• Journal of the Korean Geographical Society
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• v.47 no.5
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• pp.775-790
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• 2012

This paper considers chronologically the discourse of space as one of key concepts in geography, and then argues that geography education ought to be the critical pedagogy of space. Recent social science including geography and education has more empathized the sociality and spatiality of space than the physicality of space, and argues that space is constructed socially. Thus, it has been considered that space is no longer empty container to be filled with social relationships, but is concerned with the production and reproduction of social relationships through political struggles with diverse meanings. Now, geography education has to examine the different ways which space has been conceptualized, and develop geography education as critical pedagogy of space that focuses on reading the multiple and contested nature of space.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.348-361
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• 2016

This study was done by narrative inquiry, suggested by Clandinin and Conelly (2000), in order to gain an in-depth understanding of the loneliness experienced by a scientifically gifted elementary school student. The participant of this study was sixth grade student from the Institute for Science Gifted in C University. The data were gathered via in-depth interviews and observations on the participant and her teachers. Based on these research findings, this study can make the following four conclusions with regard to the loneliness experienced by a gifted elementary school student in science. First, some characteristics of the gifted child may make her feel loneliness in the relationships she has with peers, siblings, and parents. Second, parent's repression makes the gifted child feels lonely. Third, the gifted child who feels lonely get consolation from her own subjective world and wants to get recognition from others. Fourth, the educational institute for the gifted serves as a place of education that fosters the gifted child's cognitive development and simultaneously it is where she can form positive relationships with her peers, as well as being a place of emotional comfort.

• Child Health Nursing Research
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• v.26 no.4
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• pp.393-401
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• 2020

Purpose: This pilot study aimed to describe children's social contact patterns and to analyze factors related to their social contacts. Methods: The participants were 30 children aged ≥13 months to <7 years, whose teachers at childcare centers and parents at home were asked to maintain diaries of their social contacts prospectively for 24 hours. Data were collected from November 30, 2018, to January 7, 2019. Results: The 30 participating children were in contact with 363 persons in a 24-hours period (mean, 12.1±9.1). The number of contacts showed significant relationships with day of the week (p<.001), number of family members/cohabitants (p=.015), area of residence (p=.003), and type of housing (p=.002). A multiple regression model showed significantly higher numbers of contacts on weekdays (B=10.64, p=.010). Physical versus non-physical types of contact showed significant differences in terms of duration, location, and frequency (p<.001). The duration of contacts showed significant relationships with their location and frequency (p<.001), while the frequency of contacts was significantly related to their location (p<.001). Conclusion: This is the first survey describing the characteristics of Korean preschool children's social contacts. Further large-scale social contact studies of children should be conducted.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.89-100
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• 2010

The purpose of this study was to develop a "Korean Childcare Teacher's Job Satisfaction Scale"(KCTJSS) and to evaluate its reliability and validity. KCTJSS was 72 items and 6 point Likert scale. Participants consisted of 211 childcare teachers by purposive sampling. Results were as follows: First, Exploratory factor analysis resulted in 40 items composed of 6 factors : The principal's childcare center operation system, working environments and welfare, social recognition, amount of work and time management, relationships with co-workers, relationships with parents. Second, the confirmatory factor analysis supported a 6 factor structure. Third, Criterion-related validity was confirmed by significant correlations of the present scale with Early Childhood Job Satisfaction Survey(Jorde-Bloom, 1989). Fourth, the reliability of factors using Cronbach's ${\alpha}$ appeared high, ranging from .83 to .93.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.149-158
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• 2012

Purpose: The purpose of this study was to identify the factors influencing mental health among late elementary age children. Methods: The research design was a secondary data analysis. Data were collected from 746 students in grades 5 or 6, and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and stepwise multiple regression with the SPSS/PC 18.0 program. Results: The average score of mental health was $3.42{\pm}0.55$. There were significant differences in mental health according to health status, economic status, scholastic performance, relationships with friends, relationships with the teachers, atmosphere of the home, number of siblings and the source of trouble. Stepwise multiple regression analysis showed influencing factors of stress, negative reaction under stress, self-esteem, teacher support, and friend support support and explained 41.4% of total variance in late elementary age children's mental health. Conclusion: These results may contribute to a better understanding of mental health in late elementary age children. The results of the present study indicate a need to develop nursing interventions to prevent and manage elementary school-age children's negative reaction under stress.

• Research in Mathematical Education
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• v.26 no.2
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• pp.83-104
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• 2023

Lecture theatres and computing laboratories are common types of classrooms used for teaching and learning in this study; both were equipped with a computer network through which teachers and students can access learning management system, digital library, educational software, and so on. Students were divided into groups of two or three; each group of students collaborated on the worksheets in the laboratory and naturally sat together when attending a class held in the lecture theatre. The social organization of classroom learning would promote student learning but what drives student learning; how to engage students with learning; and how to maintain their interest in learning are of research interest in the present study. The study illustrated the theoretical and empirical links, student motivation has a relation to rich collaboration with peers, communication as verbal interactions as well as teacher-student interactions. These are within socio-cultural contexts for learning to take place. The study was extended to make comparisons of the motivational orientations between student genders. It was found that female students were keener on fun or enjoyment in learning, peer communication, and teacher's intervention, whereas male students were concerned more about digital learning tools, a positive working relationship, social reciprocity, and interpersonal relationships.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.38-49
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• 2017

The purpose of this study was to find out how pre-service teachers who have gone through training have thought about teaching practice. Specifically, I analyzed the relationship between college curriculum and teaching practice, and what they had felt in teaching practice. The study included 20 third grade students in teacher's college. The results of this study were as follows: First, it was found that the content knowledge and the pedagogical knowledge of the subjects taught at the university were helpful for the teaching practice. Second, they were thought that teaching practice would be helpful just to watch the class. And pre-service teachers felt that class demonstration was a necessary part of becoming a teacher. Third, pre-service teachers said that it is necessary to have a lecture in the university that can have opportunity for class demonstration for teaching practice. And also they wanted to open a lecture to learn various teaching techniques and the newest teaching methods. Fourth, pre-service teachers said that it is important to form relationships with students in order to complete the lessons through the teaching practice. And they said that they felt that the education scene was more powerful and harder than they thought. In addition, they said that through this exercise, it became a moment to feel the importance of thorough preparation and experience. In this way, teaching practice is an essential process for pre-service teachers to become teachers and it can be seen that they have many influences. Based on these results, it is necessary to review and revise the curriculum of the training colleges in relation to the teaching practice.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.148-157
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• 2017

This study provided an overview of how action learning runs in parents' education classes by analyzing the case of parent education program for prospective early childhood teachers. The subjects of this study were 32 pre - service teachers (30 students in early childhood education, 2 double major students) who were enrolled in the department of early childhood education at P university in Daejeon. The research was conducted theoretical and practical action learning program for 12 weeks. The data collection was organized by students preparing weekly diaries, group assignments, in-depth interview materials, colleagues and self-assessment, and analysed with the qualitative case study approach. The results of the qualitative analysis are as follows: Action learning teaching method provided opportunities to encounter diverse cases through student led and group activities. Students could experience a specific problem solving method between parents-children relationships as prospective parents. Students could have a chance to solve real-life situations that are difficult to experience in theoretical classroom situations between teachers-parents relationship as prospective teachers. Although the realization of practical knowledge of real-world conflict has been challenging, it has become a chance to have confidence with the role of parents and the role of teachers in the future.

• (The) Research of the performance art and culture
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• no.41
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• pp.69-92
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• 2020

This study describes the impact of early childhood teacher's artistic competence on art education pedagogy and improved curriculum design. Furthermore, the effect of drama as a way of improving early childhood teacher's artistic competence is explained. Many researchers have mentioned that early childhood is a period of sensitivity and potential. Therefore, it will be helpful if children meet a teacher who understands them and inspires their innate artistic sense at a level of their eyes. It explained which aspect of artistic competence should be focused for the teacher training education. There are many approaches to develop early childhood teachers' artistic competence. Adopting drama is one of them. The strong points of drama to improve their artistic competence are as follows. Firstly, human's movement and voice are the main artistic channel in drama. What we are doing in daily life is found are drama world. It means if early childhood teachers experience drama activity, they will feel more comfortable and intimate with it. In addition, early childhood teachers tend to be familiar with dramatic play, so they can more easily access to drama world. Secondly, drama will be helpful to understand different feelings and to broaden and deepen understandings of others' standpoints. For early childhood teachers, drama activity will be helpful to understand how dramatic art form works and to lead children's play in diversified and sincere way. In addition, drama activity will be useful to build horizontal and democratic relationships between children and the teacher. It is one of the main emphases of 2019 revised Nori national curriculum. To sum up, drama will be a excellent method to develop artistic competence for early childhood teachers. Thus, it is expected that They have more opportunities to experience drama as an art form.

• Korean Medical Education Review
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• v.18 no.3
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• pp.174-179
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• 2016

The purpose of this study is to examine the factors that influence school life satisfaction based on personal variables, self-esteem, interpersonal relationships, and perception of the educational environment at a medical school in Korea. The data were collected from 228 medical students who agreed to participate in the study at a medical school. The Dundee Ready Medical Environment Measure (DREEM) and the self-esteem scale by Rosenberg were used. Questions measuring satisfaction of medical school life and interpersonal relationships (with professors, with senior/junior students, and with friends) were asked using a 5 point Likert scale. The data were analyzed by t-test, analysis of variance, and multiple regression analysis. The satisfaction of medical school life of male students was significantly higher than female students and increased with years of schooling. In DREEM, the students' perception of teachers decreased by school years. The relationship with senior and junior students of third year students was higher than other school years. The result of the regression analysis to determine the variables that affect satisfaction of medical school life showed that interpersonal relationships with senior and junior students, the students' social self-perception, and the students' perception of learning were significant. The results of this study will help medical schools in their plans to improve the level of satisfaction for the happiness and successful academic achievements of their students.