• Journal of Christian Education in Korea
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• v.72
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• pp.367-392
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• 2022

The purpose of this study present directions and a model of Christian ecological spirituality education in the post-corona era, and to expand Christian education beyond the private to the public. There are various problems in today's modern society. The 4th Industrial Revolution and COVID-19 has changed daily life and standards over the past few years As a result, the post-corona discourse is becoming more active. In this context, this study conducted a study on what educational alternatives should be prepared in terms of Christian education for the post-corona era. Especially, one of the urgent problems that modern society needs to solve today is the problem of the ecological environment, and I tried to prepare an alternative in perspective of Christian spiritual education. To this end, the causes of today's ecological environmental problems were examined in three perspectives: global, social, and personal. It could be summarized as the problems of neoliberal globalization, anthropocentrism, and ecological ignorance, respectively. To solve this, the direction of Christian ecological spirituality education was presented as the spirituality of participatory responsibility, the spirituality of ecocentrism, and the spirituality of ecological conversion. The specific model of Christian ecological spirituality education was established by presenting educational purposes and goals, educational methods and contents, educational environment and evaluation.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.111-125
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• 2022

This study aims to investigate the effects of the ENACT project on promoting pre-service science teachers (PSTs)' views on the social responsibility of scientists and engineers. The ENACT project was designed to cultivate the social responsibility by integrating the theoretical framework of socioscientific issues (SSIs) education with problem-based inquiry approaches for the resolution of the issues. Thirty-two PSTs voluntarily participated in the project and completed the five stages over three months. Data was collected through a questionnaire to measure PSTs' view of the social responsibility of scientists and engineers (VSRoSE) and focus-group interviews. Results indicate that the PSTs presented statistically significant changes in their views of the social responsibility after the ENACT project. The mean scores of the five sub-dimensions of VSRoSE significantly increased. The interviews also supported that the PSTs had opportunities to seriously consider the social responsibility of scientists and engineers through epistemological exploration of science and technology (Cycle I), and problem-solving and action-taking (Cycle II). In particular, they agreed more on such responsibilities as consideration of societal needs and demands, pursuit of the common good, civic engagement and services using their expertise, communications with the public regarding potential risks, and participation in policy decision-making related to science and technology advances. Educational implications for SSI education and teacher education were suggested.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.240-257
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• 2001

Although many attempts have been made to use the Internet for educational purposes, not many attempts have achieved their goals. Such failure is mainly due to the lack of understanding on the way to use the Internet. The goal of this research is to investigate the potentiality of the Project-Based Learning approach using the Internet(NetPBL) and the ways to utilize the NetPBL. The NetPBL can be utilized through various activities such as keypals, mentoring, use of resources, cooperative learning, publishing, survey and data analysis, cooperative problem solving, simulation, and social action. Such diversity of the NetPBL can create a problem-based, context-based and learner-centered environment, which takes various types of the Internet use. In spite of such potentiality, little is known on how to implement the NetPBL. On this point, this research attempts to synthesize instructional strategies to implement the NetPBL at the macro and the micro level. At the macro level, instructional process is divided into four steps such as plan, preparation, implementation and closure, and some instructional suggestions are made for each step. At the micro level, detailed instructional strategies are suggested for the facilitation of self-directed learning and cooperative learning.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.35-40
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• 2019

The purpose of this study was to investigate the effects of learners' academic achievement and learner interaction through project - based learning. In the case of interaction, we focused on the field of learning, that is, the learner's communication style in various technical environments. The subjects of this study were 80 learners who took a 3-hour elective English language learning course at a university in Korea. This study is to investigate the effect of learner interaction through KakaoTalk and LMS (Learning Management System). As a result of the study, it was found that there was a significant difference between learner interaction by project - based learning and communication type and kakao talk utilization group and LMS (Learning Management System) group. 1) The results of the kakao talk utilization group were significant in both the learner interaction and the learner's academic achievement according to the project - based learning and communication type. For current digital native learners, Kakao Talk is the result of the fact that it is the optimal environment for problem solving, communication, and uploading and sharing of educational activities.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2007.05a
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• pp.57-58
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• 2007

Nowadays, the government, nongovernmental organizations, and educational institutions have come up with a variety of policies and objectives which are concerned about the importance of public design in the city. The project for integrated street environment in Sung-Nam at this time has started with the purpose to make the citizens' life safer and wealthier, and the purpose to improve the image of the nation. In the process of modernization, we must realize the overlooked problem(the thoughtless development for the environment and the threatening of the identity about the disagreed value and esthetic sense.) as our problem. We have focused on the suggestion of the road facilities suitable for urbanization which coincides with the quiet city and the global standards rather than pursuing the local growth and meaning. Based on the New Governance Design, we have presented the liberal design process which actively accepts the experts in a variety of fields. With the language of design, 'high-tech, self-restraint, and growth', we have made a homogeneous urban factor which is ideal for time and space.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.221-237
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• 2004

This research analyzed mathematical discourse of the students in an RME-based differential equations course at a university in order to investigate the social transformation of the students' conceptual model of differential equations. The analysis focused on the change in the students' use of conceptual metaphor for differential equations and pedagogical factors promoting the change. The analysis shows that discrete and quantitative conceptual model was prevalent in the beginning of the semester However, continuous and qualitative conceptual model emerged through the negotiation of mathematical meaning based on the inquiry of context problems. The participation in the project class has a positive impact on the extension of the students' conceptual model of differential equations and increases the fluency of the students' problem solving in differential equations. Moreover, this paper provides a discussion to identify the pedagogical factors Involved with the transformation of the students' conceptual model. The discussion highlights the sociocultural aspect of teaching and learning of mathematics and provides implications to improve teaching of mathematics in school.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.119-140
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• 2009

This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.158-170
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• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.