• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.297-310
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• 2021

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.

• The Journal of Korean Philosophical History
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• no.42
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• pp.295-330
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• 2014

This article is to investigate into the philosophical background and the applicability of the humanities programmes effectively to practice them, not to educate the religious doctrines, based on the traditional-cultural resources in the education center affiliated with the religious institution. These humanities programmes can be understood on the lifelong education associated with a person. In the light of common curriculum practising in the existing education center, contents of those programmes are reviewed with classifying the humanities programmes into 3 parts, that is, eastern classical language education, eastern classical education, and eastern traditional prognosticating arts branching off from the eastern philosophy. Eastern classical language education indicates the classical Chinese characters and literatures in the context of our historical tradition. Eastern classical education implies the education which can acquire classical literatures in a modern way, as a accumulation of knowledges having been in charge of a person's lifelong education, and as a entity responsible for making a person to bring to maturity of his character by comprehending the life of human being and the world in pre-modern, Finally, the eastern philosophy is chosen for the reason that have the very interesting contents which can report facts that recover the integral relationship between nature and human being lacking in contemporaries, and instead of rejecting to interpret human being excessively in terms of materialism, is a significant one endowed with the mission which should develop his potentials through the his lifelong. Especially, eastern traditional prognosticating arts are selected that people has considered with them so kindly, and are the knowledges forming the cores of national culture. It may be a very important that attempts to develop the humanities programmes practising in the education center affiliated with the religious institution are not only the demands of the times in our days, but also a new teaching way replacing with old fashioned teachings.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.81-101
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• 2020

The purpose of this study is to develop and implement a process-based evaluation program with the theme of school space design in the housing area of the middle school home economics. In order to achieve For thispurpose, a process-based evaluation program based on the theme of school space design was developed following the ADDIE instructional design model, and the program was executed to a total of 93 students. A questionnaire survey and in-depth interview were conducted for the evaluation of the program. The results of this study are as follows. First, based on the results of a 2015-Revised Curriculum analysis, a school space design program evaluation plan was established, and two evaluation tasks were developed. Accordingly, scoring criteria were prepared and 8 evaluation materials for students and 2 evaluation materials for teachers were developed. A total of 9 sessions were developed for teaching and learning activities and evaluation-linked operation procedures to perform evaluation tasks. As a result of an expert validity test for the program, all items were verified to be appropriate in content validity and content composition with an average of 3.6 to 4 points (4 points). Second, after conducting the school space design program, a survey on students were conducted, and as a result, all three areas of school space design class, process-based evaluation, interest scored high in average scores of 4.12 to 4.27 out of 5. According to the survey and interview results, the program provided new learning opportunities for school space design, the students were able to reach the suggested achievement goals, and the self-assessment, peer evaluation and teacher feedback positively affected the students during the learning process so that they could reflect on their learning and actively participate in the subsequent learning activity. This study has a limitation in generalizability in that the program was conducted on a limited number of students, and future studies are expected to expand the scope in terms of research participants, evaluation criteria, and school space design classes. This study laid the foundation for theory and practice by developing and implementing a process-based evaluation program for home economics education, and it has contribution in that it suggested the possibility that teachers and students can take the initiatives in school space design, focusing on the housing content elements of home economics.

• Journal of Christian Education in Korea
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• v.70
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• pp.207-238
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• 2022

Faith education focuses on 'changing the direction of life' that pursues the life of Christ. This is possible only when the message of the Bible is embodied in life, not by accumulating biblical knowledge. Today, however, faith education does not allow biblical messages to be embodied in life. This is the result of focusing on knowing the Bible itself, instead of guiding the faith education to meet the Bible and the experience of human life. Church education emphasized the inner faith of individuals rather than changes in life and practice, preparing for the afterlife, and mostly for the training and quantitative growth of the church. As a result, in the COVID-19 era, Protestants showed an immature appearance that only cared about the safety of the church, and social trust in Protestants was lost. Therefore, faith education should educate what life of the Bible and the experiences of the learner will meet and respond to God in order for the Bible's message to be realized in life. I tried to find out how to prepare for this faith education in detail. So I would like to look at "The preparation process for religious classes related to experience" compiled by the German Protestant Lutheran Bavarian Presbyterian Church and present tasks for application to the Korean Church. Preparation for experience-related religious classes consists of five courses. It is a personal meeting, a theological orientation, a pedagogical orientation, a pedagogical decision, and a summary of the progress plan. The main purpose of this process is to learn how biblical believers interpreted their experiences in life from the perspective of faith and tried to overcome the problem. Faith education related to experience deals with the essence of faith education, not one of the Bible teaching methods. Although the field of education is in the social change of expanding from the real world to the virtual world, the essential nature of faith education cannot change. Therefore, research and application of faith education related to experience in Korean churches will help the biblical message to be embodied in Christian life.

• Journal of the Daesoon Academy of Sciences
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• v.33
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• pp.219-255
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• 2019

'Dao' is an important research subject as it is the main term for 'ultimate reality' in East Asian religious thought. Understanding the concept of 'Dao' is essential to reach the state of 'Perfected Unification with Dao,' the ultimate aspiration in Daesoon Thought. The meaning of 'Dao' can vary such as 'Dao' meaning 'way', which was first introduced in Jinwen. There is also the 'Dao' of yin and yang, and Dao used to mean human obligation, or Dao meaning the way of Heaven. These can also be classified into five categories: Constant Dao, Heavenly Dao, Divine Dao, Human Dao, and the Dao of Sangsaeng. Every natural phenomenon of birth, growth, and death in the universe operates under the patterns of Heaven and Earth. Therefore, Constant Dao in Daesoon Thought is the ultimate pattern underlying human action and the operations of Heaven and Earth. These apply not only to the natural and the divine world but also to the human world. It can be said that 'Rather than natural law or moral symbol of the world, 'Heavenly Dao' means the great Dao that saves the world through the Daesoon Truth of Sangje, Supreme God of the Ninth Heaven. Divine Dao can be said to be 'the Dao by which man must complete his work according to the law and the will of God,' that is, 'the Dao by which God and man are united together by Sangje's heavenly order and teaching, which aims for humanity, righteousness, propriety, and wisdom.' When the world is in a state of calamity and crisis, the request for the saint's Dao can symbolized by the kings, Yao and Shun, in The Canonical Scripture (Jeon-gyeong). The saint's Dao saves the dying world and people's lives and is called 'saving lives by curing the world (濟生醫世)'. It can be regarded as a characteristic of Human Dao in Daesoon Thought, which is the human obligation to follow Sangje's order, the great Dao to save the world. The Dao of Sangsaeng is the true dharma that rectifies the world full of mutual conflict through the ethics of the Later World, which is to promote the betterment of others and to practice the human Dao that saves the world and rebuilds the Constant Dao. Thus, The concept of Dao in Daesoon Thought is Daesoon Truth which applies to and operates throughout all realms of Heaven, Earth, Humanity, and the Divine world. Dao in Daesoon Thought was influenced by the historical background in which it emerged and this can be seen in its ideological features. It embraces the traditional concept of Dao, which refers to the Chinese classics and represents the main schools of thought in East Asia: Confucianism, Buddhism, and Daoism. And it is unique in that it implies the will of Sangje as a religious object, a supreme being. It can be seen that Daesoon Thought has developed through the process of defining the concept of Dao by harmonizing both the universality and specificity of modern Korean religious thought.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.427-434
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• 2022

This study aims to develop design elements for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities, which is a key area in the practical support system for independent life support for individuals with developmental disabilities. As for the research method, a procedure for conducting FGI by forming two teams for professors majoring in special education and rehabilitation science was formed. The research was presented in three upper categories (universal cultural convergence elements, field-centered cultural convergence elements, and policy-centered cultural convergence elements) that should be designed for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. In addition, subcategories were specifically composed for each upper category. First, as a universal cultural element, "open creative convergence" was presented in principle, which can be explained as a principle of exploring and practicing the validity of convergence between related fields for rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. Second, field-centered cultural factors included development of joint practice model between fields of rehabilitation science and special education, subject matter education knowledge and skills, teaching and learning methods, learning career roadmaps, employment and job career development roadmaps, and the formation of an independent life development history certification system. Third, as policy-centered cultural elements, the formation of a curriculum integration composition system between local related institutions, the establishment of a qualification development path for coordinator-professional teacher-type personnel, and the organizational systematization between school-center types were presented. The study concluded that independent life support for individuals with developmental disabilities should not only be guaranteed for the entire life of adulthood, but also a lifelong education for individuals with disabilities based rehabilitation support system for individuals with developmental disabilities should be established through cultural convergence.

• Journal of the Daesoon Academy of Sciences
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• v.48
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• pp.269-303
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• 2024

Donghak's teaching, In-nae-cheon, means "humans are divine." It is said, "When humans were formed, God's blessing was required for their formation." Donghak's Sincerity, Respectfulness, and Faithfulness is based on believing in God, respecting God, and practicing His teachings with utmost sincerity. These are key to implementing In-nae-cheon. On the other hand, the Three Essential Attitudes in Daesoon Thought, also Sincerity, Respectfulness, and Faithfulness, appear in a religious sense. These can be distinguished from Sincerity, Respectfulness, and Faithfulness in the Donghak moral sense. Sincerity, Respectfulness, and Faithfulness in the context of the Three Essential Attitudes in Daesoon Thought goes beyond moral awareness, and calls for belief in God as the Absolute. Accordingly, Sincerity, Respectfulness, and Faithfulness in this context, that of Daesoon Thought, aims at the realization of an Earthly Paradise wherein God's will can be achieved. Humans participating in the construction of Earthly Paradise value the practice of Sincerity, Respectfulness, and Faithfulness. In Daesoon Thought, it is said that when one exerts sincerity, respect, and faith in God (Sangje), all the blessings and fortune of the Later World, even those of longevity, will be endowed through transformation via effortless action (無爲而化). Accordingly, Sincerity, Respectfulness, and Faithfulness in the context of the Three Essential Attitudes in Daesoon Thought is based on God's descent into the world and His Reordering Works of Heaven and Earth (天地公事). This is a religious faith that worships Sangje and is based on the doctrinal dimension of 'guarding against self-deception (毋自欺)' and the philosophical dimension of Sincerity, Respectfulness, and Faithfulness in the context of the Three Essential Attitudes in Daesoon Thought. Donghak's In-nae-cheon and the Three Essential Attitudes in Daesoon Thought can be compared and analyzed. Therefore, in order to clearly compare and analyze the moral significance of Donghak history and the religious meaning of Daesoon Thought, Roderick Ninian Smart's method of religious phenomenology can be actively used. In this way, the ethical and legal dimensions of Donghak's In-nae-cheon and the doctrinal and philosophical dimensions of the Three Essential Attitudes in Daesoon Thought can be compared and analyzed. From this style of research, it can be concluded that the realization of commonly shared spirituality can be an opportunity for greater human dignity.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.

• Journal of Korean Home Economics Education Association
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• v.36 no.2
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• pp.65-88
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• 2024

This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited characteristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is centered around the home economics subject and curriculum and is organized into four groups. A temporal analysis revealed that the influence of core keywords such as perception, content, unit, home economics teachers, practice, behavior, and influence has decreased, while the influence of curriculum, textbook, and development has shown a trend of increasing. Third, the sub-knowledge structures were identified as seven categories. The study found that the influence of 'perception and demand for home economics education' is decreasing, whereas the influence of 'home economics curriculum and textbooks' and 'application of home economics teaching and learning process' is increasing. Additionally, 'adolescent self-esteem and family relationships' and 'home economics curriculum and textbooks' were found to be the most influential in the knowledge structure of home economics education. This research is significant as it demonstrates the temporal changes in the core keywords and sub-structures of the knowledge structure within the field, thereby providing a foundation for understanding and expanding the research knowledge structure in the field of home economics education.

• Journal of Global Scholars of Marketing Science
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• v.20 no.3
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• pp.239-248
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• 2010

This paper describes a collaborative project between academia and industry which focused on improving the marketing and product development strategies for two private label apparel brands of a large regional department store chain in the southeastern United States. The goal of the project was to revitalize product lines of the two brands by incorporating student ideas for new solutions, thereby giving the students practical experience with a real-life industry situation. There were a number of key players involved in the project. A privately-owned department store chain based in the southeastern United States which was seeking an academic partner had recognized a need to update two existing private label brands. They targeted middle-aged consumers looking for casual, moderately priced merchandise. The company was seeking to change direction with both packaging and presentation, and possibly product design. The branding and product development divisions of the company contacted professors in an academic department of a large southeastern state university. Two of the professors agreed that the task would be a good fit for their classes - one was a junior-level Intermediate Brand Management class; the other was a senior-level Fashion Product Development class. The professors felt that by working collaboratively on the project, students would be exposed to a real world scenario, within the security of an academic learning environment. Collaboration within an interdisciplinary team has the advantage of providing experiences and resources beyond the capabilities of a single student and adds "brainpower" to problem-solving processes (Lowman 2000). This goal of improving the capabilities of students directed the instructors in each class to form interdisciplinary teams between the Branding and Product Development classes. In addition, many universities are employing industry partnerships in research and teaching, where collaboration within temporal (semester) and physical (classroom/lab) constraints help to increase students' knowledge and experience of a real-world situation. At the University of Tennessee, the Center of Industrial Services and UT-Knoxville's College of Engineering worked with a company to develop design improvements in its U.S. operations. In this study, Because should be lower case b with a private label retail brand, Wickett, Gaskill and Damhorst's (1999) revised Retail Apparel Product Development Model was used by the product development and brand management teams. This framework was chosen because it addresses apparel product development from the concept to the retail stage. Two classes were involved in this project: a junior level Brand Management class and a senior level Fashion Product Development class. Seven teams were formed which included four students from Brand Management and two students from Product Development. The classes were taught the same semester, but not at the same time. At the beginning of the semester, each class was introduced to the industry partner and given the problem. Half the teams were assigned to the men's brand and half to the women's brand. The teams were responsible for devising approaches to the problem, formulating a timeline for their work, staying in touch with industry representatives and making sure that each member of the team contributed in a positive way. The objective for the teams was to plan, develop, and present a product line using merchandising processes (following the Wickett, Gaskill and Damhorst model) and develop new branding strategies for the proposed lines. The teams performed trend, color, fabrication and target market research; developed sketches for a line; edited the sketches and presented their line plans; wrote specifications; fitted prototypes on fit models, and developed final production samples for presentation to industry. The branding students developed a SWOT analysis, a Brand Measurement report, a mind-map for the brands and a fully integrated Marketing Report which was presented alongside the ideas for the new lines. In future if the opportunity arises to work in this collaborative way with an existing company who wishes to look both at branding and product development strategies, classes will be scheduled at the same time so that students have more time to meet and discuss timelines and assigned tasks. As it was, student groups had to meet outside of each class time and this proved to be a challenging though not uncommon part of teamwork (Pfaff and Huddleston, 2003). Although the logistics of this exercise were time-consuming to set up and administer, professors felt that the benefits to students were multiple. The most important benefit, according to student feedback from both classes, was the opportunity to work with industry professionals, follow their process, and see the results of their work evaluated by the people who made the decisions at the company level. Faculty members were grateful to have a "real-world" case to work with in the classroom to provide focus. Creative ideas and strategies were traded as plans were made, extending and strengthening the departmental links be tween the branding and product development areas. By working not only with students coming from a different knowledge base, but also having to keep in contact with the industry partner and follow the framework and timeline of industry practice, student teams were challenged to produce excellent and innovative work under new circumstances. Working on the product development and branding for "real-life" brands that are struggling gave students an opportunity to see how closely their coursework ties in with the real-world and how creativity, collaboration and flexibility are necessary components of both the design and business aspects of company operations. Industry personnel were impressed by (a) the level and depth of knowledge and execution in the student projects, and (b) the creativity of new ideas for the brands.