• The Mathematical Education
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• v.62 no.1
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• pp.79-93
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• 2023

This study used metaphors as a analysis tool to investigate elementary school students' formation and development of angle concepts. For this purpose, the students were asked to write words associated with angle, right angle, acute angle and obtuse angle and to explain why. In case of angle and right angle, responses of 268 students from 3rd to 6th graders were analyzed and for acute angle and obtuse angle, those of 192 students from 4th to 6th graders were examined. As the results of categorizing the metaphors, they can be classified into categories such as; (1) qualitative aspects: 'things metaphor', 'personality metaphor', 'emotions metaphor' etc., (2) quantitative aspects: 'motions metaphor', 'changes metaphor', 'emotions metaphor' etc., and (3) relational aspects: 'shape relations metaphor.' The metaphoric expressions were prominent in 'qualitative aspects' associated with shapes. As for the other aspects, 'quantitative aspect'- the size of angles and the amount of spread and 'relational aspects' - elements of angle and relationship with another shapes, the frequency increses were shown to as grade levels were up. In case of right angle and acute angle, 'qualitative aspects' associated with shapes were outstanding and the frequency of the metaphoric expressions of obtuse angle was distributed similarly in three aspects. As the figure strand and the measurement strand are integrated to an strand in the 2022 revised curriculum, we need more discussion of multifaced aspects of angle and the learning sequences in the 'figure and measurement' strand.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.635-652
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• 2023

This study conducts a comprehensive analysis of the curricular progression of the concepts and learning sequences of 'lines', specifically, 'line segments', 'straight lines', and 'rays', at the elementary school level. By examining mathematics curricula and textbooks, spanning from 2nd to 7th and 2007, 2009, 2015, and up to 2022 revised version, the study investigates the timing and methods of introducing these essential geometric concepts. It also explores the sequential delivery of instruction and the key focal points of pedagogy. Through the analysis of shifts in the timing and definitions, it becomes evident that these concepts of lines have predominantly been integrated as integral components of two-dimensional plane figures. This includes their role in defining the sides of polygons and the angles formed by lines. This perspective underscores the importance of providing ample opportunities for students to explore these basic geometric entities. Furthermore, the definitions of line segments, straight lines, and rays, their interrelations with points, and the relationships established between different types of lines significantly influence the development of these core concepts. Lastly, the study emphasizes the significance of introducing fundamental mathematical concepts, such as the notion of straight lines as the shortest distance in line segments and the concept of lines extending infinitely (infiniteness) in straight lines and rays. These ideas serve as foundational elements of mathematical thinking, emphasizing the necessity for students to grasp concretely these concepts through visualization and experiences in their daily surroundings. This progression aligns with a shift towards the comprehension of Euclidean geometry. This research suggests a comprehensive reassessment of how line concepts are introduced and taught, with a particular focus on connecting real-life exploratory experiences to the foundational principles of geometry, thereby enhancing the quality of mathematics education.

• Journal of the Korea Institute of Construction Safety
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• v.6 no.1
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• pp.19-26
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• 2024

In this study, we analyzed the status of safety management in industrial sites and fatal accident statistics to identify problems and suggest directions for increasing the utilization of convergence engineering. Current industrial site safety management is passive, formal, and unsystematic, and at the same time, the delivery of information on site safety management is very insufficient. In addition, domestic occupational safety and health education was not systematic and could not be considered effective as it was repeating past education forms. Recently, ICT technology has been introduced throughout the industry, and this study suggests several directions for the introduction of convergence safety engineering. Keke is the organization and operation of school curriculum in a convergent manner. In addition, we proposed a plan to apply VR content and experiential education so that safety management education can be conducted in a practical and realistic manner. Lastly, it was proposed to provide differentiated education by industry and type of work, taking into account the characteristics of various industrial sites. It is expected that the results of this study will be able to emphasize the need for convergence and integrated safety education for those involved in the field of domestic industrial safety management and education.

• Journal of Christian Education in Korea
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• v.76
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• pp.73-93
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• 2023

Purpose of study: The purpose of this study is to propose an autobiographical writing as an alternative Christian education for the elderly. Research Contents and Methods : First, after analyzing the previous studies on Christian education for the elderly, it was found that most of the studies suggest the need for integrated Christian elderly education and church elderly ministry, and there is a need for a study that suggests a curriculum that can be implemented in the field. Second, there are two educational objectives derived from Fowler's study of faith. One is to describe, analyze, and reconstruct the three elements that make up the content of faith: centers of value, image of powers, and central stories. Second, to explore vocation through a life of pilgrimage in response to the call to partnership with God. Third, autobiographical writing involves an approach based on the tradition of qualitative research and should be oriented toward teaching and learning principles based on descriptive, native, holistic, lived-experience, pathic, interpretive, and open-ended principles. Conclusions and Recommendations: Autobiographical writing will contribute to helping the elderly experiencing crises of despair and anxiety to integrate the meaning of their lives through the holistic expression of their thoughts and feelings, to helping socially isolated older adults to feel connected to society, and to helping them to envision and imagine the future through the present act of revealing their voice. It is hoped that autobiographical writing will increase the number of conversations through retrospection and confession of faith of the elderly.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.117-131
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• 2001

The character of the educational tradition of Germany could be divided into two aspects. One is the humanistic liberal tendency and the other is vocational. From the beginning of the Twentieth Century, however, there has been an attempt to unify these two trends by the . Georg Kerschensteiner is the first of importance to make some comprehensive curriculum for this goal. In Kerschensteiner, the genuine education makes the individual assume his work and role in society, and to develop them by cultivating insight, will and power. His view is well expressed in the slogn "The vocational education is the beginning of the humanistic education." His goal is to make men of independence and autonomy through vocational education. The theory of Kerschensteiner's education is called 'general vocational education'. The reason why is that his vocational education concerns not just technical training for industry, but also general liberal arts. In this point, Kerschensteiner's point of view goes back to Wilhelm von Humboldt, neo-humanist afar in the first half of the Ninteenth Century, and to John Dewey, pragmatist in the contemporary age of Kerschensteiner. Kerschensteiner was much influenced by Humboldt's concepts of power and individuality. These concepts came to be embodied as a principle of vocational education in Kerschensteiner. Furthermore, Humboldt's concept of power could be associated with Dewey's theory of reflexive thinking. The power in Humboldt is to create spirit, which is connected with the world outside through language. The reflexive thinking of Dewey is a process that examines and selects some alternative thinking in the consciousness before acting. This process makes one find the method of problem-solving which results in behaviour. That is the experimental spirit or pragmatic behaviourism. These theories are reduced to the concept of 'work' in Kerschensteiner. And Kerschensteiner's theory of education that has both sides, humanistic and vocational, is similar to that of John Dewey. Dewey brings forward the idea that the vocational education is the best way to cultivate intelligence and emotion, as intelligence operates best in the life. The position of Dewey is in accord with that of Kerschensteiner who intends to cover experiences of various fields of society through practice-learning, and to have knowledge got from outside of school, refuting the misled trend of education isolated from real life. However, there is some difference between Kerschensteiner and Humbolt or Dewey. While the Neo-humanism of Humbolt and the pragmatic education of Dewey put emphasis rather on the liberal arts and culture of individuality, Kerschensteiner is concerned more with the work and life of the reality of society as a group. Kerschensteiner's concept of utility is related to education for the whole man and to the work of the individual and the nation as well as the will and power to practice it. The ideal man of utility of Kerschensteiner is to learn perfectly the value and behaviour of society through vocational life and to have right view of the state establishing a sound mutual relation between individual and state. Kerschensteiner is regarded as a devotee of 'the state of harmony' or 'the ideal of the state', as he makes the state as the criterion for defining the role of the individual. It can be said that Kerschensteiner is not a democrat of the American style as Dewey is, as he makes much of the value of the nation and state. However, he is a humanist and democrat in the point of vocational education. His purpose of education is to make whole men through work and vocational education.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.105-124
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• 2011

To achieve this objective, practical problem-teaching lesson plans and instructor-led teaching and learning plans were developed and integrated into the Technology Home Economics, and Human Development curricula at both academic and vocational high schools. The impact of these plans was examined, as were connections between the teaching methods and types of schools. As part of this study, a survey was conducted on 1,263 students in 46 classes at 6 randomly selected high schools: 4 academic and 2 vocational. A total of 9 teachers conducted classes for both experimental and comparative groups between October 2009 and November 2010. Pre- and post-tests were used to study the impact of the lessons on the experimental and comparative groups. In terms of data analysis and statistics processing, this study implemented mean and standard deviations, t-test, and analysis of covariance using the SPSS 12.0 program. The results of this study are as follows. The practical problem-teaching lessons produced more positive results in the students than the instructor-led lessons, in terms of their image of the elderly, their level of knowledge about them, their understanding of their need for welfare services, and preparation for Successful aging. When comparing the results by type of school, the experimental groups at academic high schools appeared to have a more positive image and better understanding of the elderly and their need for welfare services, and were better prepared for Successful aging than during their previous lessons. They also showed an increase in independence from their children in aging. As for the comparative groups, students at academic high schools showed an increase in preparation for Successful aging compared to the previous lessons. Finally, as for future research on preparation for aging in high schools, more schools should include this subject in their regular curriculum for Technology Home Economics, Human Development and Home Economics in order to generalize the results, and they need to evaluate the content. Additionally, this study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• Cartoon and Animation Studies
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• s.43
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• pp.285-320
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• 2016

Cartoons and Animation are convergent arts created with a composite application of language arts described in the form of literary texts and sounds, plastic arts visualized in the form of artistic paintings, and film arts produced in the form of moving pictures. An academic university major in cartoons and animation studies established in late 20th century however, did not satisfactorily meet the needs in academic research and development and the free expression of artistic creation was limited. In order to systematize the major in cartoons and animation studies, an convergent approach to establish and clarify following are in demand : the terms and definitions, the historical developments, the research areas and methods, the major education and related jobs and start-ups. New culture and arts industries including cartoons, animation, moving images, and games contents are not yet listed in the industries listing service jointly provided online by the portal site Naver.com and Hyung-Seol publishing company. Above all, cartoons and animation are inseparably related to each other that even if one uses the term separately and independently, the meaning may not be complete. So a new combined term "Animatoon" can be established for the major in cartoons and animation studies and also used for its degree with concentrations of cartoons, animation, moving images, games, and etc. In the Introduction, a new combined term Animatoon is defined and explained the use of this term as the name of the major and degree in cartoons and animation studies. In the body, first, the Historical Developments classified Animatoon in the ancient times, the medieval times, and the modern times and they are analyzed with the help of esthetics and arts using examples of mural frescos, animal painting, religion cartoons, caricatures, cartoons, satire cartoons, comics, animation, 2 or 3 dimensional webtoons, and K-toons. Second, the Research Areas of Animatoon reviewed the theories, genres, artworks, and artists and the Research Methods of Animatoon presented the curriculum that integrated the courses in humanities, science technologies, culture and arts, and etc. Third, the Major Education considered Animatoon education in children, young adults, students of the major and the Related Jobs and Start-Ups explored various jobs relating to personal creation of artwork and collective production of business-oriented artwork. In the Conclusion, the current challenges of Animatoon considered personalization of the artists, specialization of the contents, diversification of the types, and liberalization of the art creation. And the direction of improvement advocated Animatoon to be an academic field of study, to be an art, to be a culture, and to be an industry. The importance of cartoons and animation along with videos and games rose in the 21st century. In order for cartoons and animation to take a leading role, make efforts in studying Animatoon academically and also in developing Animatoon as good contents in the cultural industries.

• Journal of Science Education
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• v.42 no.2
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• pp.256-271
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• 2018

The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

• Hwankyungkyoyuk
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• v.18 no.3 s.28
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• pp.59-74
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• 2005

We can't deny Korean EE has basically developed on the basis of Environmental Possibilism (Environmental management or Reformism) in lots of aspects. I would show three representative proofs here, the first, the philosophy of Korean EE has been mainly focused on dichotomy of human-techno centrism and eco-centrism with no considering other alternative environmentalism since 4th Formal Curriculum, 1981. The second, simultaneously, the concept of EE has not distinguished from it of Science education. (Furthermore, unfortunately some says EE has been a part of Science education, although there should be many differences on its contextual aspect.) And the third one is that the limit of possibilism which market economists have worried, has scarcely mentioned in various kinds of EE-related teaching materials. Possibilism is basically likely to be accompanied by science and economics-oriented approach, and in this aspect this dichotomy, human-techno centrism and eco-centrism, has come from perspectives of Economical development process and over-addicted belief to Science. So it is enough to say that Korean EE has basically developed with biased to Environmental possibilism, in other words, biased to preference to it. And I'll critically focus on these two axes of possibilism, Science and Economics and its dichotomy. Of course, we should accept there are so many same parts in its contents between EE and Science, but we should know its contextual differences for triangular position of environmentalism suitable to EE and also overcome science-dependant approach to EE. Although science-dependant approach to EE and dichotomy could provide some tools for clearing up the causes of environmental problem, especially always it has insisted fundamental causes of environmental problem originated in human faults and over-use of eco-source or over-economic development, but now it is old-fashioned discourse, furthermore it come to have unavoidable limits in the debates of problem-solving mechanism to environmental problems. The paramount important thing is to supply the ways or thoughtful mechanism for solving or coordinating the Environmental problems, not just searching for cause of it. But scientific approach and its dichotomy based on possibilism have continuously born cause & effect in EE-related discourse. So there are so much needs to transfer from continuous bearing of cause & effect to constructive alternatives at least in environmentalism of EE. Traditionally, dichotomical division in EE Environmentalism, human-techno centrism and eco-centrism, couldn't have Provided any answers to our real society, it just gives us only cause & effects of Environmental problems. And also we can't find the description on the limits of capitalism market approach to Environmental problems especially in Korean EE text books, other teaching materials and its teaching-learning process, although market approach economist has been proved its fault beyond its functional merits as Environmental management tools. So we should introduce other alternative Environmental philosophy instead of Possibilism such as eco-socialism insisted by Schmacher M. and Boochin etc, or marxist-environmentalism for relative and comparative views to market-thought such as commodification. In this aspect we need to accept Oriental philosophy based on moderation(中庸) as new another alternatives with the reflection that we have recognized monism as representative Oriental philosophical environmentalism. Fundamentally monism has done its role with providing relative concepts to Dichotomy Enlightenment, but we can't say it has been core concept for understanding of oriental environmentalism, and we can't distinguish monism from oriental philosophy itself, just because oriental thought itself was basically monism. So conceptual difference should be recognized between EE and Science education in teaching-learning process on the basis of life-philosophy(Philosophie des Lebens) from epistemology. For this transformation, we should introduce existentialism in Science education, in other words, only existential Science education based on phenomenology or interpretivism can be EE. And simultaneously we need some ways for overcoming of scientific foundationalism which has been tradition making science not stand on existentialism, formulating and featuring of almost all of natural things and its phenomenon from after enlightenment in western world, but it has malfunctioned in fixing conception of science just into essentialism itself. And we also introduce integrated approach to science and society for EE like STS. Those are ways for overcoming of Environmental possibilism in EE.

• Journal of the Korean Academy of Esthetic Dentistry
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• v.28 no.2
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• pp.116-126
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• 2019

Objectives: Currently, oral health of the disabled is taken care of by the social workers, not by dental hygienists, who are the oral health professional in this area. Therefore, we aim to enhance the equity of oral health for the disabled by providing the correct oral health care method to social workers residing in the welfare facility for the disabled. Methods: Four dental hygienists and four social workers were given the class I intellectual disabilities living in 'o' welfare facilities for disabled people in Songpa-gu, Seoul from April 13, 2019 to April 20, 2019. Patient Hygiene Performance(PHP) Index were measured and compared. In advance, the social workers were taught brushing (Rolling method), and the method of brushing and measuring tools were integrated. Results: Twice a total of dental hygienists and social workers practiced toothbrushing(Rolling method) for the class I intellectual disabilities who is a person to be brushed. When comparing the Patient Hygiene Performance(PHP) Index after the second round, the result shows that both the first and second dental hygienists' Patient Hygiene Performance(PHP) Index is lower. Conclusions: Comparing oral health knowledge level and Patient Hygiene Performance(PHP) index of dental hygienist and social workers, the result shows that dental hygienist has higher oral health care ability. Therefore, the dental hygienist should be placed in welfare facility for the disabled as an expert in oral health management to create an environment in which the disabled and social workers can be trained. In addition, the curriculum of the college that nurtures the dental hygienists should have a course to understand the characteristics of the disabled person in order to enhance the professionalism of dental hygienists.