• Education of Primary School Mathematics
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• v.24 no.4
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• pp.217-231
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• 2021

The purpose of this study was to investigate the effects of flipped learning through EBSmath on Students' 'rate and ratio' learning. By increasing demands for change in education, an innovative teaching and learning paradigm, 'Flipped Learning', has been presented and drawing attentions. In South Korea, Flipped Learning is also highly recognized for its effectiveness by many scholars and various media. However, this innovative learning model has limitations in application and expansion due to the excessive burden of class preparation of teachers. As remote learning becomes more active, it would be possible to overcome the limitations of Filliped learning by using the platform provided by the Korea Educational Broadcasting System (EBS). EBSmath is an online learning module that is designed to assist students' self-directed learning. Thus, EBSmath would reduce teachers' burden to prepare mathematics classes for the application of Flipped Learning; and led to students' better understanding of mathematical concepts and problem solving. In this study, the effect of Flipped Learning through EBSmath on learning 'rate and ratio' was investigated. In order to scrutinize the effects of flipped learning, students' achievement and mathematical disposition were examined and analyzed. Students' achievement, specifically, was divided into two subcategories: concept understanding and problem solving. As a result, Flipped learning through EBSmath had a positive effect on students' 'rate and ratio' problem solving. In addition, a statistically significant change was identified in the 'willingness', which is subdomain of students' mathematical disposition.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.231-260
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• 2017

The Fourth Industrial Revolution foreshadows radical changes in our lives. In the era of the fourth industrial revolution called the digital revolution, individualized learning based on ubiquitous learning is emphasized. The contents of learning will be centered on procedural knowledge rather than narrative knowledge, and fusion education in which boundaries between learning domains are broken down will be achieved. First of all, learners in the fourth industrial revolution era should have critical thinking and problem solving abilities. Metacognition based on self-control and cognitive flexibility is important for effective self-directed and active learning. Creativity-based collaborative activities, social vision skills, and social and emotional skills are also important competencies. Therefore, in order to provide individualized learning contents to learners in the fourth industrial revolution era, they should be transformed into learning paradigm based on personal characteristics such as learners' self-efficacy, interest, curiosity and creativity. In addition to this, evaluation forms should be diversified according to changing teaching and learning methods. In order to cultivate teachers to lead such educational innovation, it is necessary to reconsider the teaching capacity. Teachers should be able to construct creative lessons by skillfully exploiting technology in future learning environments. In addition to this, it should also have the ability to collaborate and cognitive flexibility to converge with other academic disciplines. Along with these discussions, we proposed the need for policy intervention along with changes in education.

• Journal of Ethics
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• no.82
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• pp.73-125
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• 2011

This article aims to search for moral educational implication of J. D. Greene's recent neuro-scientific approaches to deontological ethics. Recently new technique in neuroscience such as fMRI is applied to moral and social psychological concepts or terms, and 'affective primacy' and 'automaticity' principles are highlighted as basic concepts of the new paradigm. When these principles are introduced to ethical theories, it makes rooms of new and different interpretations of them. J. D. Greene et al. claim that deontological moral judgments or theories are just a kind of post hoc rationalization for intuitions or emotions by ways of neuroscientific findings and evolutionary interpretation. For example, Kant's categorical imperative in which a maxim should be universalizable to be as a principle, might be a product of moral intuition. Firstly this article tries to search for intellectual backgrounds of the social intuitionalism where Greens' thought originates. Secondly, this article tries to collect and summarize his arguments about moral dilemma responses, personal-impersonal dilemma catergorizing hypothesis, fMRI data interpretations by ways of evolutionary theory, cultural and social psychological theories, application to deontological and consequential theories, and his suggestion that deontological ethics shoud be rejected as a normative ethical thought and consequentialism be a promising theory etc. Thirdly, this tries to analyse and critically exam those aspects and argumentation, especially from viewpoints of the ethicists whose various strategies seek to defeat Greene's claims. Fourthly, this article criticizes that his arguments make a few critical mistakes in methodology and data interpretation. Last, this article seeks to find its implications for moral education in korea, in which in spite of incomplete argumentation of his neuroscientific approach to morality, neuroethics needs to be introduced as a new approach and educational content, and critical materials as well.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.897-907
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• 2023

The purpose of this study is to find out the development direction of adult learners' blended learning class as a study on the class satisfaction of adult college students according to the blended learning class participation type. To this end, a survey was conducted targeting adult learners at two schools that are carrying out the LiFE project (lifelong education system support project). The analyzed research results are as follows. First, in the case of adult learners, the proportion of participating in liberal arts + major classes as a blended learning subject was 77.8%, and home was the highest with 69.8% as a place to participate in online classes. Second, satisfaction with the blended learning teacher/instructor teaching method was generally satisfied with 95.2% of average or higher. Third, 96.8% of the students answered 'yes' or higher regarding the level of satisfaction with the blended learning method. The above research results show that blended learning is one of the important teaching and learning methods in providing adult-tailored education to adult learners who combine work and study. It can be seen that the blended learning teaching method is an effective teaching method that enables interactive communication between the instructor and the learner rather than the one-way teaching-oriented content delivery class of the traditional classroom.

• Journal of Distribution Science
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• v.10 no.2
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• pp.43-52
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• 2012

As experiential education services are growing, the need for proper management is increasing. Considering that adequate measures are an essential factor for achieving success in managing something, it is important for managers to use a proper system of metrics to measure the performance of experiential education services. However, in spite of this need, little research has been done to develop a valid and reliable set of metrics for assessing the quality of experiential education services. The current study aims to develop a multi-item instrument for assessing the service quality of experiential education. The specific procedure is as follows. First, we generated a pool of possible metrics based on diverse literature on service quality. We elicited possiblemetric items not only from general service quality metrics such as SERVQUAL and SERVPERF but also from educational service quality metrics such as HEdPERF and PESPERF. Second, specialist teachers in the experiential education area screened the initial metrics to boost face validity. Third, we proceeded with multiple rounds of empirical validation of those metrics. Based on this processes, we refined the metrics to determine the final metrics to be used. Fourth, we examined predictive validity by checking the well-established positive relationship between each dimension of metrics and customer satisfaction. In sum, starting with the initial pool of scale items elicited from the previous literature and purifying them empirically through the surveying method, we developed a four-dimensional systemized scale to measure the superiority of experiential education and named it "Experiential Education PERFormance" (EEPERF). Our findings indicate that students (consumers) perceive the superiority of the experiential education (EE) service in the following four dimensions: EE-empathy, EE-reliability, EE-outcome, and EE-landscape. EE-empathy is a judgment in response to the question, "How empathetically does the experiential educational service provider interact with me?" Principal measures are "How well does the service provider understand my needs?," and "How well does the service provider listen to my voice?" Next, EE-reliability is a judgment in response to the question, "How reliably does the experiential educational service provider interact with me?" Major measures are "How reliable is the schedule here?," and "How credible is the service provider?" EE-outcome is a judgmentin response to the question, "What results could I get from this experiential educational service encounter?" Representative measures are "How good is the information that I will acquire form this service encounter?," and "How useful is this service encounter in helping me develop creativity?" Finally, EE-landscape is a judgment about the physical environment. Essential measures are "How convenient is the access to the service encounter?,"and "How well managed are the facilities?" We showed the reliability and validity of the system of metrics. All four dimensions influence customer satisfaction significantly. Practitioners may use the results in planning experiential educational service programs and evaluating each service encounter. The current study isexpected to act as a stepping-stone for future scale improvement. In this case, researchers may use the experience quality paradigm that has recently arisen.

• Journal of Distribution Science
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• v.13 no.7
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• pp.63-71
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• 2015

Purpose - The characteristics of the modern management environment in Korea clearly involve the limitations of knowledge management, globalization, changes in industrial structures, polarization of the economy, consumption, and education, and the demand for creative management. To achieve a continuous competitive advantage for individuals as well as organizations, Wisdom Management can be said to be a paradigm for the current environment. The Research is an alternative to environmental management in the early study of the need to conceptualize the theoretical approach to wisdom management. In other words, it presents a new management paradigm for a business environment of uncertainty and unpredictability. Furthermore, it aims to propose Wisdom Management as an alternative in the modern management environment as well as a topic of discourse. Its purpose is to provide basic knowledge to people who study and practice in this field to strengthen the competitiveness of individuals and companies. Research design, data, and methodology - This paper first provides six characteristics of the current management environment at home and abroad. It then attempts to emphasize the necessity of wisdom based on such characteristics by classifying wisdom according to recent management study research. This allows the derivation of definitions of wisdom management, suggesting its components and properties. Results - The six characteristics of the modern business environment are: 1) limits of knowledge, 2) intensifying globalized competition, 3) changes in industry structure - IoT (Internet of all Things) trend, 4) serious polarization and social unrest diffusion, 5) personal and organizational competitiveness creativity requirements, and 6) domestic special national and social situations. Therefore, accordingly, wisdom can be defined and classified as: wisdom that offers potential integration beyond knowledge, practicing and maintaining knowledge wisdom as an efficient strategy for an organization wisdom as a decision-making process that addresses ambivalence wisdom as the pursuit of common goods based on ethics; and, wisdom as creativity that involves intuition and insight. This paper attempts to define Wisdom Management in accordance with these definitions of wisdom. Wisdom Management is a management system that is awareof the current environment given in the multidimensional perspective, achieves the efficiency of the organization and the goals of common good through an uncertain decision-making process, based on the organization of individual and organizational knowledge, and the internal experiences and resources. Wisdom Management components include human beings, virtue, knowledge, creativity, and ambivalent thinking. Its properties include intentionality, self-destructiveness, creative and ethical reflexivity, complexity, insight, unpredictability, ambivalence, and wholeness. Conclusions - Since all organizations face the limitations of their environment, crises, and opportunities, applying wisdom in management to develop as Wisdom Management can be an inevitable alternative to the uncertainties of the management environment faced by modern society. The conceptualization of Wisdom Management forms a valuable context to further advance knowledge management theory into practice. It is also a cornerstone of strategic management and can provide insight into its potential for success and implementation.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.753-766
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• 2013

Even though civilization is developing at a fast rate, human beings and their living environments do not look happy. Given that the civilization comes from the human mind, which is changing in interaction with human body, society, and nature, it is hard to think that the human mind is changing in the desirable direction. This paper described a whole changing paradigm of the human mind and its causes through the cognitive mechanism in the brain from which all the diverse minds are formed. According to the cognitive mechanism, the human mind can change from the first free and peaceful mind through the middle mind to the last obsessive and anguish mind in accordance with the change of one of the factors in the origin of the human mind. Today's unfavorable changes in human beings, society, and the natural environment including the excessive development of civilization are the results of the undesirable changes of the human mind. This paper specified the respective characteristics of the first, middle, and the last mind and discussed where individuals' minds are and where they are going. Lastly, this paper suggested the specific ways to return to the first original mind based on the cognitive mechanism.

• Korean Journal of Social Welfare
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• v.57 no.4
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• pp.225-251
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• 2005

This study examines the changing paradigm of family welfare policy and tries to find an appropriate model for the delivery system of family welfare service. First, the study reviews the contexts of family policy in new paradigm, and traces the changing process of family welfare-related administration from the ministry of human and health to the ministry of family and gender equality. Second, the study examines the principles of the delivery system for family welfare service to pursue the advancement of family policy. In conclusion, it proposes an alternative model for the successful settlement into community of family welfare delivery system, and a desirable position and role of family support center. The principles of the delivery system of family welfare service is fundamentally to make family policy come realistic, such as strengthening family stability through the harmonic reconciliation of work and family, preventing any forms of families from social safety net, and securing happy lives. Comprehensiveness, continuity, effectiveness, and accessibility of the system are also needed. In particular, family support center, recently very controversial, could be better as a representative council of networking various kinds of community organizations in the fields of family welfare enhancement, rather than organization of direct service provision, such as family counselling, education and therapy. Finally, an alternative model of delivery system for family welfare service is presented.

• Journal of the Korean association of regional geographers
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• v.4 no.1
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• pp.27-41
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• 1998

The communication model has been accepted as the basic research paradigm of cartography since Board(1967) discussed the map/model analogy. In that paradigm, the function of maps was limited to the media of communication, and the functionality of maps was extremely emphasized. Therefore the model could not play its own role under the new environments such as computer, GIS, scientific visualization. Nowadays, the model has been attacked on several grounds and several alternatives have been suggested. Among the objections raised are (1) geographic visualization in which maps are considered as the tool of scientific visualization, (2) the contributions of art which are ignored in the positivist cartographic research, and (3) deconstructionist arguments which deny the scientific epistemology of map as an objective form of knowledge and recognize the textuality of maps including their metaphorical and rhetorical nature. Since a publication by McCormick et al, the scientific visualization based on the powerful computer graphics is used in a wide context. Maps are treated as the tools of scientific visualization and emphasis is on exploration of the geographic data to gain understanding and insight in the geographic visualization processes. The research on geographic visualization have stayed in the early stage of developing the conceptual model and the basic visualization tools. But, it is expected that the geographic or visual thinking which is emphasized in the geographic visualization will contribute the reestablishment of links between cartography and geography. Also, the development of scientific visualization tools and strategies will offer the opportunities to suggest a fresh idea, to synthesize information and develop holistic approaches to geographical problems.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.