• Iberoamérica
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• v.22 no.2
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• pp.153-179
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• 2020

In the Mexican territory the cultural diversity is associated with the environmental diversity, this is demonstrated by the presence of native groups that inhabit the regions of the country, which are characterized by the management of various natural resources that they obtain from the terrestrial and aquatic environments of each of the regions. Through the RECREA Model: complex thinking, information and communication technologies and research-action, complemented with fundamentals of geography, environmental geography, cultural ecology, field work and cartographic information, we explained and analyzed the association between environmental diversity and cultural diversity to demonstrate that in Mexico there are still links between the environment, society and culture, a situation that determines the existence of human groups that subsist in the context of a global capitalist system that extracts in an unsustainable way natural resources. Based on these results, an instructional model is made to put it to practice with international students, in this case from Japan and South Korea, to allow the observation of its functionality in transmitting the aforementioned results on environmental and cultural diversity in Mexico during the teaching-learning process.

• Hwankyungkyoyuk
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• v.22 no.4
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• pp.81-94
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• 2009

This study was intended to develop the STS module regarding conservation of water resources, called "A Project for the Conservation of Water Resources". Since each theme consisted of 2 subject activities, they had total 8 subject activities. Developed STS module was applied to 113 male students of 11th grader of D High School in Incheon. After they received 8 periods of the developed STS module, the environmental sensitivity and environmental conservation behavior and the interest of the affective domains related to science were determined. Results were as follows; Four themes of this module were 'What are the water resources?', 'What is a main cause for the water pollution?', 'A drinking water? or non-drinking water?' and 'Making UCC for the water resources'. Since each theme consisted of 2 subject activities, they were for total 8 periods. Developed STS module was found to be appropriate for the STS and they could be applied to the classroom easily. Students who were instructed according to the developed STS module showed that there was a statistically significant enhancement in the environmental sensitivity and environmental conservation behavior and in the area of interest of the affective domains related to science. Students who were instructed according to the developed STS module showed positive responses to the instructional methods by STS. Based on students' interview, they revealed that they were impressed with the hands-on activities and the process of subject activities. Instruction with STS module seemed to be more appropriate way of teaching compared to the traditional way of teaching. However, it will be necessary to develop more modules or programs which could be linked from the elementary school level to the high school level and to use them consistently in order to maximize their effects.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.10-21
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• 2011

The purposes of this study were to classify the objectives in elementary science for the 2007 revised national curriculum in accordance with Bloom's Revised Taxonomy of Educational Objectives, and to compare the classified data of 2007 revised curriculum with 7th national curriculum from a view of creative objectives. For the purpose, the frame and manuel was developed to classify the objectives. In this study, elementary science instructional objectives of third- to forth-grade level were classified through the frame. The finding of this study revealed that the objectives, stated in elementary science for the 2007 revised national curriculum, are biased to the 'conceptional knowledge', 'factual knowledge' and the 'understand' cognitive process dimension. And the remaining dimension of the Bloom's revised taxonomy is very scanty. Comparing with 7th national curriculum, the 2007 revised national curriculum's objectives system has not conspicuous improvement in creativity area. It was suggested to improve present objectives system, because of give learners more experience to opportunity about creativity.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.673-698
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• 2012

In this study, we suggest the standards for future mathematics classroom from environment, teachers, and students aspects. Future mathematics classroom should have the three environmental standards that perform responsible roles and appropriate functions of physical resources and classroom space. In the teacher standards' domain, we presented as a total of eight kinds. Concretely, we proposed the four standards for improvement of mathematical teacher's instructional expertise and the four standards for improvement of abilities of learners. The students standards consist of 4 domain a such as 3 standards of mathematical investigation and problem solving, 3 standards of cooperation and communication, 1 standard of utilization and operation of mathematical technologies and learning support systems, 2 standard of digital ethics and citizenship. Also, we developed the mathematical convergence instruction model and reported the results of its application after the lessons conducted in the classroom equipped with advanced environmental and technologies. We presented the convergence instruction model and scenarios focused on thoughts and actions of teachers and students in the future mathematics classroom.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.146-153
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• 1996

The study reported here is a part of the Korean Science Education Database (SEDB) project, a long-term effort to improve science education by providing educational information to science educators. The purpose of the SEDB project is to improve access to science resources available to teachers, students, parents, and others. Three educational database have been investigated and discussed in depth. The Educational Resources Information Center (ERIC) that is the largest education database in the world and the Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) that is creating an easy-to-use catalog of mathematics and science curriculum materials have been investigated on the aspect of system and operation. The pilot form of the SEDB developed in this study has committed itself to reaching audiences that include practitioners and policymakers. The SEDB should be a collection of the most up-to-date and comprehensive listing of science curriculum materials in the nation, because educators need better access to the best instructional materials and programs to continually improve science education our nation's science. The researchers recommend the practical tips for developing an effective science education database.

• Educational Technology International
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• v.16 no.2
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• pp.201-229
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• 2015

Culture is a crucial concept that forms the thinking and behaviors of a group of people, and it influences interactions in learning. Thus, it is also essential to consider cultural sensitivity in online learning technologies and instructional design as education is a set of learning actions based on values and perceptions. MOOCs, the latest online learning platform, are global online learning platforms that provide global learners with free and various learning resources including courses from different world-class institutions. Despite globalization having brought learners closer to sharing similar learning resources, the actual experiences with the resource are expected to vary according to cultures, mainly because learning behavior is a set of outcomes based on cultural differences. Taking this into consideration, this study aims to examine MOOCs from a cultural perspective in order to facilitate global learners, especially Korean learners, to utilize MOOCs with user-friendly services and contents. To achieve this objective, the study first identified and developed an evaluation criteria to examine the cultural sensitivity of MOOCs and conducted case studies on courses from major MOOC providers including edX and Coursera. From the findings, design recommendations of contents and courses on MOOCs were suggested to provide Korean learners with optimal learning experiences.

• Journal of vocational education research
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• v.36 no.4
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• pp.41-56
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• 2017

The purpose of this study is to analyze the level of current difference of education needs for instructional competency of lifelong education instructor and the level of importance of lifelong education for drawing priority. Through the literature review, this is divided the lifelong education instructor's competencies such as planning, implementation, management and support and analyzed the current level and importance with 35 items through t-test analysis. The priority for education needs is applied to Borich and the Locus for Focus model simultaneously. According to result for study, the largest item of competency for lifelong education instructor is verified with the current level and importance for building of social networking and managing competency. The top priority item of education needs for instructional competency of lifelong education instructor is located in the first quadrant of model and the Locus for Focus model, according to priority in needs for Borich and was showed in program competency. The second items in priority were derived by learning resources, information gathering, competency for focus development, equitable evaluation for student, competency for building team work. Therefore, these competencies are considered as factors for priority of lifelong instructor and will be developed in personal and organizational development.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.77-101
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• 2006

The present study examines various pedagogical functions of conversational repair strategies employed by the teacher in the ESL classroom. As part of interactional resources, conversational repair is defined as the treatment of trouble occurring in interactive language use and is originally designed to deal with communication problems. Research on conversational repair has focused on ordinary conversation and organization of repair practices. Studies on more pedagogical functions of repair sequences initiated by the teacher are very few. The data were from five hours of ESL structure classes in an intensive English institute at a large U.S. university. They were closely transcribed and microanalyzed following the conversation-analytic methodology. The analysis found that ESL teachers' repair techniques not only resolve communication problems but they are also designed to serve several important instructional purposes of teaching the target language. They include creating opportunities of comprehensible input, inducing modified comprehensible output from students, guiding and controlling student output, and initiating corrections by initiating repair.

• Research in Mathematical Education
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• v.19 no.3
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• pp.177-193
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• 2015

Mathematical creativity, an important goal in mathematics education, can be promoted through an integrated learning environment where students explore mathematics with other subject areas such as science, technology, engineering and art. Establishing such learning environments is not a trivial task. Therefore, this creates a need for the development of instructional resources promoting meaningful integration. This paper focuses on integration of the fields of mathematics and music. Beginning with some of the historical discoveries and views of the connections between mathematics and music, this paper attends to several musical concepts correlating to middle school mathematical content and then provides ideas for teaching.

• Journal of Korean Society for Quality Management
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• v.31 no.2
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• pp.17-39
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• 2003

The 21st century is called “an era of creation” or “an era of speed.” These are flat expressions requiring a fierce competition between individuals, corporations and nations. In a reality in which we should make new things continuously within a short period of time, the world best benchmarking can become a good alternative. The world best practice can be called “a mode of operation” that has created the world's best performance in a particular field of managerial activities. It is very meaningful for the nations' corporations, which have a lower competitiveness than world-class ones and weak points in the area of human resources development, in particular, to benchmark the world-class corporations' best practices of HRD. Therefore, this study is conducted in conformity with a model of the Instructional Systems Designs for the Total Quality Education that brings the structure of the world-class corporations' best practices of HRD into line with that of the Total Quality Management. That is, analysis, design, development, implementation and assessment are included in this study.