• Korean Journal of Culture and Social Issue
• /
• v.14 no.1_spc
• /
• pp.319-348
• /
• 2008

Self-efficacy, achievement goals, task value, and attribution are some of the representative motivation constructs that explain adolescents' cognition, affect, and behavioral patterns in achievement settings. These constructs have won researchers' recognition by demonstrating explanatory and predictive utility that transcends various social and cultural milieus learners are exposed to. Korean adolescents' motivation is generally in line with this universal trend and can be described adequately with these constructs. Nonetheless, there also exist a host of indigenous factors that shape these motivation constructs to be uniquely Korean. The purpose of the present article was to explore some of the socio-cultural factors that appear to wield particularly determining effects on Korean adolescents' academic motivation. Review of the relevant literature identified interdependent self-construal, traditional morals of filial piety, familism, educational fervor, academic elitism, and the college entrance system as important cultural, social, and policy-related such factors. Also discussed in this article were the roles of these factors in creating more immediate psychological learning environments for Korean adolescents, such as parent-child relationships, teacher-student relationships, and classroom goal structures.

• Journal of Korean Elementary Science Education
• /
• v.33 no.2
• /
• pp.306-321
• /
• 2014

This study aims to analyze difficulties that pre-service elementary teachers experience in investigating the life cycle of a common cabbage butterfly in person. As difficulties they face during the process of this research, they pointed out collecting eggs, observing molting, creating environments for a breeding cage, feeding, building a breeding cage, and making butterfly specimens. Out of all the environmental difficulties related to their school fields, they pointed out a difficulty of time management most of all, followed by placing a breeding cage in the classroom and the lack of microscopes for observation. In regard to difficulties related to their evaluations on students' activities, they found it difficult to evaluate students' activity with the life cycle of an insect in the aspect of knowledge and even to set evaluation criteria. Besides, many of them responded that it would be appropriate to evaluate a research on the life cycle of an insect through a portfolio or an observation journal. In regard to difficulties in terms of teachers' knowledge, they found it difficult to understand insect molting, metamorphoses, complete metamorphoses, incomplete metamorphoses, the structure of an insect body, and how to distinguish a female insect from a male one. In regard to the application of class models, they knew it is important for students to have various experiences through direct observation, so the experience-based learning model was proper for the process of observing the life cycle of a common cabbage butterfly. However, they found it difficult for students to observe each stage of the life cycle in person.

• Education of Primary School Mathematics
• /
• v.13 no.1
• /
• pp.13-24
• /
• 2010

Mathematics educators oriented to reform-based curricular have asserted that mathematics teachers should lead instructions where all students in their classrooms are able to participated. In this paper, some practices for them to implement it are discussed. Before explaining them, some discussions are made about students ability to construct knowledge. One of them is that teachers should know different learners construct different understandings because of their differences of prior knowledge and reasoning ability. Also, it was discussed that teachers consider classroom environments, assigning children's sitting and tasks in the light of learning. The reason to state them is that perspectives of them should be changed. Finally, "Teacher's careful listening to learners' responses", "Why do think in that way?, How do you know?, What is it meant?", "accepting ideas from all learners", "no supporting a particular idea", "utilizing waiting time", and "teacher's responses to learner's errors and mistakes" are discussed as practices for letting all learners be participated in the mathematics instruction.

• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.1
• /
• pp.39-53
• /
• 2016

The purpose of this study was to investigate the way applying a school garden for the creative experience activity on the school learning program. For this study, the 27s elementary students who were the 5th and 6th grades participated in this program. And the 10units lessons programs what were consisted with the inquiry, debating, and cooperating activities were developed, and applying to classroom and school garden. The key concepts of developing program were 'rocks which were in the school garden'. he results are follows, for the creative experience activity on the school teaching/learning program, the school garden has useful value as teaching/learning field. The teaching/learning activity applying the school garden makes an offer the awareness to students that the knowledges learned in school were actually relative with their life. Also, the students are affirmatively participate to learning, debate, and cooperate activities because the school garden is very familiar environment to them. Lastly, the students are interesting in learning classes because they think that the school garden environments will reform actually to new shape of their ideas. After this learning were finishing, most of students indicated their intention with satisfaction. Some of them suggested applying the additional program using the school garden. Consequently, the school garden has the very useful value for applying program of the teaching/learning in elementary school education.

• Hwankyungkyoyuk
• /
• v.20 no.2
• /
• pp.54-66
• /
• 2007

The purpose of this study is to find identity of the elementary environmental education and inquire elements of professionalism in environmental education that elementary teachers should have. This study performed a half-structured interview in twice to the eight of elementary teachers who completed the environmental education curriculum course in a graduate school or participated in the teacher training program before. As a result, this study found that the identity of the elementary environmental education consists of the unification comprehending various subjects, the well-rounded sensitivity balancing intellectual, emotional and behavioral aspects, and the grounding in forming environmentally friendly living-habit and academic basis of environments. Moreover, this study found that the teacher training program for the specialty of the elementary environmental teachers should comprise of the following twelve components: the knowledge of overall environmental curriculum, environmental life guidance and environmental classroom management, environmental teaching skills and function, the passion and commitment about environmental education, environmental sensitivity, understanding of education studies, the values and attitude about environment, environmental behavior, understanding the relationship between environmental psychology and developing stage of child, the general education and communication/cooperation with colleagues or local community, understanding of the role as an teacher for the elementary environmental education. More importantly, it would be very crucial that the teachers themselves who are the main body of education system should recognize the their role as the professionals in order to improve the quality of education.

• Journal of the Korean Society of Child Welfare
• /
• no.55
• /
• pp.143-171
• /
• 2016

This study investigated the effects of individual characteristics, school factors, and community factors on adolescent school violence behaviors. Data from a total of 1,777 middle school students from 50 schools in the Seoul and Gyeonggi regions were used for analysis. A hierarchical generalized linear modeling was employed to conduct a two-level analysis. Results showed that adolescents' individual factors, including attitudes toward violence, parental attachment, child abuse experiences, and affiliation with delinquent peers, as well as school factors including teacher's abusive classroom discipline, affected adolescent school violence behaviors. In addition, neighborhood disorder was found to be significantly positively correlated with adolescents' school violence. The results of this study suggest that for an understanding of school violence and to prepare countermeasures accordingly, integrated consideration of various environmental contexts in adolescents' daily lives, such as family, school, and community environments, is necessary. A multidimensional, integrated intervention plan to effectively resolve school violence based on these research results is discussed.

• Journal of the Korea Society of Computer and Information
• /
• v.26 no.6
• /
• pp.183-193
• /
• 2021

In this paper, the author found and analyzed the problems caused by the change of traditional teaching methods to online in classrooms and laboratories. Looking at the analysis of major problems, first, there were various technical problems, including not all environments and facilities being connected to the Internet. Second, the effectiveness of virtual classes, which were suddenly switched online, could also be questioned. Finally, in the face of a new environment, the stress of teachers to adapt rapidly to the new teaching methodology was a problem. The author proposed digital transformation as a way to address these problems. The author analyzed educational changes, learning modalities and various technical tools, and various tasks to enable digital transformation. First, the author investigated, analyzed, and presented the factors necessary to efficiently operate the classroom environment that will change to online. Next, the author analyzed the factors and problems needed to make the students' classes reliable and efficient, and proposed solutions. Finally, the author pointed out the problem that during online lectures, the responsibility of learning is excessively transferred from teachers to students, and proposed a solution to this problem. Subsequently, the author proposed future studies.

• Journal of the Korean Chemical Society
• /
• v.61 no.4
• /
• pp.197-203
• /
• 2017

The purpose of this study is to analyse the characteristics of domestic scientific inquiry related research topics and consequently provide fundamental data and suggestions from a teaching method point of view. The study subjects was collected from the initial issue to the february 2016 issue of academic journals and using the keyword that 'inquiry', 'scientific inquiry'. The framework of Professional factors of teaching practice was developed and used for selecting subjects of study. The selected study subjects were analyzed according to the framework. And Topics of study were categorized and analyzed. The topic was thoroughly debated between 2 science education experts and 4 doctorate candidates within a specialist workshop. Results show that scientific education environments, scientific inquiry evaluation and teaching ability was studied less than education process and textbook analysis, scientific inquiry designing and application. And The research on the topics indicated that most research is concentrated in specific areas. It is postulated that additional research into scientific education environments, scientific inquiry evaluation and teaching ability would further develop the teachers' teaching abilities and enable a more successful science lesson in the classroom.

• Journal of Korean Society of Occupational and Environmental Hygiene
• /
• v.24 no.2
• /
• pp.122-129
• /
• 2014

Objectives: Because of its properties such as resistance to heat, chemicals and corrosion; tensile strength; sound absorption; and affordable price, asbestos has been widely used as a building material, fire resistant and retardant, thermal and heat insulator, soundproofing material, and electrical insulation. Since the prolonged inhalation of asbestos can cause serious illnesses such as lung cancer, mesothelioma, and asbestosis after an incubation period of 20 to 40 years, the mineral was classified as a Group 1 carcinogen by the International Agency for Research on Cancer, an intergovernmental agency forming part of the World Health Organization. Children and infants are more at risk than are adults if they are exposed to carcinogens, due to aweaker immunity that has not yet been fully developed. Most childcare centers are operated all day and children tend to spend a great amount of time in the centers. This is why it is important for them to be systematically isolated from environments that may expose them to asbestos. Materials: In order to understand both indoor and outdoor hazards to which children may have been exposed, the study focused on actual surveys of asbestos used in childcare centers, paying special attention to slate-roofed buildings in the vicinity of the centers. Results: A survey of a total of 211 childcare centers showed that the buildings of 18.1% of the centers contained asbestos, with 60.53% of the material being found in classroom ceilings. "Tex" was the most used material for ceilings, making up 89.47% of all ceilings. An outdoor survey showed that childcare centers in Daegu Metropolitan City had an average of 143 slate-roof buildings within a distance of 1km. Conclusions: Buildings housing mainly toddlers, children, teenagers and others more vulnerable to the toxicity of asbestos are not subject to asbestos investigation by law. A legal and practical basis for asbestos control is required for such buildings. In particular, housing materials which contain asbestos in day care centers require asbestos control. GIS should be used to identify the location of buildings with slate roofing materials in the vicinity of daycare centers in order to gauge toxicity of exposure to asbestos caused by potential asbestos friability possibility in outdoor conditions.

• Communications of Mathematical Education
• /
• v.23 no.3
• /
• pp.735-760
• /
• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.