• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.961-970
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• 2015

This study aims to develop the NABI program, which can be applied to science education in school, to realize 'Science Education through Nature' for today's students. The first NABI program was developed based on the viewpoints of education and teaching methods of Nature-Study, and it was revised as the second NABI program through experts' workshop. The second NABI program was applied to 24 third-grade students of an elementary school. The possibility of applying the program to school science education was explored through the analysis of students' qualitative data, along with surveys that were completed by 24 students and 79 current teachers. As a result of applying the program, students were curious about and communed with nature. The program could also realize the learner-centered education and integration of subjects, science with literature and art. The students were interested and wanted to continually participate in the NABI program. The teachers' evaluation of the program deduced that the relationship between the program presenting Nature-Study ideologies could be applied to science education in school. In conclusion, it was found that the NABI program was well reflected in the scope of the Nature-Study, and it can be applied to science education in school. The NABI program proceeds in nine steps: 'Accepting - Choosing - Selecting the common subject - Ice Breaking - Making relationship - Observing - Scaffolding - Expressing - Sharing'. The NABI program is a good way to realize the essence of science education, 'Science Education through Nature', for today's students.

• Journal of Korea Entertainment Industry Association
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• v.15 no.1
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• pp.117-129
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• 2021

Nowadays, the trend of early childhood education has focused on finding educational activities to enhance quality of learning with integrative, learner-centered experience by combining each subject and domain. Pre-service early childhood teacher's music drama activity is a sort of integrated education including literature, instrumental music, play, art and movement that are included in the culture and art for preschoolers to help them understand role and value of the art and directly influence personality and creativity and motive to arouse interest in various learning directly. It's expected to see that development of creative teaching plan for the music drama using piano ensemble could support basic research in integrated educational activity in the teacher training course and also, activate the music drama activity. Research findings and suggestion are as follows. First, the music drama activities are systematically and step-by-step implemented according to the audience according to the cooperative learning and creative plans of pre-service early childhood teachers. Second, if understanding characteristics of casts in the music drama and assigning their roles efficiently, it enhances approach of pre-service early childhood teacher music drama activity and activate it. Third, making music in music drama activities can be composed and arranged to suit the musical literacy and level of pre-service early childhood teacher. Fourth, pre-service early childhood teachers could have integrated experience and evaluation efficiently in the short term to use as reference for the teaching plan and data for the music drama.

• Journal of Industrial Convergence
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• v.20 no.5
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• pp.83-92
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• 2022

As cases of social and ethical problems caused by artificial intelligence technology have occurred, artificial intelligence ethics are drawing attention along with social interest in the risks and side effects of artificial intelligence. Artificial intelligence ethics should not just be known and felt, but should be actionable and practiced. Therefore, this study proposes an artificial intelligence ethics education model to strengthen the practical ability of artificial intelligence ethics. The artificial intelligence ethics education model derived educational goals and problem-solving processes using artificial intelligence through existing research analysis, applied teaching and learning methods to strengthen practical skills, and compared and analyzed the existing artificial intelligence education model. The artificial intelligence ethics education model proposed in this paper aims to cultivate computing thinking skills and strengthen the practical ability of artificial intelligence ethics. To this end, the problem-solving process using artificial intelligence was presented in six stages, and artificial intelligence ethical factors reflecting the characteristics of artificial intelligence were derived and applied to the problem-solving process. In addition, it was designed to unconsciously check the ethical standards of artificial intelligence through preand post-evaluation of artificial intelligence ethics and apply learner-centered education and learning methods to make learners' ethical practices a habit. The artificial intelligence ethics education model developed through this study is expected to be artificial intelligence education that leads to practice by developing computing thinking skills.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.539-547
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• 2023

In recent years, university education has emphasized a learner-centered education model with a change in educational paradigm. This study aims to explore students' diverse opinions and improve the quality of education by analyzing the open-ended responses of university lecture evaluations using topic modeling. To this end, a total of 45,001 open-ended responses based on the results of lecture evaluations from 2017 to 2022 in non-metropolitan universities were divided into majors and liberal arts, and a short-form optimized Biterm Topic Modeling (BTM) analysis was conducted. As a result of the analysis, major lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward questions and discussions", "attitude toward attendance and grading", "attitude toward practical activities and presentations", and "attitude toward communication and collaboration", while liberal arts lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward grades and evaluations", "attitude toward attendance and syllabus", "attitude toward academic knowledge and interest", and "attitude toward communication and questions". The results of this study, which analyzed various feedback from students, provide insights that can be used to compare the characteristics of majors and liberal arts courses and improve teaching and learning experiences.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.135-149
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• 2023

The purpose of this study is to develop and implement an integrated course model that centers around the subject of Home Economics Education Curriculum and Teaching Methods and its pedagogical approaches, as well as the subject of Chinese Language and Literature Curriculum and Teaching Methods and its pedagogical methods. This study aims to provide a framework to prepare pre-service teachers to effectively address a variety of educational issues in future educational settings. To achieve these objectives, the study utilizes Fogarty's connected model as a guiding framework to explore the impact of the integrated curriculum on fostering collaborative and divergent thinking among students. The findings of this research confirm that this model not only cultivates interdisciplinary competencies among course participants but also goes beyond the mere transmission of knowledge to build the capacities needed for forming an educational community, thereby increasing course satisfaction. Additionally, the study substantiates the importance of learner-centered strategies, cooperative learning, and diverse evaluation mechanisms. Such an integrated course model has the potential to revolutionize not only pre-service teacher education but also to be applicable in in-service teacher training, thus contributing to solving a broader range of educational issues.

• Journal of Christian Education in Korea
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• v.71
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• pp.121-154
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• 2022

This study is to summarize the relationship between youth in terms of developmental psychology, university education, faith, and spirituality in order to form and improve relationships, which are major developmental tasks of youth, and to suggest Christian youth education by the elements of education. Relationships are formed when you are connected to another person and community, feel interested in each other, feel a sense of bond and belonging, and maintain a stable and satisfactory relationship. This is not skill or technology, but is related to life attitude and value, and continuous learning and training are required. Various developmental tasks in youth have something in common with relationships. Relationships positively affect the lives of young people, such as satisfaction with college life in the early stages of youth, adaptation to college life, personality, and career decision. Relationships are also very important in faith because human existence and faith are defined and formed through relationships. The relationship between the community and others plays an important role in spiritual development for the meaning of life and inner growth. In the aspects of learners and educational environment, it was suggested to understand learners with desire for relationships, the generation they live in, and the educational environment in which the relationship between young people occurs. In terms of teachers, teachers have to try to change their roles such as facilitators, guides, managers, and mentors. For the educational purpose and content, it was suggested that relationships should be the ultimate purpose and the educational content for this was presented in three different types of relationships and each main contents to be dealt with. In terms of educational method, it was proposed to select a learner-centered group learning method that induces communication and active participation of learners to cause interaction by considering other elements of education according to the content of the relationship in the cognitive, emotional, and behavioral dimensions. In the aspects of educational results and evaluation, it was proposed to confirm that what was considered during the educational planning stage was effectively carried out in actual education, to evaluate various evaluation methods, various aspects, and to summarize the evaluation results for the specific application.