• Hwankyungkyoyuk
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• 제23권3호
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• pp.17-34
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• 2010

The purpose of this study is to explore their experience through teachers' interviews in research schools for the Education for Sustainable Development(ESD). The first issue for ESD in school was about how to approach ESD and how to combine it with the school curriculum. Of course, ESD can be approached through both subjects and discretion, which are operated with focus on experiential study. Most teachers approached ESD through subjects, but they had a lot of difficulties in its implementation because of insufficient understanding. The advantage of ESD programs is to provide students with an opportunity for experiential activity based on localization. However, difficult parts in applying ESD to school education were matters of budget for invitation of experts or for the experience learning as well as overworking of the teachers with conceptualization of ESD. Consequently, there has been change in the perception of teachers and students through ESD in schools, which have influence on the integrated thinking from diverse perspectives. Stories of research school teachers offered through categorization of interviews will provide a lot of help in the process of applying ESD to school education in the future.

• Journal of Korean Elementary Science Education
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• 제30권3호
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• pp.282-295
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• 2011

Prior research has reported that student epistemological beliefs might affect their participation in learning and the process of conceptual change. The purposes of this study were to investigate the characteristics of sixth grade students epistemological beliefs about science and the relation between their epistemological beliefs about science and factors related their learning. For this research questions, 245 sixth grade students participated and various test instruments were used in this study. Students answered two types of questionnaires on epistemological beliefs about science and three test instruments on factors related students' learning(achievement in science, science inquiry skills, and cognitive levels). The results of this study were as follows. First, a large number of elementary school students believed that the purpose of science to perform activities like simple experiments. A lot of students believed that scientific knowledge was changeable according to the nature of scientific knowledge and that scientific knowledge could be learnt on their own. Also, many students believed experiment results to be basis on which to form personal scientific conceptions. Second, students who believed in more modern epistemology about science represented higher levels of science learning achievement, science inquiry skills, and cognitive levels. Therefore, when developing science curriculum, science educators need to consider how to develop student modern epistemological beliefs about science.

• The Mathematical Education
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• 제63권3호
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• pp.527-547
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• 2024

It is difficult for mathematics teachers to develop mathematical modeling tasks and implement mathematical modeling lessons for their students. These difficulties serve as a reason why mathematical modeling lessons are not implemented well in school mathematics. In this study, we aimed to examine how preservice mathematics teachers (PMTs) modify mathematical modeling tasks in mathematics textbooks as a way to develop mathematical modeling tasks and how they implement the mathematical modeling lesson. In particular, we focused on how the openness and reality reflected in the task and the mathematical modeling process change as PMTs modify the tasks. We collected data through PMTs' evaluation reports on analyzing textbook tasks, task modification, lesson plans and implementations, peer evaluation, and self-evaluation. Then, we analyzed these data according to the case analysis process. The findings revealed that when PMTs modified the textbook task, they focused on and improved the openness and the defining variables and the model stages of mathematical modeling process. However, when PMTs implemented lesson, the openness and the defining variables and the model stages of mathematical modeling process were restricted again. PMTs did not focus on other stages. Based on these results, the theoretical and practical implications of the study was discussed.

• Journal of The Korean Association For Science Education
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• 제39권5호
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• pp.637-654
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• 2019

The purpose of this study is to investigate the development of scientific conceptual understanding through a process-centered assessment that visualizes the process of scientific argumentation. In this study, 353 high school students and five teachers participated in the scientific argumentation. As a result of analyzing students' utterances on the elements of argumentation, scientific concepts in intragroup were embodied through query and clarification of meaning, and organized through agreement and rebuttal. In intergroup argumentation, scientific concepts were elaborated through query, clarification of meaning, and change of claim. Teachers were able to understand the process of argumentation through small-group activity sheets where the process was visualized, thereby providing feedback and improving the class. Based on the results, the scientific argumentation of visualizing the process was found not only to allow students to perform self-assessment and peer-assessment but also to help teachers understand the argumentation process. The findings of this study guide process-centered assessment in the science curriculum and are expected to contribute to the promotion of scientific argumentation in classrooms.

• The Journal of Korean Academic Society of Nursing Education
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• 제9권2호
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• pp.298-309
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• 2003

The educational preparation of nurses has been the focus of considerable debate globally. It is needed the change of the basic nursing education for professional nurse to prepare the trends of the health care needs of clients for coming new generation. And also it is believed that educational preparation for being nurses is to be responsible to clients' needs. The purpose of the study was to develop a baccalaureate program in nursing. This study were implemented through three stages from April 2001, to April 2002.: preparation stage which were consisted of reviewing of the literatures, interviewing the fellow nurses in a variety workplace, and consulting professors who were concerned with the nursing education to identify the present educational problems, and analyzing the contents of seven major courses in nursing education, evaluation stage about a new developed curriculum with the directors of the five nursing schools, and confirmation stage of new developed education programme. The developed education programme was designed as a four year program with 126 credit hours including 39 credit hours of liberal arts, 34 credit hours of supplementary courses, and 53 credit hours of nursing major based on the four basic nursing dimensions of human, health, environment and nursing. Nursing majors were consisted of Nursing Ⅰ(oxygenation), Nursing Ⅱ(nutrition elimination), Nursing Ⅲ(activity rest), Nursing Ⅳ(neurologic- endocrine protection), Nursing Ⅴ(fluids electrolytes/sex reproductive), Nursing Ⅵ(psycho-social), Community Health Nursing, Fundamental Nursing, School Health, and Emergency care. This new nursing programme was focused on the nursing education for prevention and rehabilitation nursing care as well as the acute and chronic nursing care at hospital, on the integrated nursing programme to become effective, and the nursing process to encourage the critical thinking. The new education programme focused on the professional nurses who are responsible the nursing ethics, communication skills, and professional beliefs to suit the future trends in health. And also it will be needed for faculties to manage the integrated curriculum, to analyze the contents of each subject, and to communicate with each other before a new education programme apply to their education programme in future. This research was supported by the Han Kok Medical Science Foundation

• 한국체육학회지인문사회과학편
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• 제54권5호
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• pp.233-250
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• 2015

In this study, changes and emotions that result from doing yoga and the influence of yoga on daily lives were investigated by using causal network. This information was gathered from interviews and outlined in a diagram form. By checking the daily participation records of 77 participants who took a yoga class as part of the cultural studies curriculum at H University, general factors related to change were extracted and then 7 participants were chosen for in-depth interviews. In the interviews, the changes experienced from doing yoga and the emotions caused by the change and the influence this change had on daily lives were documented and the collected results were displayed in a diagram using causal network according to the flow of questionnaire. As a result, the changes experienced through doing yoga were divided in 4 categories: physical function, emotional, cognitive and physiological changes. Each change and emotion caused by the change were shown to have an influence on daily lives. Through schematized causal network for each change, the changes and emotions which the participants experienced and the influence of yoga on daily lives could be checked. Based on the study results, the effect of yoga, the need for various approaches to examine the effect exercise has on emotions and the applicability of causal network that can be employed as a creative and effective quantitative data analysis method were discussed.

• Journal of Korean Elementary Science Education
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• 제19권1호
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• pp.41-56
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• 2000

The purpose of this study was to investigate the change of elementary school students' conception on the movement of the moon, after teaching a lesson about the lunar phase which focused on concrete activities. The 396 subjects in this study consisted of intact groups of second, third, fourth, fifth, and sixth grade students. Pre-test and post-test instrument concerning on the conception in the movement of the moon were developed after reviewing the related literature and curriculum. Prevailing conceptions were identified by frequency of each conception. Then, the pattern of change and consistency of each conception were analyzed in comparison pre-test with post-test. To figure out the effect of teaching, the GEFT and the GALT instrument were administered to analyze it by gender, cognition mode and level. SPSS/WIN programs were used to process the data. The result showed that teaching 'movement of the moon' was the most effective in fourth grade. The effect of teaching 'changes in shape of the moon' was effective regardless of their sexes. Teaching 'changes in shapes of the moon' was more effective for the students whose cognitive modes were field-independent, than those filed-dependent. But the improvement by the teaching was not significantly different. The pre-score by cognitive level was significantly high in the order of the formal operational, transitional stage and the concrete operational stage. But the improvement of conception after teaching was high in the order of the concrete operational, transitional stage and the formal operational stage. That is to say, teaching was more effective as the cognitive level lowered.

• The Mathematical Education
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• 제57권3호
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• pp.231-246
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• 2018

In this paper, we applied Sfard's reification theory to analyze the secondary students' level of conceptualization with regard to the formula of quadratic equation. Through the generation and development of mathematical concepts from a historical perspective, Sfard classified the formulation process into three stages of interiorization, condensation, and reification, and proposed levels of formulation. Based on this theory, we constructed a test tool reflecting the reversibility of the nature of manipulation of Piaget's theory as a criterion of content judgement in order to grasp students' conceptualization level of the formula of quadratic equation. By applying this tool, we analyzed the conceptualization level of the formula of quadratic equation of the $9^{th}$ and $10^{th}$ graders. The main results are as follows. First, approximately 45% of $9^{th}$ graders can not memorize the formula of quadratic equation, or even if they memorize, they do not have the ability of accurate calculation to apply for it. Second, high school curriculum requires for students to use the formula of the quadratic equation, but about 60% of $10^{th}$ graders have not reached at the level of reification that they can use the formula of quadratic equation. Third, as a result of imaginarily correcting the error of the previous concept, there was a change in the levels of $9^{th}$ graders, and there was no change in $10^{th}$ graders.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 한국정보통신학회 2013년도 추계학술대회
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• pp.581-584
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• 2013

E-Learning, a technology-based learning process is the obtaining of knowledge from the basis of IT technology. The development of e-Learning requires corporate educational staff as well as HR staff, who manage e-learning, to drastically change their roles. The main reason for this is that the properly adapted and highly experienced education and training abilities of HR staff could accelerate the adoption and usage of e-Learning but they need to clearly select and define an appropriate curriculum from among the extensive mass-customized content with an e-learning basis. Here the research has analyzed the influence of the introduction and usage of e-Learning in hotels on HR staff and their roles from the viewpoint of hermeneutic phenomenology.

• Korean Journal of Child Education & Care
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• 제18권2호
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• pp.129-145
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• 2018

The main subjects of this study is to study the qualification and in-service education policies of the child care center staff and to suggest a desirable direction of policy. The main subjects of this study are child care staff policies and related laws. The results of this study shows that the philosophy, developmental psychology and some social backgrounds are the stantards required when designating the child care curriculum and essential subjects for attaining class 2 childcare teacher certificates. This study arises the needs of adjustment of the fields of the childcare curriculum contents, change between mandatory and elective subjects, and renewal of the subject title. The standards for competency in provision of childcare services of National Competency Standard(NCS) has to be considered in the adjustment process. The integrated teacher's certificate for teachers training system is needed in the reserve integration process. The systematization of the data and operating system is needed to manage the target of education efficiently, in order to develop childcare center staff's strengthening ability and professionalism. For in-service education, the diversification of the main body of operation, a periodical monitoring of the content, administrative and financial support are needed. Voluntary participation of in-service education, and the childcare center staffs professional development policy making supported by the government and parents is needed.