• Korean Medical Education Review
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• v.22 no.2
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• pp.77-84
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• 2020

This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner's process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget's theory of cognitive constructivism and Ausubel's meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner's existing schema and make endless efforts to satisfy learners' intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.322-334
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• 1999

In environmental value education, the difference between Ecological and Economic view-point about environmentmust should be considered. Usually, although the differences are unavoidable, because our lifes are inclined to Economic life. But this propensity have become great obstacles to Environmental value education by diluting the fundamental reasons which the nature should be preserved. Furthermore we can't say that environmental problems are not solved just by economic approach, owing to its limits of solving by incentives. So we can say that it is very important to have equalized view-points in the relations of economics and ecology for balanced environmental value education. This study is to alternative environmental value education program, to have equalized view-points in the relations of economics and ecology through the small community located in Japan. The exact name of that program is GENSANGGAI. They have persued to attain a spiritual state of complete absence of ego through this program, and this spiritual state can be important environmental value educaton goal, which make the student to see the evironment with equalized view-points in the interdependence between economics and ecology. we can say that this program can be a kind affective (sentimentally perceived) environmental education program. It can be good environmental education program in affective domain. we can say that equalized view-points is to attain a spiritual state of complete absence of ego. This program is some similar to Kohlberg's latter term theory and Open educationin theory in substantial aspect, he persued Just Community Approach through Kibbutz in Israel. From the basis of his theory, if the GENSANGGAI program, which means harmony between socialization and development of moral stage, individualism and communism.

• Journal of the Korean Society of Food Culture
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• v.34 no.3
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• pp.325-333
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• 2019

This study was a qualitative investigation of the process of adaptation of nutrition education programs by marriage immigrant women who completed education programs for training of food citizen leaders. Focus group interviews of seven marriage immigrant women from Vietnam, China, Mongolia and Russia were conducted and analyzed based on the Normalization Process Theory (NPT). Participants were aware of the purpose of the education program (coherence) and their confidence in organizing and reconstructing the knowledge of nutrition was increased after education (reflexive monitoring). However, they had difficulties attending long-term education programs (cognitive participation) and overcoming language barriers (collective action). Although the program was beneficial for the participants in that they could apply acquired nutrition knowledge to their everyday life as food citizen leaders, the continuous monitoring and feed-back system (management), customized application, and consideration of personal and social factors need to be developed and facilitated. In addition, various programs targeting marriage immigrant women may increase economic independence of these women. The NPT proved beneficial in conceptualizing the barriers and facilitators to implementing nutrition education. The successful implementation of nutrition intervention needs special support to overcome barriers to cognitive participation and collective action.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.660-673
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• 2006

There have been many attempts to determine the value and the role of school laboratory experiment, but it seems hard to find consensus among these attempts from the perspective of education. This difficulty seems mainly due to disagreement on the concept of education, which has caused an instrumental attitude considering the school laboratory only as a means of developing science or pursuing various functions of school. However, the Endogenous Theory of Education (ETE), which claims education as 'a form of life', has recently paved the way for laboratory experiment to be justified as an opportunity of 'educooperation' allowing students to experience the intrinsic values of education in the medium of science. According to this theory, it is not the detailed practicals but the whole context where the laboratory activity is situated that matters in revealing the inherent educational phenomena. Through this new perspective, I observed two biology laboratory classes in a high school and analyzed the pattern of teacher-student and student-student interactions. Some meaningful educooperation was found in students' chattering, which has been traditionally considered as merely noise in the classroom, rather than in teacher-student interactions. This study discusses the reasons for these findings in detail and culminates in suggesting ways for accentuating the educational aspect of school laboratory activity.

• East Asian mathematical journal
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• v.29 no.4
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• pp.409-423
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• 2013

Herbart's education provides an implication for mathematics education that combine a practical ethics education with mathematics education. Herbart show that an theoretical mathematics education would not exist as a sole. It implies that mathematics education must do activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's ethics theory of education reveals the entireness of human. There are possible explanations for the ways to increase the value of the mathematics education as an education for whole human. It is that the advantage of learning mathematics is not only that we can solve the problems we face in our lives but also that we can acquire a form of life.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.538-559
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• 2023

In this study, the interplay between models and theories was explored through a series of focus group discussions (FGDs) involving five experts in science education. The FGDs were held seven times, beginning with the question of what is modeling in relation to models, which is a current area of research in science education. Throughout the discussion, several key issues regarding models and modeling were addressed, with a particular emphasis on their relationship to theory. A notable finding from this study is that the participants' discussions did not converge into a single viewpoint regarding the relationship between theory and models; instead, multiple related issues emerged, leading to attempts to reframe existing concepts and seek new understanding. The study findings relate to three main areas of inquiry: What is the meaning of models or modeling? What is the nature of the relationship between models and theories?, and Is modeling possible without a foundation in theory? Particularly, the relationship between models and theories was discussed in reference to the following points: 1) Is a model to be understood as derived from theory, and is modeling the application of theory to phenomena? 2) Can a model be inferred from theory? 3) Does modeling originate from a specific, structured foundational theory (a framework of empirical knowledge), or is it to be understood through the integration of various resources without explicit reference to a foundational theory? Based on the study outcomes, implications are presented for philosophy of science and for researchers and educators working in the realm of science education.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.122-136
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• 2006

The purpose of this study is to explore the features and features of causes of communicative deficits in high-functioning autistic children in order to intervene educational programs. When communicating with others, high-functioning autistic children have difficulties in the aspects of syntax and semantics, especially pragmatics. These causes of communicative deficits of high-functioning autistic children can be explained respectively by theory of mind, executive function, and central coherence theory. According to theory of mind, qualitative impairment of interaction and communication accounts for communicative deficits. Executive function argues that communicative deficits of high-functioning autistic children be caused by limited concern. Central coherence theory suggests that communicative deficits be caused by the inappropriate integration of cues. Considering these causes of communicative deficits in high-functioning autistic children, we proposed educational strategies order to intervene educational programs.

• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.1
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• pp.139-148
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• 2004

Purpose of this study was determining predictor variables of Korean nurses' intention to educate clients and their significant others using the theory of planned behavior (TPB). Nurses working in health institutions (N=221) were conveniently selected from 2 RN-BSN programs and 2 hospitals in Seoul and Kyunggi-Do. A packet of questionnaires was developed according to the guidelines of the TPB. Multiple regression and Pearson product coefficients were used to analyze the data. Korean nurses showed positive intention to education their patients. They also showed positive attitude toward the patients education while perceived strong social pressure of teaching the patients. Attitude, subjective norms and perceived behavioral control were the predictors of the intention as the theory proposed. Especially the perceived behavioral control was the best predictors among them. Time to prepare themselves for the patient education; high self-esteem as a teacher; a perception that patients want nurses as a resource person; and the quality of information that nurse perceived they had were the predictors among the perceived behavioral control variables. Three recommendation were identified for the effective patient education. Nurses should be prepared to teach patients in their nursing school so that they have self-esteem as a competent teacher. The professional patient educators who are well-prepared for educating patients and their family are strongly recommended. Finally, development of a patient education center in the health institution were also recommended for its quality control.

• Journal of Christian Education in Korea
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• v.64
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• pp.145-171
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• 2020

Christian communities have long sought to find what type of moral judgment is appropriate and what the Christian behavior is, by taking the church's ethical norms and behavior patterns as objects of reflection. In the same context, Christian education also tried to base the psychological rationalism of J. Piaget and L. Kohlberg, but the reason-centered structural development theory was not the answer. In fact, the structural development theory, which emphasized autonomy while excluding emotions from the moral judgment process, over-emphasizing cognition or reason, eventually led to moral relativism, unlike what was intended. In addition, it was criticized for not being able to adequately elucidate the gap between human moral reasoning and behavior, and for attempting to interpret morality excessively within the context of social culture. Recently, these limitations of structural developmental theory have been reinterpreted by neuroethics, especially moral psychology theories, which claim that moral judgment ability is physically wired in the brain and relies heavily on networks between cortical and limbic system. The purpose of this paper is to review some of the newly emerged research themes of neuroethics, and then to discuss two main theories that explain morality in the perspective of neuroethics and the implications that Christian education should pay attention to.

• Journal of the Society of Disaster Information
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• v.16 no.3
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• pp.505-512
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• 2020

Purpose: The purpose of this study is to identify the contents and problems of present education for safety education specialist and provide suggestions for improvement in the future by examining the current status of capacity building education for safe education specialist. Method: The analysis of current status was conducted based on the results of two training sessions on safety education specialists and the research on the actual condition was carried on targeting safety education specialists. Result: As a result of the research, most of the contents of education for safety education specialist are biased toward theory and lack of a systematic education system, resulting in that safety education tends to be field education and focuses on theory and audio-visual education. Safety education is not solved by theory, but can be maximized the effect through experience and practice to experience the real situation. Conclusion: Therefore, based on the results of this study, a method of ICT is proposed to utilize for safety education, so that safety education specialists can be provided with practical and effective safety education, which can be used at real safety field.