• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.45-55
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• 2015

The Korean wave contents such as Korean TV dramas and K-pop are sweeping over foreign countries. This Korean wave has improved positive national brand image and also brought up interest across Korean culture. Due to expansion of Korean wave, some Korean education contents started to be made by using Korean wave contents. These kinds of Korean educational online contents induce interest in studying Korean by using Korean wave contents. Furthermore, people can indirectly experience Korean culture. so we need to come up with more effective application plan. However, contents which has produced currently still have insufficient part. Based on that, current state of Korean education online contents by using Korean wave contents will analyze into especially a series of 'Pit-A-Pat Korean' from Nuri-Sejong school need to be proposed a review of the limitations and improvement conclusion in this paper. The K-drama produced by effectively utilizing the planning and the Korean educational content. This will reveal to the culture and traditions of Korea, as well as a simple information transfer. So we expect to be a valuable activity that is responsible for a stem to improve the country's image as one item K-culture itself.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.355-360
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• 2023

Recently, with the development of digital, children are exposed to a lot of media media. Reading activity decreases, making it difficult to acquire information from books or organize and remember acquired information. Since education with augmented reality increases children's participation and immersion in learning, we proposed a reading activity application with augmented reality technology to increase children's reading interest and creativity. In addition, based on the five nurturing processes, we designed a play-oriented reading activity for the application. In addition to the application suggestions, we designed a play-centered lesson model so that it can be used in actual lessons. In order to analyze the conceptual thinking framework according to the lesson model design, we visited an actual daycare center and conducted a class attended by an expert. Experts who participated were asked to fill out a pre-produced questionnaire to review the suitability of the reading activity class model and operation, and the feasibility was examined. Our lesson model design was based on limited book content, and due to ethical concerns, large-scale experiments with children could not be conducted, so the results of the study are not representative of the whole. However, it is significant that the possibility of running a new reading activity class based on the Nuri course has been examined and proposed.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.126-136
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• 2022

The purpose of this study is to investigate the application experience and observation of young children's teachers' digital devices. The participants of this study were 6 young children teachers using digital devices. Individual interviews were conducted as a data collection method. It was conducted 2-3 times per research participant. Data collection was conducted from November to December 2020. The Data analysis was focused on the young children's teachers' digital device application experience and observation use. 'Easy and simple use', 'using existing familiar apps', 'providing healing to teachers', and 'improving the utilization of spare time' were derived as early childhood teachers' experience of applying digital devices. 'Easy use of observation records', 'Use together in various ways', 'Use for parent counseling', 'Use appropriate for observation of revised Nuri Curriculum' through early childhood teacher's experience of observing digital devices ' was derived. As a conclusion of this study, first, it is easy for young children's teachers to apply digital devices to the field. Second, if young children's teachers use digital devices, they can make a wide range of observations, enabling high-quality early childhood education practices.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.147-164
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• 2014

This study aims at analyzing 6 OECD countries' (Australia, New Zealand, Sweden, Norway, England, South Korea) national early childhood care and education curriculum (framework) based on the perspectives of its implementation. Its design and development always focus on how the national early childhood education and care curriculum will be applied in the early childhood settings in a correct and faithful way. As a result, teachers are considered the user or deliverer of the national curriculum rather than the one who interprets it and construct their own curriculum in accordance with their students. Five OECD countries which have achieved an integrated system between early education and care systems, take the constructive view of designing and applying the national curriculum. Accordingly, a national early childhood education and care curriculum within an integrated system should be developed in Korea, in order to accept the constructive view of curriculum development and application.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.115-136
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• 2017

The purpose of this study was to exam the effect of the intergenerational program of character education for young children. For this purpose, the intergenerational program of character education for young children were constructed and implemented based on the previous studies of intergenerational program and of character education linking with nuri-curriculum. The subjects of this study were 24 children aged 3 and 6 elderly people in their 70s. The findings of this study were as follows; First, the elderly-children intergenerational program show the positive effect in order of filial duty, public order, cooperation, consideration, respect and sharing. Second, there were the changes of behavior and attitude from the children toward the elderly.

• Microbiology and Biotechnology Letters
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• v.34 no.2
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• pp.180-184
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• 2006

Nineteen nitrogen-fixing bacteria were isolated from rice roots cultivated in the southern part of the Korean peninsula. Among them, three isolates - Stenotrophomonas sp. KNUC89, Pseudomonas sp. KNUC116, and Delftia sp. KNUC133 - showed antifungal activities against phytopathogenic fungi Rhizoctonia solani and Fusarium oxysporum. Besides they could produce auxin and siderophores.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.385-392
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• 2022

Our society, which has arrived in the 4th industrial revolution, emphasizes covergence education to cultivate creative convergence talents. Therefore, this study is to develop a convergence education program consistent with the direction of the 2019 revised Nuri course and to help teachers who want to implement convergence education. In order to achieve this purpose, in this study, voluntary questions that occurred in play using the educational robot 'Turtle' were classified as STEAM elements. After that, frequency analysis and correlation analysis were conducted. Therefore, this study is meaningful in collecting children's questions about the same robot by age, and it is valuable in establishing future convergence education directions by analyzing the correlation by STEAM elements.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.357-362
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• 2023

This study aims to investigate the perception of pre-service early childhood teachers regarding play-oriented education through metaphorical analysis, in order to comprehend its meaning that pre-service early childhood teachers perceive. A questionnaire was used, which asked the participants to express play metaphorically and provide reasons for their choices. The collected data were analyzed using a systematic metaphorical analysis approach. The results revealed that the metaphorical expressions of pre-service early childhood teachers regarding play-oriented education were categorized as instructional methods being the most prominent, followed by environment, enjoyment/happiness, autonomy, growth and development, interactive relationships, child-directedness, the essence of life, interest, creativity, potential, variability, everyday life, ambiguity of beginnings and endings, naturalness, and others. Based on these findings, it is expected that one can attain insights regarding the methods of training pre-service early childhood teachers on how to implement play-centered education in the revised Nuri curriculum.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.