• The Journal of Asian Finance, Economics and Business
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• v.8 no.4
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• pp.423-431
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• 2021

This paper examines the impact of university social responsibility on brand image and student satisfaction. Social responsibility impact on consumer behavior has been studied extensively. But the same impact has not been rigorously tested to the same extend in the education sector. Firstly, we analyze the perception of university social responsibility (USR) and its components, including (1) the quality of teaching programs, facilities, and academic staff; (2) supporting learning activities; and (3) human resource policies. Secondly, we investigate the relationship between university social responsibility, brand image, and student satisfaction. The study examined these relationships through a proposed economic model based on answers from a survey of 298 students at the University of Food Industry Ho Chi Minh City. From the above survey data, the author proceeds to quantify variables and, based on Cronbach's Alpha reliability coefficient, EFA factor analysis, and linear regression, to measure the impact of each social responsibility factor on business of the university and student satisfaction. The results show that university social responsibility actually affects the university's brand image and student satisfaction. Our findings suggest that universities should develop an appropriate marketing strategy to reinforce brand image and student satisfaction through the university social responsibility model.

• Journal of Korea Multimedia Society
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• v.24 no.11
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• pp.1567-1579
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• 2021

This study describes a multicultural literacy program that can nurture multicultural people who can live in a multicultural society. A total of 10 20-hour programs were conducted for 22 youths in Busan. Through this, the current perception and acceptance of multiculturalism among young people in Busan was investigated, and a curriculum suitable for multicultural awareness, multicultural acceptance, and multicultural competency enhancement was constructed. In accordance with the goal of strengthening the multicultural competency required for multicultural activists through education, learners can exchange opinions through the activity sheet, so that learners can know the difference between themselves and others. Students could learn about each other's culture and values through cultural exchange with others, and through teachers with diverse cultures, they could learn various perspectives and cultures about culture and values. Through the results of the multicultural literacy program, I would like to suggest three methods of multicultural literacy education to strengthen multicultural competence in a multicultural society. Therefore, efforts should be made to develop various multicultural education courses to strengthen the multicultural capabilities of Koreans.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.591-604
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• 2023

This study investigated the impact of elementary science classes using metaverse on the academic achievement, positive experience in science, and digital literacy of elementary school students. In addition, we examined their perceptions. The respondents were derived from two classes in the sixth grade at an elementary school in Gyeonggi-do, who were selected designated as the experimental (n=29 students) and comparative (n=29) groups, respectively. Across five lessons under the "Plant Structure and Function" unit, the experimental group conducted science classes using the metaverse, whereas the comparative group conducted general textbook-based classes. To investigate instructional effects, the study performed ANCOVA using the pre-test score as a covariate, a survey on the perception of students about science classes using metaverse, and conducted interviews with a number of subjects. The result demonstrated that science classes using metaverse exerted no significant effect on scientific academic achievement and digital literacy. However, the study observed a statistically significant effect on science learning emotion which is a sub-element of positive experiences in science. The students were positively aware of science classes using metaverse in terms of interesting and diverse activities, and free expression of inquiry results and perceived the instability of smart devices and network connections as regrettable. Finally, the study posed the implications of the use of metaverse in science classes.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.426-441
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• 2016

The purpose of this study was getting the information for successful application to the national curriculum and students' core competencies enhancement, through investigation about competencies discussed in 2015 revised national curriculum development process and analysis about perception of 150 elementary school teachers in study. The results were as follows : Communication skill is considered to be the most important. Thinking ability what has been important traditionally is the middle of the rankings. Elementary school teachers think that a competency is specific to a subject. From this point of view, Creative/Scientific Problem-Solving Ability is the most important in science. They think that the enhancing of the ability of inquiry performance is highlighted in current science class. On elementary school teachers' awareness, inquiry model is the most effective in enhancing of scientific thinking and the ability of inquiry performance. And STS instruction model is in the other. PBL learning model and experimental inquiry model is the most effective in enhancing a competency has the highest feasibility like scientific thinking or the ability of inquiry performance.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.409-420
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• 2023

This study aims to investigate the impact of science classes employing creative science drama on elementary school students' academic achievement and attitudes toward science during the final step of elementary science classes. The creative science drama used in this study is a class-closing activity wherein the teacher provides a basic script for the learning topic and then allows students to complete the rest of the story using their assignment. It devised a creative science drama class based on the research of Yoon (2016), and the contents of this study were centered on the use of magnets and the appearance of the Earth in the first semester of third grade. Students in their third year at H Elementary School in Gyeonggi-do were the subject of this study. The results showed that scientific achievement through science drama in the experimental class was improved, with a statistically significant difference. However, ANCOVA analysis revealed no statistically significant differences in attitudes toward science. Moreover, there was no statistically significant difference in scientific drama perception. Interviews with students in the experimental class applying science drama revealed that students found difficulty in writing science drama scripts and that coordinating and reaching a mutually acceptable opinion in group activities required the most discussion and cooperation. However, many of them stated that the experience of scientific drama was enjoyable and informative, and since what they learned was transformed into a scientific drama, they remembered the lessons longer.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.292-302
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• 2021

The purpose of this study was to use Google Classroom for Cooking Practice Subject. We would like to present a practice class operation method suitable for the current educational environment and conditions. If the Untact Class in the Practice Subject is conducted in the future, we want to cultivate the core competencies and practical skills of the major. In addition, Q Methodology, which can be extracted by type, was applied by analyzing subjective opinions or perception structures for the cooking major students who are currently experiencing the curriculum. The survey period was conducted from March 23 to April 30, 2020 for first-year Cooking Major students taking the Cooking Practice Subject. Type 1 (N=11): Development of cooking training kit, Type 2 (N=7): Special lectures from industry experts, Type 3 (N=7): Development of practice form self-directed learning, respectively. Based on this study, it is expected to contribute to the Q Methodology on the development of the curriculum for the operation of the cooking practice subject, the effectiveness of education, and the application of learning methods.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.561-571
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• 2019

Programming education generally includes problem analysis process, automation through algorithms and programming, and generalization process. It is a good software education method for students in improving computing thinking. However, it was found that beginners had difficulties in understanding instruction usage, writing algorithms, and implementing programming. In this study, we developed a game programming education model and curriculum for programming education of pre-service teachers. The 4E model consisted of empathy, exploration, engagement and evaluation. In addition, it is configured to learn game core elements and core command blocks by each stage. To help the pre-service teachers understand the use of various programming blocks, a three-step teaching and learning method was presented, consisting of example learning, self-game creation, and team-based projects. As a result of applying and verifying the curriculum for 15 weeks, it showed significant results in the 4E model and pre-service teachers' perception of block programming competence and the level of computational thinking on the submitted game project results was also high.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.5 no.2
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• pp.157-165
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• 2015

The purpose of this study is to analyse literacy of children from multicultural backgrounds, and identify cognitive-linguistic predictors that can affect their literacy. First, the higher-grade students showed better cognitive-linguistic variables in reading and writing performance. Second, it has been noted that the predictor variable of reading in children from multicultural backgrounds was homeostasis in visual form, which is a sub-variable of visual perception. This implies that detained characteristics play an important role in reading prerequisite. Therefore it can be said that it is more important to recognise features and clues about the details than reading familiar words. Furthermore, learning consonants and vowels should come first rather than studying letters at the first stages of learning Korean.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.400-407
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• 2017

The purpose of this research was analyzing pre-post change of concept recognition structure about happiness and activity in which medical school students feel happiness, in order to develop such curriculum accordingly. Research subjects included a total of 36 sophomores attending medical school, and a day reconstruction method and network analysis were applied. According to the research finding, while medical school students were experiencing a lot of happiness while eating/talking and doing leisure activities, the frequency of feeling happiness through learning activities was shown to be low. Words that expressed happiness before and after were similar in many parts and 'economy' showed the highest degree centrality before and 'work' showed the highest degree centrality after. Because the structure of the concept about happiness was divided from 1 group into 4 groups including one's work, positive self, health of family, value about life etc., perception of the concept about happiness was changed from the concept about superficial happiness to the concept about actual happiness. Therefore, in order for prospective doctors who will treat human health to establish the concept and value about happiness properly, education about happiness is necessary and for this, curriculum related to happiness must be developed systematically.