• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.43-50
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• 2022

A comparative analysis of the state and results of the functioning of the education system of Ukraine with the national educational systems of the USA and Great Britain was carried out. Based on which we found out similar and different in the process of developing the system of training specialists in higher education institutions of the USA, Great Britain, and Ukraine. Describing the main quantitative indicators of education in the UK, USA and Ukraine, we found common features and distinctive features. Consideration in the comparative aspect of trends in the development of higher teacher education in the United States, Great Britain and in Ukraine gives grounds for conclusion. For these countries, such groups of norms as types of educational institutions, forms of Education; introduction of a unified system of credit units in order to create conditions for broad mobility of students; availability of different levels of training; study of the best experience of educational activities of other states and its introduction into the educational process in combination with the cultural traditions of Ukraine coincide. Describing the main quantitative indicators of education in the analyzed countries, we found distinctive features.Teacher development systems in the UK, USA and Ukraine are compared. It was found out that the use of methods of Great Britain and the United States on the organization of independent work in the process of professional development of teachers will have a positive impact on training in the system of advanced training of teachers in Ukraine. The article examines the information culture of future specialists, which is based on knowledge about the information environment, the laws of its functioning and development, and the perfect ability to navigate the limitless modern world of information.

• East Asian mathematical journal
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• v.25 no.3
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• pp.321-341
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• 2009

The purpose of this study was to examine the effect of the manipulative materials in the Australian Maths 300 program by applying it to Korean Elementary Mathematics Education - based on parts of 'Probability and Statistics', and 'Symbol and Expression'. In order to this purpose, we select appropriate Maths 300's manipulate materials that could be used to obtain learning objectives within class time for each part, four lessons with the materials were taught at to third, fourth, and fifth grade students of elementary School. The effect of the teaching was analyzed by videotape and student opinion. The results of this study are the following: First, the manipulative tools were almost entirely lacking for the 'Probability and Statistics' section without a 'number of cases' unit. The tools presented in the 'Symbol and Expression' section were helpful in the games that were used for checking preceding learning. Second, the results of using the Math 300 manipulative materials in class showed that the students were eager to be involved in the activities using those materials and to find their own solutions in problem-solving questions that were suited to them; these led to them making their own questions. In response to questioning about the use of the manipulative materials, the students stated that it was easy and fun for them to use the manipulative materials, to solve the problems for themselves, and that they would like to continue practicing the activities in the future. Finally, Studies on the presentation of a variety of manipulative materials including those in this study that can used in problem-solving learning and other learning fields, and the methodology for the use of manipulative materials can be enhanced through further studies.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.321-331
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• 2023

This study aimed to develop an engineering design-based science education program for high school students and to investigate its effects on students' science-related attitudes and engineering design abilities. "Creating healthy shoes for maintaining proper posture program" was developed as an activity to come up with creative solutions using the methodology of an engineering design process to solve problems in daily life. The creating healthy shoes for maintaining proper posture program consisted of the following five stages: "defining the problem," "ingathering information related to the problem," "generating the solution," "implementing the best solution," and "evaluating the solution & reflecting." As a result of applying this engineering design-based science education program, it improved the high school students' science-related attitudes and engineering design abilities. Therefore, the program developed in this study has a positive effect on enhancing high school students' science-related attitudes and engineering design abilities. These findings imply that the continuous operation and expansion of activities incorporating an engineering design process in science education are necessary as a teaching and learning strategy for cultivating future science talents.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.269-275
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• 2023

In 2021, the 150th anniversary of Proust's birth, and in 2022, the 100th anniversary of his death, the interest in À la recherche du temps perdu increased. We took advantage of a digital humanities approach to make these seven novels known as difficult easily accessible to French literature major korean students. We let the students analyze using the analyzing tools for the big data and find some clues to understand the works through the visualized data. We picked out the main characters and places that appear in his works with Wordcloud, and checked the awareness of Proust in domestic and foreign through the various sites to analyze the big data, such as Big Kinds and Textom. Through the methodology of digital humanities, the students commented that they have gradually enlarged their understanding breadth for Proust's 『In Search of Lost Time』 rather than giving up it as difficult. This study confirmed that applying the big data analysis and digital humanities is an appropriate teaching method in finding ways for the students to broaden the understanding of French literature.

• International Journal of Computer Science & Network Security
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• v.23 no.12
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• pp.167-174
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• 2023

Electronic educational environments in the conditions of quarantine restrictions of COVID-19 have become a common phenomenon for the organization of distance educational activities. Under the conditions of Russian aggression, Ukrainian proof of their use is unique. The purpose of the article is to analyze the role of electronic educational environments in the process of training applicants for higher education in Ukraine in the realities of a large-scale war. General scientific methods (analysis, synthesis, deduction, and induction) and special pedagogical prognostic methods, modeling, and SWOT analysis methods were used. In the results, the general properties of the Internet educational platforms common in Ukraine, the peculiarities of using the Moodle and Prometheus platforms, and an approximate model of the electronic learning environment were discussed. The reasons for the popularity of Moodle among Ukrainian universities are analyzed, but vulnerable elements related to security are emphasized. It was also determined that the high cost of Prometheus software and less functionality made this learning environment less relevant. The conclusions state that the military actions drew the attention of universities in Ukraine to the formation of their own educational platforms. This is especially relevant for technical and military institutions of higher education.

• The Korean Fashion and Textile Research Journal
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• v.26 no.1
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• pp.99-109
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• 2024

This study aimed to assess the satisfaction levels of adolescents with beauty programs, investigate the factors influencing them, and present foundational insights for designing cosmetics and beauty education initiatives tailored to adolescents. Specifically focusing on the "Safety and Use Education for Youth Cosmetics" program implemented in Gwangju Metropolitan City, it examined the satisfaction of participants, including students, instructors, and school teachers involved in the education. The study was based on action research, a qualitative methodology. The conclusions are as follows: First, participants gained knowledge and information encompassing various aspects of cosmetics, such as types, expiration dates and usage span, face wash and skin types, shampooing methods, scalp care, role and significance of sunscreen, skin trouble management, and identification of skin type, through cosmetic education programs. Second, participants learned about techniques such as eyebrow trimming, eyebrow shape correction, facial contour correction, skin blush supplementation, color makeup, personal color, and tattooing. Third, there is an urgent need to develop different educational teaching resources suitable for implementation across elementary, middle, and high schools. Fourth, it is necessary to cultivate higher-quality instructors in this digital age. Fifth, it is crucial to explore new methods of delivering beauty education to adolescents. We hope the insights gleaned from this study will serve as useful foundational data, albeit modest, fostering new beauty trends amidst the challenging landscape of youth education.

• Journal of Christian Education in Korea
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• v.77
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• pp.63-84
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• 2024

Research Objective : The study aimed to investigate the satisfaction with the operation of theological university curricula from the perspective of learners experiencing the theological education curriculum in the field. The goal is to provide a basis for reflective introspection on the current theological education curriculum and for restructuring it to have influential impacts within the church and society. Content and Methodology : A survey was conducted with 80 learners currently enrolled in undergraduate, graduate, master's, and doctoral programs at a theological university to analyze satisfaction with current theological education programs. To interpret the survey results progressively, in-depth interviews were conducted with a randomly selected group of 6 participants. Survey Results : First, the satisfaction with the current theological education programs was found to be 60%, indicating a high level of satisfaction. Second, while 77.5% recognized the need for practical pastoral education, only 45.5% reported that practical pastoral education is currently provided in theological education programs, indicating a lower percentage than the perceived need. Third, 73.7% responded negatively regarding whether the current theological education programs can enhance pastoral competence for future society. Lastly, the areas identified as urgently requiring change for the restructuring of theological education programs were theological education content, methodology, and objectives, in that order. Conclusion and Recommendations : In an era of great transformation, our society is changing rapidly. In the face of this wave of change, the theological education curriculum also requires adaptation to suit the new era. Traditional theological education courses have primarily focused on imparting theory-centered knowledge. However, theological education in the new era necessitates a curriculum that enhances the pastoral capacity of churches and pastors to dynamically navigate through this era of significant transition. To achieve this, it is imperative to restructure the curriculum to one that is more closely related to the pastoral field. This involves offering a variety of constructivist-based, learner-centered teaching and learning methods within a theory-centered curriculum and methodology. Additionally, it entails establishing a practice-oriented theological school that can actively address the evolving pastoral landscape in this era of great transition. Restructuring of the process is essential to meet these goals.

• The Mathematical Education
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• v.59 no.2
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• pp.101-112
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• 2020

The purpose of this study is to analyze the structures of teacher's discourse according to the pattern of interaction between teachers and students in the understanding mathematical word problem. The structures of teacher's discourse could be conceptualized as a process in which the teacher starts, develops and organizes the discourse based on prior research. For this purpose, the fourth class(example, a problem of the same type as the example, formative assessment, and final assessment) was extracted from one semester of experienced teachers who have been practicing teaching methods to facilitate student participation for many years. A methodology used to develop a theory based on data collected through classroom observations. Because the purpose of the study is to identify the structures of teacher's discourse to help the problem understanding, observe the teacher's discourse and collect data based on student engagement. Results show that the structure of teacher's discourse, which consults on important aspects of interaction between teachers-students and creates mathematical meanings, helped students understand the mathematics word problem by promoting their engagement in class. Based on the structures of teacher's discourse to understand problems based on the interaction patterns between teachers and students, it can be said that teachers provided specific methodologies on how to communicate with students in order to understand problems in the future.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.909-927
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• 2009

Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.280-299
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• 2015

The purpose of this study was to investigate the effects of an instruction using geologic planar figures on high school students' ability of spatial visualization and geologic spatial ability and also to explore its applicability as an instructional strategy through the investigation of students' perception about the instruction using mixed methodology. For this purpose, we developed 10 planar figures of geologic structures (2 horizontal layers, 2 vertical layers, 4 angular layers, 1 fault, and 1 fold), and tested students' spatial visualization ability and geologic spatial ability before and after the implementation in class. In addition, in order to investigate students' perception on the instruction, we conducted quantitative research using questionnaires comprised of the cognitive and the affective domain, and followed by focus group interview that was conducted to obtain deeper understanding of their perception. Findings revealed that the instruction using geologic planar figures was effective to enhance spatial visualization ability and geologic spatial ability. It was also helpful for students to enhance their ability to perceive the spatial configuration of the geologic structures as well as the ability to penetrate visually into the images of the structures. The results of the students' perception on the instruction showed that the students recognized the instruction using geologic planar figures as a strongly positive teaching method both in the cognitive and affective domain. We concluded that geologic planar figures could be used as an effective tool for the lesson of 'mapping and interpreting of geological map', and be highly applicable for the advanced class in high schools.