• Korean Journal of Community Nutrition
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• v.24 no.2
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• pp.106-116
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• 2019

Objectives: This study examined the status of children's favorite foods intake and the relationship with the policy environment based on the Special Act on Safety Control of Children's Dietary Life for suggesting a supportive policy strategy. Methods: The subjects were 4th grade students (n=1,638) in elementary school from 45 schools collected from seven areas (Seoul, Daegu, Daejeon, Gyeonggi, Chungnam, Jeonbuk, and Gyeongnam). The children participated in a self-administered questionnaire survey in class under the supervision of the teacher. The questionnaire consisted of items, such as social demographic characteristics, frequency of intake of the children's favorite foods, and policy cognition. A t-test and ANOVA were applied to explore the relationship between the frequency of children's favorite foods intake and policy cognition. The survey was implemented from August 2016 to September 2016. Results: For the boys, the frequency of 'high-calorie low nutrient foods intake' (HCLN) was significantly higher than that of the girls (p<0.01). For the children who received information on their favorite foods from the internet, the frequency of HCLN was higher than the other sources (p<0.01). The time of TV viewing and computer usage, and smartphone usage was associated with a higher frequency of HCLN, and a lower healthy favorite food intake (all p<0.001). The intake frequency of healthy favorite foods indicated a positive correlation with the policy cognition, including policy perception, usefulness, necessity and buying intention, and educational experience. Conclusions: This study showed a correlation with the frequency of children's favorite foods intake and policy. In particular, the frequency of children's healthy favorite foods intake indicated a meaningful relationship with the policy than the frequency of HCLN. This study also found that the consumption of children's healthy favorite foods was positively correlated with the educational experience. To develop a supportive policy for a good dietary environment for children, there is a need to focus on how to collaborate with multiple levels of influences, such as the national level, school level, and family.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.68-85
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• 2019

The purpose of this study was to understand science teaching experiences of elementary school teachers who taught the system thinking-based science inquiry class. The phenomenological methods were applied to analyze four elementary teachers' meaningful experiences. The four step methods of phenomenological experience research proposed by Giorgi (1985) and interview questions developed by Seidman (1998) and Schuman (1982) were used in order to collect qualitative data. The major findings of this study were as follows: First, teachers intentionally tried to ask divergent thinking questions which promoted the system thinking in classes. The teachers used divergent thinking questions to promote their students' thinking activities and to induce students' system thinking. In addition, the receptive mood created by teachers and interactive environments had a positive effect on promoting system thinking skills. Second, teachers remarked lack of teaching and learning materials and difficulties in selecting themes of their classes in order to teach the system thinking-based science inquiry class effectively. In addition, it was very difficult for teachers to evaluate the contents and processes of students' learning correctly because there were little evaluative tools and methods readily available. The findings indicated that there were some limitations in maximizing the effects of system thinking-based science inquiry instruction due to elementary students' inappropriate process skills of inquiry activities. Findings of this study revealed significant insights about elementary school teachers' experiences regarding the system thinking-based science class.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.82-90
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• 2019

The purpose of this study was to examine early childhood teachers' importance and performance of technology leadership. A survey was conducted on 205 early childhood teachers. Borich's needs model was used to calculate their needs. In the area of director leadership and vision, the early childhood teachers felt the most need for opportunities to participate in conferences or training programs related to the educational utilization of technology. In the area of teaching-learning methods, they called the most for better ways to take advantage of technology considering the characteristics of the activity areas and activity types. In the area of teaching professionalism, the items they asked for the most were building confidence over the educational utilization of technology and case studies of superior teaching and learning. In the area of institutional support, they felt the most need for assistant human resources who could assist in solving possible problems using technology. In the area of evaluation, they called the most for the development of a variety of evaluation tools and methods. Finally, the item they called for the most in the area of social, ethical, and legal support from the institutions to which they belonged was the preparation of guidelines on how to be in good health in times of using technology.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.419-443
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• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.

• Journal of the Society of Disaster Information
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• v.17 no.2
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• pp.351-364
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• 2021

Purpose: Fire load analysis was conducted to secure basic data for evaluating fire risk of educational facilities. In order to calculate the fire load through a preliminary survey, basic data related to the fire load of school facilities were collected. Method: The basic data were the definition and types of fire loads, combustion heat data for the calculation of fire loads. The fire load was evaluated by multiplying the combustion heat by the weight of the combustibles in the compartment when calculating the fire load. Result: As for the fixed combustible materials of A-elementary school, the floor was mainly made of wood, in consideration of emotion and safety in the classroom, music room, and school office, and the rest of the compartments were made of stone. The ceiling and walls were made of gypsum board and concrete, so they were not combustible. The typical inflammable items in each room were desks, chairs, and lockers in the classroom, and the laboratory equipment box and experimental tool box were the main components in the science room, and books, bookshelves, and reading equipment occupied a large proportion in the library room. Conclusion: 'The fire loads of A-elementary' schools according to the combustibles loaded were in the order of library, computer room, English learning room, teacher's office, general classroom, science hall, and music room.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.57-81
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• 2017

The purpose of this study is to summarise the educational meanings of Official Foreign Language Schools(hereafter, OFLS) in Korea, 1895-1906. Especially, I try to find out the foreign language policy of the Joseon Dynasty and the comparative superiority between six foreign language schools - Japanese School, English School, French School, Russian School, Chinese School, and German School - through the traits of teachers and the change of students numbers at the Regulation Period. As a part of Kabo Reforms, the government had abolished the of Civil Service Examination System and status system, and foreign languages worked as a cultural capital to acquire modern civilization and to escalate one's social status. The results were as follows: Firstly, the OFLS have to be regarded as one of the highest educational institute during the Regulation Period. The eligibility of the OFLS was over 15 years old, but most of the incoming students were over 20 years old. Secondly, many of the OFLS's teachers were specialists of military, diplomat and mechanics. Especially, Martel, the teacher of French school played an important role for the neutral diplomacy policy of the Great Korean(Dae-Han) Empire during the Regulation Period. Thirdly, the recruit of new members of the OFLS was affected by the political and social circumstances at that time. Fourthly, the statistics of incoming students during the Regulation Period was concentrated on Chinese school, French school, and English school in due order. Thus, it differed from the commonly accepted ideas of students' statistics which was concentrated on English School and Japanese School. Fifthly, the OFLS were not only for the training of official interpreters(譯官通事), but also the cultivation of civil servants who could become statesman.

• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.745-766
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• 2017

Students' creative ability has become the one of important educational goals recently. Beliefs that students can grow intellectually is a key principle in creativity education. In recently, researchers have focused on learners' failure as a way for promoting creativity in schools. They start look into the ways in which learning failures are connected to creativity. Recent studies such as Kapur(2008) demonstrated that learners' failure experiences enable students to create novel solutions to solve problems to go beyond memorizing facts or knowledge. This paper discussed strategies that students or teachers can utilize learning failures to produce positive educational outcomes and also suggested some caveats when learning failures are introduced to a classroom. Specifically, learners should avoid any pre-existing frames of thoughts to create new alternatives to solve problems. Second, teachers or students should be allowed to explore content areas freely without having any risks of academic punishment. In addition, this paper also discussed possible negative results of early experiencing learning failures regards to negative emotion. Especially, experiencing continuous failures can bring students to learned helplessness. This paper discussed how to avoid this negative consequences. Related with negative emotional effects of failures, teacher or students should be careful in the earlier stage of learning processes to avoid learning failures. Lastly, this paper also suggested that minimizing fears related with learning failures and promoting failure tolerance so that students have motivation to overcome learning failures.

• 한국사회정책
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• v.23 no.2
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• pp.141-172
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• 2016

This study examines the employment conditions and labour experience of elementary after-school care teachers in South Korea. Based on the empirical data collected through in-depth interviews with after-school care teachers in Gwangju Metropolitan City, the study considers multifaceted problems faced by after-school care teachers in their workplace. The after-school care class is part of educational policies initiated and rapidly expanded by the Ministry of Education, resulting in the substantial increase of non-regular school workers. The irregularization of after-school care teachers illustrates that the common problems faced by female non-regular workers, such as social discrimination, exclusion and inequality, are also transplanted into the typical public sector. In the case of Gwangju Metropolitan City, during the past two years there have been evident increases both in under 15-hour short time contract care teachers and outsourcing of care classes. Temporary part-time contract care teachers suffer relentless job insecurity and experience poor working conditions, exclusion and discrimination within the workplace and labour alienation. In order to minimize the organized resistance of care teachers, school authorities implicitly individualize and isolate care teachers through hierarchization, the division of labour and the spatial division of classes between indefinite and temporary contract teachers.

• 교육공학연구
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• v.33 no.1
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• pp.105-135
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• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.779-790
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• 2021

Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.