• Human Ecology Research
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• v.54 no.1
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• pp.1-11
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• 2016

This study developed and evaluated a Seoul National University literacy program for multicultural family children (SNU-LPMFC). The program was developed to enhance Korean language ability for children from multicultural backgrounds. The characteristics of this program were education using fairy tales and nursery rhymes, individual education from home visiting teacher, and parent participation education for effective children's learning support. The effectiveness of this program was examined based on 54 young children and their mothers (34 in the experimental group and 20 in the control group). To examine the effect of SNU-LPMFC, we assessed children's literacy ability as pre-tests and post-tests as well as interviewed the home visiting teachers. After 8 weeks' field application, the experimental group exhibited higher scores than the control group in total language ability and phonology. Home visiting teachers highly praised the effectiveness of the program as the children showed a higher level of interest and attention. SNU-LPMFC was shown to be an effective program to improve multicultural family children's literacy. Implications for research and practice were discussed along with the main results of this study. This study extends the limitations of existing language education programs with uniform teaching methods, configured a customized education approach for children from multicultural families and helps develop concrete teaching material that validated its effectiveness.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.1-30
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• 2020

This study was carried out in order to identify the error types of statistical graphs for statistical literacy education. We analyze the meaning of using graphs in statistical problem solving, and identify categories, frequencies, and contexts as the components of statistical graphs. Error types of representing categories and frequencies make statistics consumers see incorrect distributions of data by subjective point of view of statistics producers and visual illusion. Error types of providing contexts hinder the interpretation of statistical information by concealing or twisting the contexts of data. Moreover, the findings show that tasks provide standardized frame already for drawing graphs in order to avoid errors and pay attention to the process of drawing the graph rather than statistical literacy for analyzing data. We suggest some implications about statistical literacy education, ethical problems, and knowledge for teaching to be considered when teaching the statistical graph in elementary mathematics classes.

• Journal of English Language & Literature
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• v.55 no.5
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• pp.885-906
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• 2009

In terms of class, race, or gender, critical literacy takes seriously the problem of inequality and injustice embedded in texts. Texts are considered as tools that are used for maintaining the status quo by constructing and communicating our identities, particularly in relation to others. While reading texts and identifying our roles in society, some feel empowered, and others, marginalized. Thus we need to challenge the characterization and the message included in those texts by asking problem-posing questions. In this paper I have demonstrated how to read and teach four versions of "Snow White" from a critical literacy stance. By the use of problem-posing questions, students are led to discover that one of Grimms' fairy tales, the original version of "Snow White," was written from the perspective of men with power, thus marginalizing women in general, as well as the seven dwarfs. Through a critical analysis of Snow White's personality, the typical theme of fairy tales - good is rewarded while evil is punished - should be challenged. In the animation, Snow White and the Seven Dwarfs, power is given to the marginalized people in the original, the seven dwarfs and women in general. In "Snow Night,"a feminist short story, women in general are empowered while men, who should be judged by their looks, are powerless. "Snow-Drop"reminds us of the original, but challenges stereotypes, prejudices, and the theme inherent in the story. In those three stories many parts from the original are rewritten from the perspectives of the marginalized, but still some people are described prejudicially. So students should be guided to write another story from a new perspective. When those four works were taught with problem-posing questions in a university, this approach proved to be quite successful: most students acknowledged the effectiveness of critical literacy in teaching literary works.

• Journal of the Korea Convergence Society
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• v.2 no.1
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• pp.15-20
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• 2011

There are various remedies that are proposed from aspects of education and social welfare for social integration of multi-cultural families which is different from ethnic and cultural background. This study proposed educational process model for information literacy education of multi-cultural children. The proposed model is consedered to reduce digital divide by using five factor from the earlier information literacy. At last, this study explained characteristics, objective, contents, teaching-learning method and estimating method of proposed model.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.201-214
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• 2000

This study was designed to investigate the teacher belief related to children literacy between Korea and U.S.A. using the quantitative research. The instrument for this study was constructed with 35 Likert-scaled questions in a survey questionnaire. Additionally, this study found that there existed significant difference with 20 questions between Korea and U.S.A. based on teacher's belief related to children's literacy and relationship between teachers who learns the whole language and the scores of teacher beliefs about literacy in the research. Seventy-six teachers who work at early childhood settings in State College, Bellefonte, Pleasant Gap, and Lemont in Central Pennsylvania participated in U.S.A. and ninety-one teachers who work at early childhood setting in Seoul and Pusan in Korea participated in this survey. This research has provided a framework for investigating the teacher beliefs about teaching literacy in order to discover the whole language effect on the system of teacher beliefs. This study focused on teacher beliefs towards the whole language approach between Korea and U.S.A.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.261-268
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• 2021

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.201-219
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• 2015

The purpose of this paper is to investigate the historical changes of information literacy instruction in Japanese school libraries and in-depth research into recent educational situations. Related literature researches, the publication of School Library Association, The Courses of Study have been reviewed in this paper. As results of this research, information literacy education in Japanese school library has been developed from introductory period of the library use guidance after late 1940's, seek period of teaching method development after late 1950's, establishment period of information literacy instruction after 1980's, and enlargement period of inquiry based learning after 2000's.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.181-200
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• 2012

The purpose of this study investigate the differences in children's reading abilities of environmental print according to children's age and types of parental literacy interaction. The subjects comprised 111 illiterate children, 3 to 4 years of age, and their mothers. The Children's Reading Abilities of Environmental Print Scale (CRAEPS), Parent's Literacy Interaction Rating Scale (PLIRS) as developed by Son (2012) were used in this study. The collected data are analyzed by means of descriptive analysis, K-mean cluster analysis, Correlations, and two-way ANOVA. The results of this study are as follows : Illiterate Korean children, aged 3 to 4 years, can read environmental print which are familiar to them, and an 'open interaction style' plays an important role in developing the child's reading ability of environmental print. Therefore, in order to develop child literacy, it is necessary to research, not only teaching methods for using environmental print in the home, child care centers, and in kindergarten, but also parent education programs regarding the importance of the mother's literacy interaction style.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.41-47
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• 2009

This study examined the difference for the ability of self-directed learning and information literacy(the ability to use information) between small group-cooperative instruction of ICT practical environment and explanatory instruction using ICT of general classroom in middle school science education. The 138 students(7th grade) participated in this study were classified in two group, experimental group(68) and controlled group(70). Experimental small group consisted of 5-6 students who had different levels and the ability of each the group was equal. The teaching of experimental group was made in the science lab which was equipped with computers to connect super high-speed Internet. The teaching of control group was made in general classroom. Under these two environment, this study was executed during 10 weeks. As the result, Small group-cooperative learning using ICT was more effective in diminishing the gap of information literacy in middle school students. And in the ability of self-directed learning, the small group learning using ICT was also more effective than general classroom instruction.