• Title/Summary/Keyword: Korean environmental curriculum

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Qualitative Inquiry on Factor for Improving Elementary and Secondary Students' Positive Experiences about Science (초등학생과 중학생의 과학긍정경험 향상 요인에 대한 질적 탐구)

  • Kang, Hunsik;Lee, Sunghee;Lee, Il;Kwak, Youngsun;Shin, Youngjoon;Lee, Soo-Young;Ha, Jihoon
    • Journal of Korean Elementary Science Education
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    • v.39 no.2
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    • pp.183-203
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    • 2020
  • The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

A study of the role of environmental influences in talent development of the Korean Math and Science Olympians. (국제과학올림피아드에 참가한 과학영재의 재능 발달에 끼친 촉진 요인과 방해요인에 관한 연구)

  • 윤여홍;김언주;문정화;김명환
    • Journal of Gifted/Talented Education
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    • v.11 no.3
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    • pp.245-270
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    • 2001
  • Math and Science Olympians participated in a study of the role of environmental influences in their talent development. The questions they got was about family and school factors contribute / or hinder to the development of their scientific talents, and the parents' child rearing styles. The questionnaires were originally developed by Campbell(1996) for cross-cultural studies. The major findings were as follows: ⑴ The professional job of the Olympians'father, the high SES, Their parents'discovering their child's talents were positive factors, ⑵ Their family support and learning environment were reported strong and positive, especially books and reading atmosphere, ⑶ The Olympians participated in the accelerated and enriched educational programs, ⑷ The quality of the class and the rigidity of the curriculum were hindering factors, ⑸ Their parents'rearing style were permissive, affective, and supportive.

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Impact of Climate Action on Participants and Why Climate Action Education is Difficult in High Schools (기후 행동이 참여자에게 미치는 영향과 고등학교에서 기후 행동 교육이 어려운 이유)

  • Ki Rak Park
    • Journal of the Korean Society of Earth Science Education
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    • v.17 no.1
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    • pp.70-85
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    • 2024
  • The purpose of this study was to find out what impact climate action has on study participants and why climate action education is difficult in high schools. For this purpose, a basic qualitative research method was selected, and the study participants were five middle school students at the time of the activity. The results of this study are as follows. Due to the climate action in middle school, the participants' career path changed specifically and their climate literacy was cultivated. And climate action education in high schools was not enough. Environmental subjects that provide climate action education were difficult to open because they were not chosen by many students, and it was unrealistic to provide climate action education during creative experiential activities due to the burden of college entrance exams. The discussion points of this study are as follows. Climate action needs to be encouraged among middle school students because it helps shape career paths and cultivate climate literacy. Additionally, because sustainability is important in climate action, there is a need to establish specialized courses in climate action education in the curriculum of elementary, middle, and high schools so that climate literacy can be maintained consistently.

A Case Study of the Official Development Assistance Medical Device Management: Consultation for a Medical Engineering Education Program in Tanzania (공적개발원조(ODA) 의료기기 관리 사례연구: 탄자니아 의용공학 교육 프로그램 컨설팅)

  • Yoon, Moon-Soo;Chae, Myung-Sin;Lee, Myung-Ken;Hong, Seung-Yeun
    • The Korean Journal of Health Service Management
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    • v.11 no.3
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    • pp.129-144
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    • 2017
  • Objectives : To review a Tanzanian medical engineering education program and determine improvement measures for the Official Development Assistance (ODA) healthcare projects. Methods : A consultation of the Tanzanian medical engineering education program funded by the National Research Foundation of Korea (NRFK) was reviewed. An on site survey, an environmental analysis, and in-depth interviews were performed. Results : Survey results highlighted a lack of medical device education and the low operating rate of medical equipment. The need to establish educational program was thus confirmed. The expansion of healthcare facilities appeared to be limited within the current medical management system. A master coursework plan for Tanzania medical engineering was developed. Conclusions : The needs of medical engineering education were recognized. A plan and curriculum were developed. The medical engineering education program should be planned and budgeted prior to the ODA healthcare program.

Understanding and Utilization of NCS on International Trade Major in University Education (무역학전공 관련 NCS의 이해와 활용에 관한 연구)

  • KIM, Jae-Seong;PARK, Se-Hun
    • THE INTERNATIONAL COMMERCE & LAW REVIEW
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    • v.69
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    • pp.721-740
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    • 2016
  • Recently Korea has stepped into a stage of sluggish development, and the unemployment of young people has become a major issue. Especially in 1998 IMF economic shock was influential in formulating government policy and social economic structure on employment. Restructuring now becomes everyday words and further restructuring is already under way. Owing to the growing economic crisis and resultant unemployment and initial appointment shall be considered conditional. Young job seekers are grappling with mastering their native language and unnecessary experiences. These unnecessary experiences are needless waste of time and money. Educational system in university may be affected by environmental changes in population of students and business crisis. Sometimes the departments made a very low rate of employment may be abolished or merged in university. The government will demand us in the work of reform by doing NCS. The government is now ask to teach, train and employ students on the basis of NCS especially in high-school, job training center, and college and university. NCS has advantages and disadvantages. NCS may reduce waste of time and money to make unnecessary experiences, provide standard course to prepare educational system. It will be a big help to adapt properly and make better employment system. The most negative element of the program is application to humanities and social sciences by the same standard with technology and engineering department in the university. Standardization of each educational course will not react quickly to rapidly changing situations in the future.

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Development and Application of Teacher's Evaluation Standard for Environment and Green Growth Project Activity (환경과 녹색성장 프로젝트 활동에 따른 교사용 평가 기준 개발과 적용)

  • Lee, Sung-Hee;Choi, Sun-Young;Kang, Ho-Kam
    • Hwankyungkyoyuk
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    • v.24 no.4
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    • pp.32-40
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    • 2011
  • The purpose of this study was to develop an evaluation standard by which teachers in charge of environment and green growth education could conduct a project activity and examine its applicability. The results were as follows; First, 26 evaluation items were developed through interviews with teachers and expert meetings. These categories were base on 'Theme', 'Planning', 'Result' and 'Presentation', and 'Evaluation' of the project. Second, a reliability test showed that internal consistency of the items was currently high(Cronbach's alpha .8709). To examine the content validity, the project activity was evaluated by 5 different teachers, and the result showed that the evaluation standard developed in this study was a very effective tool for the teachers to do project learning. Third, from the 2011 revised national curriculum, the subject 'Environment' in middle schools would be renamed as 'Environment and Green Growth'. Also, environment project activity would be introduced in the middle school. Therefore, this study had a significant importance in the fact that it provided teachers and students with a practical evaluation standard for the environment and green growth project activity.

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Exploring Experiences of the ESD Model School Teachers (지속가능 발전교육 연구학교 적용 과정에서의 참여 경험 이해)

  • Heo, Yang-Won;Moon, Yun-Seob
    • Hwankyungkyoyuk
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    • v.23 no.3
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    • pp.17-34
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    • 2010
  • The purpose of this study is to explore their experience through teachers' interviews in research schools for the Education for Sustainable Development(ESD). The first issue for ESD in school was about how to approach ESD and how to combine it with the school curriculum. Of course, ESD can be approached through both subjects and discretion, which are operated with focus on experiential study. Most teachers approached ESD through subjects, but they had a lot of difficulties in its implementation because of insufficient understanding. The advantage of ESD programs is to provide students with an opportunity for experiential activity based on localization. However, difficult parts in applying ESD to school education were matters of budget for invitation of experts or for the experience learning as well as overworking of the teachers with conceptualization of ESD. Consequently, there has been change in the perception of teachers and students through ESD in schools, which have influence on the integrated thinking from diverse perspectives. Stories of research school teachers offered through categorization of interviews will provide a lot of help in the process of applying ESD to school education in the future.

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Job Analysis of the Forest Interpreters based on the DACUM Method (DACUM 기법을 통한 숲해설가 직무 분석)

  • Ha, Si-Yeon;Kim, In-Ho
    • Hwankyungkyoyuk
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    • v.19 no.3
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    • pp.57-66
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    • 2006
  • This study is purposed to compose systematic and efficient curricula of the courses centered on the duties of forest interpreter. In the first step, the purpose of task analysis is to identify the forest interpreter's duties and tasks. 13 professional were designated as panel, and the task chart was completed via DACUM analysis. The tasks performed by forest interpreter are categorized in the development of specialty, program planning, comprehension on the engaged forest, program development, program execution and program evaluation, which are classified into 59 sub-tasks. In the second step, need analysis is focused on the evaluation of the degree of job importance, the necessity of education based on the results from the task analysis. In consequence, 23 key tasks are determined. In the third step, knowledge, skill, tool, and attitude required for key tasks were analyzed and reorganized into 23 subjects. This study has significance in 3 respects. Firstly, the tasks of forest interpreter are analyzed to define their roles. Secondly, the curricula composed according to the results of task analysis and need analysis allow the realizable and prerequisite subjects within the restricted resources. Finally, this study suggests the curriculum, which shall be the bases for the program planning and operation of a lot of educational organization and institutions.

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Recognition of Middle School Home Economics Teachers on Home Economics Education and 1ts Related Variables (가정과 교사의 가정교과교육의 일반적 성격에 관한 인식과 관련변인)

  • 이종이
    • Journal of Korean Home Economics Education Association
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    • v.9 no.2
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    • pp.31-45
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    • 1997
  • The theoretical rationale and basic materials for the improvement of the recognition on home economics teachers are suggested in this study through the close examination of the teacher’s recognition and its related variables. For this study, review of literature and questionnaire survey were performed. As the results, the following may be suggested. 1. There teachers more experienced and non-majored the home economics or those who finished professional course should be reeducated adequately for new direction of home economics education in secondary school and new curriculum. 2. The development of qualification for home economics teacher and the educational system and program for training preliminary should be try to find a solution to improve the new and positive recognition of home economics education in secondary school. 3. The institutional and environmental conditions, such as pay and welfare facilities, should be improved to satisfy home economics teacher with new view of home economics education in secondary school with their duties. 4. The systematic and concrete teaching programs for contents of improving new recognition of home economics education in secondary school, and for promoting positive self-recognition as home economics teacher, and for training the abilities of developing teaching materials and guiding practical techniques should be developed.

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Elementary School Student Teachers' Perceptions of Sustainable Development and Education for Sustainable Development (지속가능발전과 지속가능발전교육에 대한 초등 예비 교사들의 인식)

  • Ju, Hyung-Son;Lee, Sun-Kyung
    • Hwankyungkyoyuk
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    • v.24 no.1
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    • pp.102-113
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    • 2011
  • The role of teachers has been explicitly emphasized to implement the vision of sustainable development(SD). Also, it is very important to understand the way student teachers understand SD and how they interpret their own professional task in terms of SD, usually referred to as education for sustainable development(ESD). This study investigated student teachers' perceptions of SD and ESD using group interview. Key findings include, first, that they think SD as development which does not exceed the limits of natural environment, and as wise management of resources/protection of environment for future generations. They also think SD as good thing though they don't understand the contested nature of SD. Second they think ESD as education about SD, but some student teachers say they can't explain ESD. Many student teachers prefer field trip to local examples for both elementary school students and themselves. Also they will teach only what the textbook says about SD and ESD during their school placement and as teachers. So it will be the beginning of ESD in school to include SD in the curriculum for students and student teachers. It is suggested to study student teachers' perception of SD focussing on how they think the relationship between protection of environment and economic growth.

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