• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.127-154
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• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.

• Korean Journal of Health Education and Promotion
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• v.27 no.4
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• pp.61-72
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• 2010

Objectives: This study was peformed to identify the related factors on Vietnamese immigrant women's reproductive health problems. Survey Participants were 231 immigrant vietnamese woman who lived at six cities in Korea. Methods: The comprehensive PRECEDE model comprised of diagnosis and planning curricular targeted or immigrant women aged 15-49. Data collection was conducted by face-to-face interview survey. Results: 1. The influential variables of recognition of reproductive health problems from the logistic analysis were using contraceptives (p=0.002), relationships with partners (p=0.000), the need of family planning (p=0.007), social support (p=0.009). This means that they experienced reproductive health problems when they did not use contraceptives, did not need family planning, did not receive social support and had close relationships with their partners. Conclusion: The basic data were provided for prevention of reproductive health problems such as unwanted pregnancy and abortion, as well as improved understanding of the different views on pregnancy, birth culture and sexual and reproductive health between Korea and Vietnam.

• Journal of the Korean Geographical Society
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• v.51 no.4
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• pp.559-576
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• 2016

The concept of 'cultural diversity' has emerged as a key concept and the buzzword of the 21st century's international community in education, science and culture sectors since UNESCO's "World Declaration on Cultural Diversity"(2001). However, the appropriate and correct implementation in educational level and in a subject scale can not be pursued without special understanding of multilateral implications of UNESCO's 'cultural diversity' because the concept of cultural diversity has been distributed to various applications according to individual scholars and institutions before the "World Declaration on Cultural Diversity" was released. The ultimate orientation of 'cultural diversity', the concept presented in "World Declaration on Cultural Diversity" is 'world peace' and 'the coexistence of various cultures of mankind'. In this regard, 'cultural diversity' has special 'educational' meaning to the next generation as well as the current one. Also, it is meaningful to take educational practices on cultural diversity in case of the "World Geography" subject in view of that international society of geographical education came up with "International Declaration of Geographical Education for Cultural Diversity" in the IGU(International Geographical Union) 2000. From this point of view, the author proposes that the 'cultural diversity' concept implies four folds of meanings as an ideology, as a symbol, as a vision, and as a epistemological turn based on the analysis of literatures on 'cultural diversity' of UNESCO, then presents an educational practice centering around the examples and its usage of teaching materials of cultural diversity.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.95-103
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• 2023

This paper proposes an artificial intelligence convergence education program for teaching the main concept and principle of Support Vector Machines(SVM) at elementary schools. The developed program, based on Jeju's natural environment theme, explains the decision boundary and margin of SVM by vertical and parallel from 4th grade mathematics curriculum. As a result of applying the developed program to 3rd and 5th graders, most students intuitively inferred the location of the decision boundary. The overall performance accuracy and rate of reasonable inference of 5th graders were higher. However, in the self-evaluation of understanding, the average value was higher in the 3rd grade, contrary to the actual understanding. This was due to the fact that junior learners had a greater tendency to feel satisfaction and achievement. On the other hand, senior learners presented more meaningful post-class questions based on their motivation for further exploration. We would like to find effective ways for artificial intelligence convergence education for elementary school students.

• The Journal of Korean Society for School & Community Health Education
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• v.24 no.4
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• pp.39-50
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• 2023

Objectives: This study aimed to provide a scoping review of the impact of COVID-19 on people with disabilities. Methods: PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Group's key questions (PICO) for systematic reviews, a literature search was conducted from January 1, 2020 to June 30, 2023 using the "AND" search formula. The databases used were Korea DB: RISS, SCIENCEON, and KoreaMed, and International DB: PubMed, CINAHL, and Embase. Results: Among a total of 22 selected articles, 4 studies were published in korea journals: 3 were survey studies (75.0%), 1 was an analysis study (25.0%), and 18 studies were published in international journals. Through a literature review, we confirmed the differences in difficulties between PwD (People with Disability) and PwoD (People without Disability) in the COVID-19 situation, differences by disability type, and post-COVID-19 impact. In order to examine this systematically and objectively, the results were examined by dividing them, which are components based on the International Classification of Functioning, Disability and Health (ICF). Conclusion: In order to respond well to crises and establish effective health policies in similar pandemic situations in the future, understanding and exploration of more diverse types and areas of disability are necessary. In addition, the development and application of appropriate health education and health promotion programs for disability type and ICF component area are required. In addition, it is necessary to develop and apply appropriate health education and health promotion programs tailored to the type of disability and ICF component area.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.59-67
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• 2021

The development of AI technology has brought about a big change in our lives. As AI's influence grows from life to society to the economy, the importance of education on AI and data is also growing. In particular, the OECD Education Research Report and various domestic information and curriculum studies address data literacy and present it as an essential competency. Looking at domestic and international studies, one can see that the definition of data literacy differs in its specific content and scope from researchers to researchers. Thus, the definition of major research related to data literacy was analyzed from various angles and derived from various angles. In key studies, Word2vec natural language processing methods, along with word frequency analysis used to define data literacy, are used to analyze semantic similarities and nominate them based on content elements of curriculum research to derive the definition of 'understanding and using data to process information'. Based on the definition of data literacy derived from this study, we hope that the contents will be revised and supplemented, and more research will be conducted to provide a good foundation for educational research that develops students' future capabilities.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.241-247
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• 2022

This study examines teachers' implementation of strategies to modify the aggressive behavior of students with intellectual disabilities in Saudi Arabia, to determine the obstacles to their real-world execution. In addition, it presents potential approaches to overcome the obstacles to implementing strategies with this group of students. The research employed a qualitative design using semi-structured interviews as a data collection tool and applied a thematic analysis. The study population comprised 35 teachers of students with intellectual disabilities and the study sample numbered six teachers. The interviews were conducted via different methods: three by phone, two face-to face, and one using the Zoom platform. The results revealed inadequate understanding among teachers of intellectual disability and behaviour modification strategies, and this affected their capacity to develop plans that were compatible with the needs of students with intellectual disability. The findings also identified multiple obstacles that impede teachers' implementation of strategies to modify aggressive behaviour among students with intellectual disabilities; the most important being the lack of input from a psychological specialist when developing programs to modify aggressive behaviour. In general, it is apparent that programs for modifying aggressive behaviour are neither structured nor complementary, due to the scarcity of administrators with sufficient knowledge and familiarity with the characteristics and personalities of students with intellectual disabilities. This study presents several recommendations, the most important of which is that teachers of students with intellectual disability should develop themselves through training courses to enable them to deal with these students and create treatment plans that include strategies and clear steps to modify the aggressive behaviour of students with intellectual disabilities. To support teachers, it is also necessary to remove the obstacles facing education centres by providing financial support to create an environment in which they can access the required devices and equipment in their classes.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.547-573
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• 2021

Capacity is a concept that has been covered in elementary mathematics textbooks but its meaning has not been accurately defined in the textbooks. Two units, liter (L) and milliliter (mL), are introduced as the units of capacity in the textbooks, but they are the units of volume according to the International System of Unit. These stimulated us to analyze what capacity is, and how the capacity is related to the concept of volume. This study scrutinized how the different elementary mathematics textbooks that were developed from the first national curriculum to the most recently revised curriculum introduced the capacity and explained the relationship between capacity and volume. This study also examined the understanding of capacity by elementary school teachers using a questionnaire. The results of this study showed that the concept of capacity has been mostly introduced in the third grade in common but that there were differences among textbooks in terms of how they presented and used the concept of capacity as well as whether they described its definition or relationship with the concept of volume. Regarding the results of teachers' understanding, most teachers could explain the capacity as either "the size of the inner space of the container" or "the amount that can be contained" but some of them provided only superficial or inappropriate feedback for the students with the common misunderstandings of capacity. Based on these results, this paper presents implications for textbook developers and teachers to better address the concept of capacity.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.25-34
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• 2012

Following the UN Conference on Environment and Development held in Rio de Janeiro, Brazil, in 1992, a number of companies began to incorporate the concept of Environmental Sustainability into their business activities. Soon after this, interest in business sustainability within the academic world began to grow and a number of universities in Europe and North America decided to develop environmental management education-related materials and curricula under the support from their respective govemments and private companies. Starting in 1996, a wide-range of environmental management education programs also began to appear in several Korean universities. However, in contrast with the gradual evolution of environmental management education into a single study field internationally, environmental management education in Korea has not become fully specialized, nor has it developed in a systematic manner. In order to enhance and facilitate domestic environmental management education in Korea, universities must put more effort into differentiating environmental management education courses from regular environmental courses through the development of curricula related to business management. The business world has an immense impact on the environment and international environmental regulations are steadily becoming stronger. In this light, environmental education programs need to extend their sphere of study not only to the spread of knowledge and sensitivity towards the environment among members of the general public, but also train businessmen to have an understanding of how their actions impact the environment.

• Educational Technology International
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• v.9 no.2
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• pp.17-37
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• 2008

This study is to examine different views of teachers, students, parents and experts on existing mathematics textbook and ideas and alternatives for developing new textbooks. We interviewed deeply with 18 teachers, 18 students, 9 parents, and 4 experts and analyzed two analysis frame categories; Strengths and weaknesses of current textbooks and directions of mathematics textbooks that will be revised. We found that among teacher, student, parent and expert, there are some differences of meaning about mathematics textbooks, based on interview questions. The directions of new textbooks are as follows. First, 'the definitions of mathematics textbook concepts' shared and sympathized by teachers, students, parents, and experts should be considered in developing the textbooks. Second, the textbooks should be much usable in classrooms and be matched to the goals of mathematics subjects. Third, the contents and levels of difficulty of the textbooks should be based on the specific objectives and the analysis of curriculum and its contents. Fourth, understanding students should be presupposed as the external side of contents and the textbooks themselves should be associated with the image of joyful and fun mathematics. Fifth, the mathematics textbooks should reflect real daily life to their contents and be linked to other subjects.