• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1366-1380
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• 2013

This study aims to explore the direction of design for narrative curriculum of 'The social practices-based education'. In chapter 2, this study addresses the theoretical criteria for social practices, social practices-based education and narrative curriculum and identifies their characteristics. In chapter 3, the association between social practices and narrative curriculum is identified through a study on the relation between social practices and narrative curriculum. In chapter 4, this study investigates the 5 steps of designing narrative curriculum's templet proposed by C. Lauritzen and M. Jaeger (1997), based on which this study intends to explore the direction of design for narrative curriculum.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.851-861
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• 2002

In this paper, two modes of thought are assumed, which are known as the paradigmatic and the narrative mode of thought by Bruner(1985; 1986). The former leads to well-formed argument, but the latter to good story; each providing distinctive ways of ordering experience, of constructing reality. Though the two are complementary, but not reducible to one another. However modern schooling has focused on the paradigmatic mode. It has come to its peak in science education. Recently some educators began to gaze at the narrative mode in other humanities, but not science. Narrative is commonly considered to be foreign to science. But many scientists are convinced that modern science depends on speculation much more than observation. The speculation is conducted by intrapersonal or interpersonal narrative, which was called "science-making" by Bruner(1996). The purpose of this paper is to introduce the narrative mode of thought compared to paradigmatic mode as the new concepts and to discuss its implications on the science education. Three implications will be suggested. The first holds that science class should improve student's narrative sensibility throughout the live science-making. The second holds that the narrative mode of thought should be used with the support of the paradigmatic mode in science classroom. Exactly narrative interpretations are adjuncts to scientific explanations. The third holds that the evaluation method should be developed for the narrative work in science education.

• Journal of Korean Classical Literature and Education
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• no.16
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• pp.91-116
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• 2008

This Study aims to research how we read Korean classical narrative in the digital era and the culture digital made. The meaning of reading Korean classical narrative in digital culture can be divided in four category; first, reading the old narrative text that made and enjoyed a long time ago in digital era, second, reading the old narrative text that made in the old times not as th book but by the media environment that the digital technology made up, third, reading the extended and modified media text by the digital technology from the original old narrative text, fourth, reading the text by the digital technology seeking for the original narrative text as archetype. And it is inspected that the characteristic of the digital era and how to read the four type of Korean classical narrative through the example. So we can consider about the characteristic of enjoying Korean classical narrative and method of reading the diversified Korean classical narrative by the digital. Finally, it is conclusion that we must think over the original text of Korean classical narrative and adhere classicality. And we learned we should research more abundant Korean classical narrative text.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.407-418
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• 2006

The purpose of this study was to survey the problem of teachers' narrative reporting of children's science learning in elementary school report cards. For the purposes of this study, a questionnaire, comprised of 6 questions and an analysis tool (Cronbach's $\alpha=.70$) were developed to categorize the answers. The survey was conducted by 53 teachers, who are currently taking 5th ade in elementary school, and the results are as follows: First, they interpreted the same content of report cards in a variety of different ways. Second, they exhibited a number of different principles and criteria in terms of preparing the content of narrative report cards. Third, they experienced difficulties in preparing narrative report cards on science teaming which required explanation of complete processes. Fourth, most teachers surveyed answered that the content of their narrative reports on science learning did not communicate specifically the students' achievement and further studies. Fifth, the activities related to preparing the content of the science learning on narrative reports was widely perceived to be useless for teachers' professional development. Finally, teachers made a number of alternative proposals to overcome the current, perceived problems of teachers' narrative reporting for children's science learning in report cards. Based on the results of this analysis, alternative forms and content of narrative reports on science learning were discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1673-1682
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• 2016

The paper is the principle of a curriculum, a recent method of teaching-learning in pedagogy, and intended for the exploration of the meaning of which reconstructs curriculum by narrative through practical exploration and narrative being discussed as the form of exploration. To date, Korean education showed an inclination of the traditional paradigm centered thinking and has emphasized the results by the method of scientific investigation. Even a curriculum reconstruction demonstrates documents that produce results without actually demonstrating the actual school setting. With communication one another is becoming increasingly important, we need the conversion of cognitive thinking that can express dilemma, contradictions, and complexities of the human world of which unexplainable by traditional paradigm mindset. Ultimately, the exploration of the direction that reflects a series of verbal, symbolic, and spiritual activities, which analyze lives of students, understanding and composing the meaning by using narrative, which talks about the experience of the human world in curriculums, is an important task for us.

• Journal of Korean Classical Literature and Education
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• no.39
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• pp.41-66
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• 2018

This paper investigates how narrative folk songs have been transmitted and enjoyed through literature data and field research, and discusses their educational significance. Narrative folk songs have changed from songs that were enjoyed by common women to songs enjoyed by upper class men according to the times. They have ranged from tragic songs lamenting hardships to comic songs that relieve oppression, depending on the performance situation. Moreover, narrative folk songs have been enjoyed through media transmission beyond traditional custom. Narrative folk songs have not been enjoyed in one fixed way, but rather in various ways depending on the situation, so they have functioned to enable common women, who are their main singers, to share emotions, communicate, and maintain their community. Therefore, in literature education, narrative folk songs can be used as very appropriate materials for learners to reflect on themselves, communicate with others and contribute to desirable community life. By experiencing the various ways of enjoying narrative folk songs, learners will be able to grow into subjects who actively solve their own problems and those of their communities.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.561-568
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• 2022

The purpose of this study is to explore the narrative of VR disaster and safety Education introduced by disaster film narrative. VR(Virtual Reality) is be suitable technology for disaster and safety Education due to media characteristics as 'immersion', 'presence', 'interactivity', 'pleasure'. Disaster film narrative is able to be worth VR disaster and safety education as a variety of stories and educational effect. For this study, examine a theoretical study and a visiting research of 'Busan 119 Safety & Experience Center'. This study concludes that Firstly need to introduce catharsis effect, Secondly, build 'interactive narratives' that ensure active participation of users, Thirdly, introduce an 'adventure game' narrative element, Fourthly, introduce a hero-shaped narrative in which the user becomes a one-man hero, And lastly, need education as use user's multiple access and group experience learning. Therefore, This thesis is of academic value in that it suggest a desirable new direction of narrative in VR disaster and safety education.

• Journal of Korea Game Society
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• v.10 no.5
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• pp.25-38
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• 2010

This study examines the possibility of applying ORPG to narrative education in schools. At first, in terms of applying games to education, the choice of the appropriate games for various subjects and lessons seems to be limited. Also there is not much active research being done in the classroom promoting students to create their own games. As a substitute, this article suggests ORPG, known as 'a play of thinking', could possibly be applied to narrative education. In ORPG, gamer's thoughts are defined as 'a thinking of being conscious of hallucinations(幻)' and 'a thinking of a 彈指神功'. The students are encouraged to create 'scenarios of ORPG' and directly experience them by participating as gamer. Focusing on these two class circumstances, the practical effects of applying ORPG to narrative educational field was reviewed and, additionally the students' feedback was surveyed. As a result, two meaningful educational effects were drawn out which may show the positive potential of ORPG being used in narrative education.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.526-537
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• 2010

The purpose of this study was to compare the effects of two different types of texts, which were narrative and expository, on the understanding of content. Elementary students' perceptions of the two types of the texts were also investigated. In the comparison of the effects on the understanding of the text contents, test scores of mind-mapping, closed-answer question, and essay test were used. The analyses of mind-mapping tests showed narrative text was more effective to figure out main concepts of the text throughout the mind-mapping test. But expository text was more effective in the hierarchical organization of the concepts. In the closed-answer questions and essay test, narrative text was more effective than expository text. However when the contents of text were difficult and complex, there was no meaningful difference between the two types of texts. The analyses of students' perceptions of the texts showed that narrative texts were preferred. Students perceived that the narrative text was more interesting and familiar. However, the perceptions of helpful text for their science learning were not different by the types of texts.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.232-241
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• 2011

The purpose of this study was to compare socio-linguistic characteristics and instructional influences of two different types of texts, which were narrative and expository. Socio-linguistic characteristics of two different types of texts were analyzed in their content specialization, linguistic formality, and social-pedagogic relationships. Expository texts showed strong scientific classification, and medium level of linguistic formality, and low level of social-pedagogic relationships. Narrative texts showed different characteristics. The instructional effects were investigated with 91 fifth grade elementary students in three classes. Each class was randomly assigned into three groups: expository text group, narrative text group, control group. The results showed that the science achievement scores of the narrative text group was higher than those of other groups. The affective domain test scores of the expository text group were higher than other groups. The perception of students on informational science text were generally positive both types of texts.