• Korean Journal of Child Studies
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• v.28 no.4
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• pp.197-208
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• 2007

This research investigated the opinions of teachers and directors on the integration of early childhood education and childcare centers in Korea. Participants were 800 teachers and directors working with young children in kindergartens and childcare centers. The survey consisted of questions regarding reasons, feasibility, and means of integration, as well as tasks that should be achieved prior to integration. Results showed that the participants were skeptical about executing the integration in practice even though they agreed to the integration of education and care in early childhood. They reported the integration of auspices should take place prior to integration of education and care in early childhood.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.185-193
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• 2019

In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher's self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher's self-efficacy beliefs for technology integration.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.47-57
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• 2022

This research aims to examine the relationships between empathy and attitudes toward curricula integration of engineering students. To achieve this goal, first, differences in empathy and attitudes toward curricula integration among engineering students were examined. Second, the effects of attitudes toward curricula integration, as perceived by engineering undergraduate students, on empathy were explored. A total of three hundred and two engineering undergraduate students from three universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, a positive correlation among sub-factors of empathy and attitudes toward curricula integration was identified. Secondly, attitudes toward curricula integration could explain about 12% of empathy. The practical implications of these findings are discussed herein, with particular attention on education for promotion of empathy for engineering students.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.462-472
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• 2008

Education is a field that has tried to make use of the advantages of computers since they were introduced to the world. Intelligent Tutoring System and multimedia have become methods of teaching students of Computer Science, Education, Psychology, and Cognitive Science. Until now, they have been designed and produced only on the basis of a very specific domain and format. However, in the education field, most learners ask for integrated service that is practical, realizable, and sensitive to technological change. Therefore, in this study, we would like to present the technological and formal integration model as an ITS model which acknowledges changes in the fields of technology and education. As a technological integration model, the integration model of traditional Symbolic Artificial Intelligence and Artificial Neural Networks was presented. As a formal integration model, three integration models were presented according to (a) the process of learning diagnosis (b) learners' action behaviors (c) intelligence service respectively.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.1
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• pp.113-120
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• 2023

Purpose : This study aims to investigate occupational therapy students' perceptions of sensory integration therapy and the effect of an educational program on these perceptions and future preferences. Methods : The participants were 200 occupational therapy students in Busan and Gyeongsangnam-do. A primary survey was first conducted to shed light on students' perceptions of sensory integration therapy, followed by an education program on sensory integration provided through an online video. After this training on sensory integration therapy, an additional survey assessed the their preferred employment routes and intention to take educational courses on clinical sensory integration therapy in the future. A secondary survey was then conducted, using the same form as the primary survey, to identify changes in the students' perceptions of and preferences for sensory integration therapy. A frequency analysis using descriptive statistics was employed to identify the participants' general characteristics, employment-related preferences, and intention to take courses on sensory integration, and a paired samples t-test was used for a comparative analysis of the students' perceptions before and after the education program. Results : In terms of the students' perceptions of sensory integration therapy, the variables of efficiency, facilitation, and expertise showed statistically significant differences before and after the educational program, which resulted in a positive change in their overall perceptions of the therapy after the program. In relation to their preferred employment routes after the program, 100 students (50 %) answered the "field of adults," and 100 (50 %) students answered the "field of children." Conclusion : The findings of this study demonstrated that sensory integration education positively influences occupational therapy students' preferences for and perceptions of sensory integration therapy. Additional research is recommended to organize a more systematic education program and investigate employees in organizations related to children with disabilities.

• The Journal of Korean Academy of Sensory Integration
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• v.1 no.1
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• pp.73-79
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• 2003

The significant historical events and developments in the area of approach for sensory integration in Korean Society of Sensory Integration Therapists(KSSIT) are reviewed to stimulate future planning and clinical application in professional and health promotion. The paper reviewed the purposes of establishment, the role of members, progress of regular meetings and education for members and seminars in KSSIT. This review is placed within the context of the progressive period of KSSIT history, 1997-2003. Historical data are used as primary sources as records of events in KSSIT's homepage, official transcripts, professional articles, and secondary sources such as news letters for occupational therapists and oral information from first members. This review examined current actions and thinking, and suggests further actions and thinking for progressive professional education programs, research, clinical applications and public relations in sensory integration approach in KSSIT.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.1-10
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• 2008

The purpose of this study is to suggest the integration of environmental education between South and North Korea in preparation for unification. The results of this study are as follows; Firstly, environmental education in North Korea is in the incipient stage as of the environment protection, the prevention of air pollution. It also emphasizes ideology education rather than sustainability. Secondly, the suggestion for the unification and the synthesizing of its environment together with the 3-stages of unification process. It can be presented as a role and function of environmental education in Unified Korea and consciousness and practical effort for the environmental preservation. In conclusions, the result of this study could contribute macro-view on the integration of socio-eco gab between South and North Korea in preparation for unification.

• Journal of Korea Multimedia Society
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• v.25 no.8
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• pp.1141-1155
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• 2022

Multicultural education is not about learning about a specific ethnic group, but rather developing the ability to cross the border of one's own culture and have conversations with people of other cultures. I think the purpose is to promote empathy and consideration. This study emphasizes the importance of developing multi-dimensional educational programs for all members of society for multicultural social integration, and it is necessary to lead personal, social and civic action movements to create a fair society through media-based multicultural literacy education. said that In order to achieve harmony and integration in a multicultural society, it is the most important to acknowledge cultural diversity and to discard cultural prejudices and inequalities for symbiosis between the mainstream culture and the minority culture. In particular, the United States and Germany, which have successfully led multicultural social integration, are comprehensive in all areas, including interculturalism based on peaceful coexistence and respect, labor market issues, vocational education issues, housing and health issues, and communication issues through media literacy. He led a multicultural national integration system with approaches and methods. Therefore, our multicultural education policy should also pursue a new paradigm that presupposes a change in the public's awareness of a multicultural society.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• The Journal of Economics, Marketing and Management
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• v.4 no.4
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• pp.25-28
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• 2016

In this paper we expand on the notion of "integration" in terms of the variety of ways in which it would manifest itself in business education. Our main argument is that "integration" is multidimensional and has been manifest in pedagogy, research and service dimensions of university programs for a long time. However, assessments of "integration" efforts have been spotty thus far and only recently are being formalized. We present several examples in business curriculum and with increased focus on formal assessments of "integration" efforts, business education will become more pragmatic. The goal of this paper is to unpack the broad construct of "integration," and discuss its historical and current manifestations in business education. Ultimately, we conclude that while the process of integrative thinking is well underway for a long time in business education, the assessment of outcomes of integrative thinking is just taking root through formal ETS tests. We believe that integrative thinking in business education is an ultimate indicator of the effectiveness of the business curriculum, as students skilled in this area will be best prepared for the real-life jobs in the market place.