• Hwankyungkyoyuk
• /
• v.5 no.1
• /
• pp.47-56
• /
• 1993

The ultimate goal of environmental education can be said to change students' consciousness and attitude of environment. From this point of view, this study has examined the definition of environment, the necessity of environmental education, the basic principles of environmental education, and significance of teachers in environmental education by surveying previous studies as theoretical background. Then, we have investigated teachers' consciousness and opinion about the real state and problems of present environmental education in schools. The result of this study is as follows. First, though most teachers are conscious of the importance of environmental education in school, they actually cannot practice it because of various preventing factors. Second, for the improvement of teacher's quality, we need studies and trainings on environmental education, Third, as we lack materials and programs necessary for the lectures on environmental education, it is impending to develop and provide it. Fourth, the content and goal of environmental education should be reconstituted and systematized so that they may conform to the viewpoint of students.

• International Journal of Advanced Culture Technology
• /
• v.11 no.2
• /
• pp.44-48
• /
• 2023

To enhance safety in dangerous situations, it is essential to provide practice-oriented safety education. However, direct experiences can be limited, and thus, metaverse-based safety education is emerging as an alternative. In this study, we analyzed the first official metaverse safety education program of the Korea Ministry of Education, mainly focusing on its title, objectives, content, and results using the Revised PRISMA framework. The program concentrates on "life safety" for "fire safety," "disaster safety" for "earthquake safety," and "first aid" for "abrasions, burns, fractures, cardiopulmonary resuscitation, and the use of AED." We classified the objectives of the entire program and its three sub-programs, and identified the knowledge, main practice tasks, and their results. The aim of this study is to promote an understanding of the main cases of national-led metaverse safety education and infer the practical safety education contents emphasized to Korean school-age students.

• Journal of The Korean Association of Information Education
• /
• v.20 no.6
• /
• pp.617-628
• /
• 2016

For the education on information, information appliances and operating systems of the information curriculum in elementary schools, precedent studies on the content structure of domestic and foreign curricula and etc. were compared and analyzed, and the ways of improvement and implications were examined. In addition, the necessity to select these contents, time of education, appropriateness of the selected contents were surveyed by professionals, and as the research results, the contents for the education on information, information appliances and operating systems in elementary schools were chosen, and achievement standards were set and proposed. The paper results can be used for the development of national level of elementary information curriculum and for the cultivation of elementary school students' key educational capacities. This paper has the limit that its results cannot be generalized because its analysis was based on the outcome surveyed only by some experts. Nevertheless, it is meaningful in that it specifically tried to analyze the appropriateness of the content achievement standards of the elementary information curriculum, and through which, it offers the information necessary for the stable management of elementary information curriculum and the improvement of elementary information curriculum.

• Korean Journal of Community Nutrition
• /
• v.13 no.4
• /
• pp.499-509
• /
• 2008

This study investigated the experience and practice of elementary school students on nutrition education. The data were collected from 217 male and female students attending 5-6th grade elementary schools in Seoul and Kyunggi-Do from March to June 2007, interviewing face to face by a nutrition teacher and 3 interns of a nutrition teacher. The results were as follows: 86.5% of the subjects learned about 'Table etiquette', 'Reasons for eating fruits and vegetables'(78.7%), 'Food waste and environment'(72.3%), 'Healthy snacks'(55.7%), 'Food sanitation'(52.3%), 'Food culture of foreign countries'(48.1%). Nutrition education experience was significantly different by gender. A total of 43.5% boys responded that they never learned about 'basic food preperation'(p<0.01). They had learned 'Nutrients for body' and 'Food waste and environment' in school, 'Healthy weight loss', 'Food culture of foreign countries', 'Food circulation' on television, Most content('Table etiquette', 'Simple cooking', 'Food sanitation', 'Eating behaviors for health', 'Reasons for eating fruits and vegetables', 'Healthy snacks') was learned from parents. The practice after nutrition education was higher in 'Table etiquette'(2.14), 'Eating fruits and vegetables'(2.07) than others compared with education experience. The most reason of non-practice on nutrition information was 'Troublesome'. In 'Nutrients for body', a boy answered 'Difficult for practice' 20.0%, a girl answered 'Difficult to understand' 32.6%, showing a significant difference between the gender groups(p<0.001). They remembered the 'Nutrients for body'(49.6%), 'Food sanitation'(44.5%) because of 'important content', 'Basic food preparation'(40.6%), 'Food culture of foreign countries'(36.3%) because of 'interesting content', 'Healthy weight loss'(52.0%), 'Eating behavior for health'(44.5%) and 'Healthy snacks'(33.7%) because of 'need for my health'.

• The Journal of the Korea Contents Association
• /
• v.21 no.7
• /
• pp.629-636
• /
• 2021

The study analyzes the relationship between demand, satisfaction, and perception for non-face-to-face continuing medical education(CME) conducted in 2020 for 225 radiological technologist license holders working in the Busan area, and the factors that influence the positive perception of CME. T-test and one way ANOVA were used, and stepwise multiple regression analysis was performed. As a result, there were high demands for mobile publicity, professional radiological technologist, educational expenses support from institution heads, and CME. Male radiological technologist, over 50 years of age, and the more experienced they had a job chance, the more they had a positive perception. In the correlation between variables, the perception of the education system and the need for education showed a positive correlation. The higher the satisfaction with the education system, the higher the perception of the need for education. About 53% of the content was satisfied. Therefore, in order to raise awareness of CME, it is considered that policy changes to the education system are necessary first of all. It is considered that the search for the development of education content and educational content is necessary above all.

• The Journal of Korean Philosophical History
• /
• no.59
• /
• pp.287-312
• /
• 2018

Confucianism which pursues the right relationship between person and person, depicts the ideal that moral individuals contribute to community development. In the 16th century, Toegye Yi Hwang, the authority of Korean Confucianism, reflected his educational intentions and interests and made the whole of the body of Confucianism and the whole process of the study into a series of 10 paintings 'Ten Diagrams of Sage Learning'. The purpose of the education which is claimed in the 'Ten Diagrams of Sage Learning' is to become a saint, and it ultimately coincides with the purpose of moral education which is to be introspective and practical moral man. The whole theme of 'Ten Diagrams of Sage Learning' is related to revealing the principles of humanity and morality in order to restore human nature on the basis of piety. Piety(敬) is also a purpose and a method of self-discipline, and is the main content. The method of education for traditional confucianism is aiming for the organic integration of purpose, content and method of education and reveals the consistency of the combination of knowledge and behavior in content and method. Exploring the universal value of traditional culture and re-raising moral culture that is important in traditional education is to discuss that what is valid for the present and the future is derived from the past tradition. That may be useful in solving today's educational problems. Especially, it is very meaningful to adopt a reflective approach to cultivate talented people who can 'realize oneself' and 'care for the community' which is the ultimate goal of education through analyzing the essence of moral education pursued by traditional education.

• The Journal of Korean Association of Computer Education
• /
• v.11 no.1
• /
• pp.33-46
• /
• 2008

There exist many differences between new Informatics curriculum and the current Computer curriculum. Since the new curriculum introduces new section of "Problem-solving methods and procedures" which are not included in current computer curriculum, it is required to define and specify objectives and content units of "problem solving methods" and "programming" topics for the new section. In this paper, we define and specify the objectives and detailed contents by surveying various computer curriculums used in many other countries. Then, the specified objectives and content units are validated by a group of computer education experts. The final results of specified objectives show that areas of "comprehension", "application" and "synthesis" take relatively high percentage over the other areas. In the content specification, we set the content structure by describing how to solve a given real-world problem with a non-computerized way, followed by representing or transforming it with a corresponding computerized model.

• Journal of Elementary Mathematics Education in Korea
• /
• v.1 no.1
• /
• pp.87-98
• /
• 1997

A practice is classified into the practice as a content and the practice as a method. The former means that the practical nature of mathematical knowledge itself should be a content of mathematics and the latter means that one should teach the mathematical knowledge in such a way as the practical nature is not damaged. The practical nature of mathematics means mathematician's activity as it is actually done. Activities of the mathematician are not only discovering strict proofs or building axiomatic system but informal thinking activities such as generalization, analogy, abstraction, induction etc. In this study, it is found that the most instructive ones for the future users of mathematics are such practice as content. For the practice as a method, students might learn, by becoming apprentice mathematicians, to do what master mathematicians do in their everyday practice. Classrooms are cultural milieux and microsoms of mathematical culture in which there are sets of beliefs and values that are perpetuated by the day-to-day practices and rituals of the cultures. Therefore, the students' sense of ‘what mathematics is really about’ is shaped by the culture of school mathematics. In turn, the sense of what mathematics is really all about determines how the students use the mathematics they have learned. In this sense, the practice on which classroom instruction might be modelled is that of mathematicians at work. To learn mathematics is to enter into an ongoing conversation conducted between practitioners who share common language. So students should experience mathematics in a way similar to the way mathematicians live it. It implies a view of mathematics classrooms as a places in which classroom activity is directed not simply toward the acquisition of the content of mathematics in the form of concepts and procedures but rather toward the individual and collaborative practice of mathematical thinking.

• Journal of Elementary Mathematics Education in Korea
• /
• v.23 no.2
• /
• pp.219-245
• /
• 2019

The purpose of this study is to provide basic data for the next curriculum revision, as well as to foster improvements to the quality of the Korean elementary school math classes by analyzing and comparing the Korean 2015 revised curriculum with the current Japanese curriculum of math. To accomplish this purpose, the research questions were set as follows. 1. What are the directions for revising Korean 2015 revised curriculum and the Japanese curriculum for elementary school mathematics? 2. What is the difference between the elements of learning content offered in the respective Korean and Japanese curriculums for elementary school mathematics? The conclusions of this study are as follows. Firstly, although Korea and Japan share common core statistical education objectives, they approach their goals with different methods. Korea focuses on academic competency, while Japan focuses on fostering the "power to live". For the learning process, Korea emphasized process-focused evaluation, while Japan emphasized fostering mathematical thought and thinking through mathematical activities. For class improvement, Korea focused on reducing the learning burden through appropriating the amount of learning by shifting or removing some elements of the learning content. Japan, on the other hand, refocused their attention on improving active learning within the classroom, and also increased the hours of math class within their curriculum. Secondly, there was a difference in the content composition of the curriculums of Korea and Japan. By comparing the elements of learning content, I got the conclusions for the next curriculum revision in Korea.

• School Mathematics
• /
• v.16 no.3
• /
• pp.471-489
• /
• 2014

In this study, we carried out mathematics teacher-training course. The topic of this training course is the understanding of content area reading in school mathematics. The teacher-training course is planned to guide mathematics teachers can perform effectively the teaching of content area reading. In particular, we illustrated the pre-service mathematics teacher education practice. Mathematics teachers investigated various teaching strategies that can lead their students read reading materials related to mathematics effectively. In this training courses, teachers reflects on their own experience and they have an opportunity to learn the new strategies that improve their teaching methods. Teacher educator and in-service teachers share and discuss their practices, they have a meaningful learning experiences. In this study, we presented the processes of the teacher-training course and the results of practice. Furthermore, on the basis of the limitations of this study, we suggested recommendations for the future teacher training program.