, 'Alternative school establishment and operation regulation' of contents that can be recognized attainments in scholarship because is authorized if alternative schools fulfill fixed condition. Even though, one time, it was true that several opinions which try to limit to adaptation school of person disqualified for school, thus, various discussion and efforts that specialized school for alternative education does to grow are appearing. However, the expectation which a lot of non authorized schools will apply is not so high because specialized school for alternative education will be controlled in free curriculum and school operation that have been administered and can not be guaranteed school's sell-regulation if acquire legal authorization. Under such social and educational background I surveyed present condition, law, system, literature investigation of existing study, Japanese system and example and authorized two sample specification schools etc. through 'A Basic Study on the Optimum Facilities Criteria Modeling of Regional Specialized Schools for Alternative Education(2006. 10)'. This study was preceded the succession and I visited 17 schools that permit investigation opening of schools among 29 that is authorized until present. So I try to find out architectural planning criteria to activate specialized school for alternative education more through analyzing school's general present condition, establishment idea, operation and specialized education plan, facilities present condition and characteristic.

• 아동학회지
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• 제30권6호
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• pp.237-248
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• 2009

The reasons to attend Alternative Schools are : to compensate for the discontent over what is locally taught in state schools and to improve the students' satisfaction and social emotional development. In 2006, it was estimated that about a thousand Home Schools were set up. With the studies of Alternative Education and Home Schooling, the issues are : 1) the depth study of curriculum of Alternative Education with a wide range of subjects, 2) the institutionalization of Home Schooling, 3) educational methods for Home Schooling, 4) a research on Home Schooling's effectiveness. Their practical and political issues are : 1) to give the licence to the rest of schools and to formulate Education Law on Home Schooling, 2) to obtain government's financial support to the both sections, 3) to support a system of instructional contents and methods of Home Schooling, and 4) to select, share and popularize the best practices of Home Schooling.

• 한국수학사학회지
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• 제19권2호
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• pp.89-100
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• 2006

현재 우리나라에는 다양한 목적과 특성을 지닌 여러 가지 형태의 대안학교가 있다. 대안학교에서의 수학교육이 일반학교의 수학교육과 같아서는 대안학교의 교육적 이념에 맞는 교육을 실시할 수 없다. 본 논문에서는 학교 부적응 학생들을 대상으로 하는 대안학교에서 이루어지는 수학교육의 문제점을 교육내용 교수방법 교육환경의 세 가지 측면에서 살펴보고, 대안학교 학생들에게 적합한 수학교육의 한 방법으로 수학사를 활용한 수학교육에 대하여 알아본다.

• 한국환경교육학회지:환경교육
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• 제16권2호
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• pp.29-38
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• 2003

The main purpose of this study is to search a new perspective of environmental education through investigating of alternative education. Environmental education is introduced by needs of society for an effective way of solving environmental problems. But it also has a meaningfulness which is internal need of education for proposing and fostering ecological human corresponds with crisis of modernism. In spite of excessive rhetoric, vision of formal environmental education is very negative. Formal environmental education is restricted to optional course. So, its potential isn't fulfil. Education is both part of the problem and the solution. Education is proclaimed at high level as the key to a more sustainable society and yet it daily plays a part in reproducing an unsustainable society. If environmental education is to fulfil its potential as an agent of environmental problem solution, it becomes both part of the ideal and the practice of education. In this point, alternative education is a model of what environmental education ought to be. Environmental education and alternative education have a common ground in end of education and critical position to the modern education system.

• 한국초등과학교육학회지:초등과학교육
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• 제40권1호
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• pp.36-54
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• 2021

The purpose of this study was to investigate pre-service elementary school teachers' understanding about alternative energy and to identify their alternative conceptions. The two-tier instrument had been developed by Cheong et al. (2015) were used for this study. Twelve items from the instrument consisted of four categories: 'source of alternative energy', 'greenhouse gas emission', 'cost in electricity and construction' and 'advantages and disadvantages'. One hundred and fifteen pre-service elementary school teachers were participated in online survey during the semester. The results analyzed using SPSS 26.0. were as follows: First, the correct response rate varied depending on the content of item. Items related to characteristics and advantages & disadvantages of alternative energy showed high percentage of correct answers. Whereas, items regarding the principles of alternative energy showed relatively low percentage of correct answers. Second, there are some items showing statistically meaningful differences according to students' high school track. Nevertheless, there are no significant differences in overall. Third, we identified twelve alternative conceptions about alternative energy from students' answer distribution. Educational implications were discussed based on the results.

• 기독교교육논총
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• 제74권
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• pp.135-157
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• 2023

연구 목적 : 본 연구의 목적은 기독교대안학교가 공통적으로 지향하는 역량교육의 목적이 무엇이고 그러한 교육을 통해 길러주고자 하는 역량의 요소가 무엇인지를 합의적 의사결정 방법인 델파이 방법을 통해 제시하는 것이다. 연구 내용 및 방법 : 역량은 '무엇인가를 할 수 있는 능력'을 의미하며, 역량기반 교육은 '역량의 개념을 기반으로 한 교육의 과정'을 의미한다. 일반교육에서 역량기반 교육은 보편적으로 시행되고 있다. 그러나 기독교교육의 영역에서는 아직까지 역량기반 교육이 활발하게 이루어지지 못하고 있다. 특히 기독교대안학교에서 공통적으로 어떠한 역량을 길러주는 교육을 하고 있는지에 대하여 학문적으로 정립되지 않고 있다. 기독교교육에서 역량기반 교육과 관련된 선행연구는 대부분 기독교 대학에서 실시하고 있는 역량기반 교육과 관련되어 있다. 기독교대안학교에서의 역량과 관련된 연구는 주로 교사들의 전문성이나 기독교대안학교의 이념과 관련된 연구들이다. 즉 기독교대안학교에 다니는 학생들에게 어떠한 역량을 길러주는 교육을 하고 있는지에 대한 구체적인 연구는 거의 없다. 따라서 본 연구에서는 델파이 분석 기법을 활용하여 기독교 대안학교에서 실시하고 있는 역량중심 교육의 실체가 무엇인지 파악하고자 한다. 특히 기독교대안학교들이 공통적으로 가지고 있는 역량교육의 목표가 무엇이고 역량의 요소는 무엇인지 찾아내서 향후 기독교대안학교의 질적인 성장에 기여하고자 한다. 결론 및 제언 : 본 연구를 통해 기독교대안학교에서 추구하는 역량교육의 목표 4개와 역량요소 20개를 발견하였다. 역량교육의 목표와 요소를 유형화하면 하나님과의 관계, 자신과의 관계, 타인 및 세상과의 관계로 구분할 수 있다. 결론적으로 기독교대안학교가 특수성을 기반으로 하는 기독교교육의 보편적 목적을 추구하는 교육을 해야 하며 교육과정에 역량교육의 목표와 요소를 반영하여야 할 것을 제안하였다.

• East Asian mathematical journal
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• 제30권2호
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• pp.197-222
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• 2014

The purpose of this research is to find out if it is possible to apply the Waldorf School's mathematics education method to Korean alternative schools which are run under the national curriculum. To achieve this, the researcher conducted class on geometry for three weeks with ten 7th graders(four girls and six boys) from Apple Tree Waldorf alternative school in Busan, which has adopted Valdorf education courses. For the first two weeks, the class was about 'fundamental geometrical construction', and then it was evaluated. On the third week, the lesson was on plane figures, followed by a test with 9 plane figure questions that are based on general middle school mathematics curriculum. The result shows that most of the students understood 'fundamental geometrical construction'. When it comes to the test on 'plane figures', seven students got 8 out of 9 right, two students got 6 out of 9 right, and one of them had difficulty solving the questions. According to the results of this research, it is thought that there will be no problem for students to understand mathematical concept even if the Waldorf School's mathematics education method is applied to Korean alternative schools. Also, the Waldorf School's mathematics education method is considered to be a good teaching model for the Korean mathematics curriculum which places emphasis on 'mathematical creativity' in regard to the curriculum and contents.