• International Journal of Computer Science & Network Security
• /
• 제22권1호
• /
• pp.331-339
• /
• 2022

The global process of transition from industrial to information society, as well as socio-economic changes taking place in Ukraine, require significant changes in many areas of state activity. It is especially connected with the reforms in the sphere of education. Today, national programs provide for the development of education on the basis of new progressive concepts, the introduction of the educational process of new pedagogical technologies and scientific achievements, the creation of a new system of information education, entrance of Ukaine into the transcontinental computer information system. Information technologies are qualitatively changing the key resources of development: this is no longer a space with fixed production, but primarily mobile finance and intelligence. They have a direct impact on the formation of personal growth, professional content and self-organization, emotional and psychological maturity and consciousness, and so on. One of the main factors in ensuring the stability and social education of the country's citizens is the culture of security, the formation and development of which is an urgent problem today. Comprehensive and systematic development of security culture will significantly increase the readiness of the population, the level of environmental, labor and patriotic education, reduce human losses, material damage from emergencies. Ecological education can be carried out more successfully only gradually and in accordance with the socio-psychological periods of one's development: kindergarten - school - college - university. The creation of such a system of environmental education should be enshrined as the basis of state environmental policy as a constitutional norm with the usage of information technology. Graduates of universities, who are the future of our country, after mastering the skills of basic environmental education must have a high level of environmental culture, which is, in turn, part of general human culture, and investigate environmental issues from the standpoint of their profession. It is known that with the help of environmental education the collective intelligence of society is formed, which can predict human activities and processes occurring in nature, and in some way to help with the elimination of crises. It is through environmental education that another system of human values is being formed, which places great emphasis on intangible wealth and solidarity, and great responsibility of humanity for the ecological state of the native country; provides a higher standard of living as a result of sustainable development, through the introduction of information technology in this system. To improve the quality of life, we need better knowledge, which must be implemented through information technology at the international level.

• International Journal of Computer Science & Network Security
• /
• 제22권12호
• /
• pp.63-70
• /
• 2022

The essence of the definition of "tolerance" is analyzed. Motivational, knowledge and behavioral criteria for tolerance of future teachers are highlighted. Indicators of the motivational criterion are the formation of value orientations, motivational orientation, and the development of empathy. Originality and productivity of thoughts and judgments, tact of dialogue, pedagogical ethics and tact are confirmed as indicators of the knowledge criterion. The behavioral criterion includes social activity as a life position, emotional and volitional endurance, and self-control of one's own position. The formation of tolerance is influenced by a number of factors: the social environment, the information society, existing stereotypes and ideas in society, the system of education and relationships between people, and the system of values. The main factors that contribute to the education of tolerance in future teachers are highlighted. Analyzing the structure of tolerance, it is necessary to distinguish the following functions of tolerance: - motivational (determines the composition and strength of motivation for social activity and behavior, promotes the development of life experience, because it allows the individual to accept other points of view and vision of the solution; - informational (understanding the situation, the personality of another person); - regulatory (tolerance has a close connection with the strong - willed qualities of a person: endurance, selfcontrol, self-regulation, which were formed in the process of Education); - adaptive (allows the individual to develop in the process of joint activity a positive, emotional, stable attitude to the activity itself, which the individual carries out, to the object and subject of joint relations). The implementation of pedagogical functions in the information society: educational, organizational, predictive, informational, communicative, controlling, etc. provides grounds to consider pedagogical tolerance as an integrative personal quality of a representative of any profession in the field of "person-person". The positions that should become conditions for the formation of tolerance of the future teacher in the information society are listed.

• 한국과학교육학회지
• /
• 제4권1호
• /
• pp.1-14
• /
• 1984

The student's attitude toward science is generally influenced by their teachers. Therefore, teachers' positive attitudes toward science and science teaching play an important role to change the student's attitude toward science. The purpose of this survey is to investigate the status on attitudes toward science and science teaching among the secondary school science teachers in Korea. The attitudes were surveyed by the questionnaire which was developed by Sung-Jae Pak. The instrument is designed to use Likert type scale and is composed of two kinds of scale: one is the attitudes toward science scale (the AT scale) and the other is the attitudes toward science teaching scale (the AT Kale), which contains 24 questions respectively. Each of them has 6 sub-level areas. The six areas of attitude toward science are as follow: The goals and values, process and method of science, knowledge and the view of nature, social and cultural aspects, scientist and a career in science, the preferences and willingness. The six areas of attitude toward science teaching are as follow: The goals and values, process and method of science teaching, the content and structure, social and cultural aspects, science educator and a career in science teaching, satisfaction and willingness. From 152 teachers' responses, the tendency of total as well as each area and the contrast of their backgrounds at the level of 5% significance were analyzed by SPSS computer program. Some results and conclusion of the study are as follow: 1. The overall attitude of the measured secondary school science teachers shows a positive trend tendency. Also total positive attitude toward science teaching are slightly higher than that of science, which support the fact that the teachers are not scientists but they are directly involved in teaching of science. 2. The attitudes toward science are moderately correlated to the attitudes toward science teaching (r=0.52). 3. The areas of knowledge, nature-view and tile area of social aspects of science show a very negative tendency. Also the two areas are not correlated to some other areal at the level at 5% significance. 4. Female science teachers exhibit just a little more positive attitudes than those of male teachers in science teaching. 5. The science teachers who wanted to have a profession of scholar or educator exhibit a little more positive attitudes than others in science and total attitudes (AS+AT). 6. The more the science teachers have "intellectual delights" the more their attitudes toward science and science teaching are positive. 7. At the level of 5% significance, there are differences which college they graduated from, but there are no differences in multiple comparison at 10% level. 8. The differences in their background dose not appear in such as age; teaching career; academic career; deny the superstition; their onlook for the scientist or educator when they were freshmen; major the basic science; opinions about the U.F.O. and the origin of life. 9. The responses of certain individual statement are quite different from the overall tendencies, which strongly suggest the de1ailed analysis and deeper study. For the continuing study, it is recommendable to revile the measuring tools with the theoretical study for the better validity and reliability, and investigate the status of the attitudes toward science and science teaching among the science teachers with sufficient samples.

• 한국가정과교육학회지
• /
• 제31권4호
• /
• pp.149-161
• /
• 2019

현재 우리는 지금까지 아무도 예측하지 못할 정도의 인공지능의 발달과 빠른 기술혁신에 따른 4차 산업혁명시대로의 변화시점에 있다. 본 연구는 '4차 산업혁명시대로의 변화에 따라 가정과교육은 어떤 역할을 수행해야 하는가?'의 문제의식에서 출발하였으며, 구체적으로 4차 산업혁명시대의 특징과 교육의 방향에 따른 가정과교육의 역할에 초점을 맞추어 연구를 진행하였다. 4차 산업혁명의 특징은 인공지능(AI), 클라우드 컴퓨팅(Cloud Computing), 사물인터넷(IoT), 빅 데이터(Big Data), O2O(Online to Offline) 등으로, 일상생활뿐만 아니라 사회체제와 과학기술, 그리고 직업의 구조에 급격한 변화를 가져올 것이다. 그 과정에서 비인간화되어가는 현상, 로봇과 인공지능의 발전에 따른 인간의 도덕성과 윤리적인 면에 문제를 줄 수 있기 때문에, 4차 산업혁명 시대 교육의 방향은 미래 공동체를 위해 함께하는 인성과 시민의식을 갖춘 미래 인재를 양성하는 방향으로 총체적인 변화가 모색되어져야 한다. 또한 초지능, 초연결 사회로의 변화를 가져올 4차 산업혁명이 교육에 주는 시사점은 인간이 인간으로서의 가치를 스스로 내면화하도록 교육의 역할이 강조되어져야 한다는 것이다. 인성교육은 교육과정의 통합 속에서 개념이 정립되고 보편타당한 내면화된 의식으로 자리 잡아야 하며 구체적인 실천적 전략들이 마련되어져야 한다. 결론적으로 4차 산업혁명시대 가정과교육의 역할은 다음과 같다. 첫째, 4차 산업혁명시대 가정과교육은 인간의 본성인 인성교육의 중추적 역할을 담당하여야 한다. 인성교육을 주도적으로 담당해야 한다는 것이다. 또한 4차 산업혁명시대 가정과교육은 인간의 다양한 삶의 본질적인 개선에 선도적 역할을 담당하여야 한다. 4차 산업혁명은 인간의 정신적, 육체적 활동뿐만 아니라, 인간의 정체성도 바뀌어 갈 것이다. 3차 산업혁명 이후의 사회에서는 산재해 있는 지식을 얼마나 신속하고 정확하게 습득할 수 있느냐가 중요했다면 4차 산업혁명의 지능정보화사회에서는 빠른 변화 속에서 인간의 본성을 지키기 위해 지식을 어떻게 활용할 것인지를 배우는 것이 요구된다. 이렇듯 4차 산업혁명은 우리 삶을 형성하는 시스템에 영향을 끼침으로써 가족과 조직, 공동체를 긍정적으로 이끌어갈 수 있는 방향성을 모색하게 되는데 가정과교육이 이러한 역할을 선도적으로 담당해야 한다.