• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.33-52
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• 1997

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.379-392
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• 1994

One of the historical origins of the modern science education was investigated in this paper. From the view point of the pansophistic educational philosophy which emphasized "man should teach completely all things to all mankind(Omnes, Omnia, omnino)", J.A.Comenius proposed in his book "Didactica magna"(1658) that 'physica' should be learned as one of the most important school subjects. He suggested the completion of human being as a wholeness of the universe could be achieved through the physics teaching. His ideas of science education was, however, directed not to the 'rational konwledge' about the natural world, but to the 'divine wisdom'. His main thoughts and influences on science education can be summarized as follows: 1) The human being as a God's image should know the divinely created nature, because the invisible God's existence can be sensorially recognized in the nature. 2) Physics or science should be regarded as more important objects than verbal learning in general school education. 3) The cognitive union between the words('representative' or 'das Dargestellte') and things('presentative' or 'das Dargebotene') can be achieved through the objects lesson ('Anschauungsunterricht') 4) The realistic and sensor-cognitive learning theory of the object lesson is yet very important especially in the science education of elementary school, even though the inquiry learning process has became more important in the last years. 5) The religious aspect of his idea could not satisfy the social needs of industrialization and the development of professonal technics in the 18 to 19th century.

• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.201-221
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• 2008

This study discusses how the humanity mathematics education can be realized in practice. The essence of mathematical concept is gradually disclosed revealing the ambiguities in the concept currently accepted and clarifying them. Historical development of mathematical concepts has progressed as such, exemplified with the group-theoretical thought and continuous function. In learning of mathematical concepts, thus, students have to recognize, reveal and clarify the ambiguities that intuitive and context-dependent definitions in school mathematics have. We present the process of improvement of definitions of a tangent and a polygon in school mathematics as examples. In the process, students may recognize the limitations of their thoughts and reform them with feelings of humility and satisfaction. Therefore this learning process would contribute to cultivating students' minds as the humanity mathematics education pursues.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.333-357
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• 2007

One of the most important issues in mathematics education is to restore the educational foundation of school mathematics, which requires fundamental discussions about 'What are the reasons for teaching mathematics?'. This study begins with the problematic that mathematics education is generally pursued as an instrumental know-ledge, which is useful to solve everyday problems or develop scientific technology. This common notion cannot be overcome as long as the mathematics education is viewed as bringing up the learners' ability to work out practical problems. In this paper we discuss the value of mathematics education reflecting on the theory of 'two fold structure of mind'. And we examine the ideas pursued by mathematics educators analyzing the educational theory of Plato and Froebel. Furthermore, we review the mathematics educational theory of F. Klein, an educator who led the reformation of mathematics education in the early 20th century and established the basic modern philosophy and curriculum of mathematics education. In particular, reflecting on the 'two fold structure of mind,' we reexamine his mathematics educational theory in the aspect of the mind cultivation so as to elucidate his ideas more clearly. Moreover, for the more deep discussion about Klein's thoughts on the mathematics education, his viewpoint on tile teaching of 'functional thinking' for the mind cultivation is reexamined based on the research results found in the developments of mathematics education after Klein. As the result we show that under the current mathematics education, which regards mathematics as a practical tools for solving everyday problems and an essential device for developing science and technology, there is a more important value for cultivating the human mind, and argue that mathematics education should contribute to the mind cultivation by emphasizing such an educational value.

• Industry Promotion Research
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• v.3 no.2
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• pp.63-78
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• 2018

This study used survey research method to identify factors affecting suicidal ideation in adolescents. The results of this study are as follows. First, it is necessary to narrow the psychological distance between the parents and the adolescents, to make efforts in each family to be more harmonious within the family, and to reduce consciously the physical and verbal violence which is sometimes unintentionally applied between the parents. Second, when adolescents attempt suicide, counseling agencies in schools, educational institutions, and local communities should be able to respond effectively to adolescent crisis situations, and follow-up measures such as suicide prevention education and suicide attitude education must be conducted Efforts should be made to reduce juvenile delinquent suicide and impulsive suicidal thoughts. Third, when developing adolescent suicide prevention and related programs, differentiated programs and suicide prevention education should be tried. Fourth, I think that it is necessary to prevent the suicidal thoughts of adolescents by early detection and intervention of high - depression adolescents by establishing a system that can be applied to adolescents out of school.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.233-248
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• 2019

This study shows that the Argovian Cantonal School in Aarau, Switzerland, which Albert Einstein attended from 1895 to 1896, had been closely related to the ideological education controversy in German Gymnasium throughout the 19th century. Due to this controversy, Einstein hardly received a formal science education in Bavaria. Despite the lack of formal education in Germany, he had a habit of self-studying from an early age and continued with this practice all through his life. He had a hard time at the authoritarian school in Munich, but at the democratic school in Aarau, where freedom and autonomy were secured, he was able to achieve emotional stability. For a long time, the city Aarau prevailed as a location of tolerance and multi-culturalism, without religious, regional, and national discrimination. This was possible due to the influence of external and unrestricted social mobility, as well as the Enlightenment from France. As a result, this small public school was able to acquire a mass of qualified human resources from outside of Switzerland. As a consequence of the controversy regarding the educational ideology, the Cantonal School adopted practical thoughts and the Enlightenment that fit the spirit of the times. The school consisted of two independent educational organizations: the Gymnasium, where the 'neuhumanistsch' education for the elite training was conducted, and the 'Gewerbeschule', where a more realistic education system was set up to suit the citizen life. In particular, after 1835, the Gymnasium changed gradually from the pure humanistic education to the 'utraquistisch' ways by introducing practical subjects such as natural history. Thereafter, the Cantonal School became an institution that was able to achieve a genuine humanity, academic, and civic life education. Einstein, who attended the 'technische Abteilung' of the 'Gewerbeschule,' considered this school as a role model of an institution that realized true democracy, and that left an unforgettable impression on him.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.551-557
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• 2024

Early childhood cultural and artistic education is a process of expressing oneself and understanding society, which has a great impact on the lives of young children. It utilizes the principle of individualization, which means that individual diversity should be considered because each toddler has different developmental characteristics; the principle of play-centeredness, which means that toddlers form active attitudes toward experiential activities through enjoyment through play; the principle of integration, which is the foundation for holistic development; and the principle of direct experience, which means that toddlers have the experience of touching and manipulating materials. In the introduction, children are encouraged to explore and think about materials, read and share books together, and express their thoughts creatively through artistic expressions such as art, music, physical expression, drama, movies, and photography in the first and second phases. In the final stage, a teaching and learning plan was developed that consisted of a circle time for the children to share their opinions with each other in the process of appreciating the results created by the children and presenting their thoughts. As the educational effectiveness of early childhood cultural arts education is best developed in the early childhood period, when learning is emphasized by children exploring according to their interests, this study presented a learning guidance plan that reflects various educational methods and genre convergence education that can be applied to early childhood cultural arts education.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.1-18
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• 1992

The curriculum especially in Korea plays a crucial role in developing instructional materials. It serves as a criterion for selecting and organizing content of teaching materials. Therefore, the validity of a curriculum can be justified through testing effectiveness of an instructional material developed in accordance with the curriculum. This paper presents an instructional method and material developed based on the current tendency of educational thoughts that emphasize STS and students - centered teaching strategies in science education. The instructional material was organized around the concept and its subconcept of "nutrition" as presented in the high school biology textbooks now in use in the nation as well as in a few world-wide countries. It was also organized by the use of biological events and phenomena which high school students in rural areas can easily encounter through their everyday lives. The significant findings in this study are : ${\circ}$ The achievement levels in experimental groups were higher than one in controlled groups. ${\circ}$ The students as well as the teachers involved in this study showed positive attitude toward the instructional method developed in the process of this study. ${\circ}$ The greater part of the students among the controlled groups hoped that biology would be taught by this kind of teaching procedure and materials.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.15-23
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• 2008

This study analyzed the thinking types of pre-service chemical cell chemistry teachers according to grade and tried to find out how the education for pre-service teachers had influenced their thinking types. This study found that the pre-service education had failed to form scientific conceptions. Some pre-service teachers thought that college education couldn't help them understand the knowledge about chemical cell. In addition, they are lacking in scientific conception. Even some of them who thought college education was helpful had wrong conceptions. Most of the pre-service teachers' thoughts could not exceed the level of the high school chemistry textbooks. But, Juniors had more scientific conception than other grades through the group discussions about chemistry textbooks' contents in the course of "Theory of Science Teaching Materials". So, Pre-service education should include the pedagogical knowledge with content knowledge treated in secondary school science textbooks for educational effects.

• Korean Medical Education Review
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• v.20 no.2
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• pp.103-111
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• 2018

In the ever-changing medical environment, the social participation of medical doctors is becoming more necessary. Currently, there is not enough participation or action by doctors within our society due to reasons such as a lack of educational curriculum in this area. This study aimed to investigate medical students' opinions and attitudes about social participation and action. A total of 438 medical students were surveyed about their attitudes toward doctors' relations with the public, social participation, social action, and medical education for social participation or action. Regarding doctors' relations with the public, participants responded that the government (73.5%) and the media (82.0%) were causing social distrust of doctors, and more than 70% of the respondents answered that doctors were passive when it comes to social participation. When asked about social participation and social action, 76.7% of the students surveyed had experienced social participation, and 28.3% had experienced taking social action. A total of 73.4% of the students answered that medical education needs to be changed, and it is necessary to introduce subjects such as sociology and law to improve social participation and action. The results are significant in that they show medical students' thoughts on social participation and social action as doctors in the Fourth Industrial Revolution. We believe that a change of medical curriculum to promote active and collaborative social participation by doctors is necessary.