• Hwankyungkyoyuk
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• v.24 no.4
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• pp.111-128
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• 2011

This study was aimed at developing a common curriculum for the department of environmental education from 5 colleges of education. The need and background of curriculum reform can be summarized as follow; first, it has been recognized that new national curriculum of 2009 and 2011 created need for training teachers equipped with more integrated competency. Second, global environmental problems such as climate change and energy crisis asked for more responsible choice and action from all citizens. Third, the extremely low hiring rate resulted in the consideration of new working fields for teacher students majoring in environmental education. Fourth, the expansion of new environmental education paradigms including education for sustainable development called for practicing reconstruction of both contends and methods. From a series of research processes including analysis of current curriculum, DACUM, opinion survey and interest groups review, several new approaches for developing new curriculum had been identified as follow; first, content areas of environmental education should be extended beyond environmental natural science. Second, new learning approaches such as project-based learning need to be emphasized for strengthening the identity of environment as a separate subject. Third, more selective majoring system need to be applied in connection with environment government officials, researchers, and social environmental educators. It was recommended that the application of new curriculum developed by the study would be evaluated and managed by teaching conditions surrounding each of the five university members joined this developing processes. However, it needs to be noted that there is not much time because we had experienced zero hiring rate for the last 4 years and environmental policy and education programs are moving rapidly toward sustainable development.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.73-78
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• 2018

Modern society has evolved to such an extent that computing technology has become an integral part of various fields, creating new and superior value to society. Education on computer literacy, including the ability to design and build software, is now becoming a universal education that must be acquired by everyone, regardless of the field of study. Many universities are imparting software education to students to improve their problem-solving ability, including to students who are not majoring in computers. However, software education contains courses that are meant for computer majors and many students encounter difficulty in learning the grammar of programming language. To solve this problem, this paper analyzes the research outcomes of the existing software education model and proposes a Python-based software education model for students who are not majoring in computer science. Along with a Python-based software education model, this paper proposed a curriculum that can be applied during one semester, including learning procedures, and teaching strategies. This curriculum was applied to a liberal arts class and a meaningful result was derived. If the proposed software education model is applied, the students will be interested in the computer literacy class and improve their computational thinking and problem-solving ability.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.483-497
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• 2022

Recently, due to COVID-19, non-face-to-face online lectures are being held all over the world. In higher education in the post-corona era, distance learning has become the main teaching and learning method. At this time, Metaverse is being proposed as a new alternative. Metaverse has basic elements such as avatars, 3D space, and activities accompanied by interaction, which can be seen as a difference compared to existing VR (Virtual Reality) contents. This study designed and built an educational metaverse platform that can be applied to actual lectures by reflecting the three elements of the metaverse.In addition, we implemented a cross-device-platform that supports various devices such as HMDs, smartphones, tablets, and PCs by reflecting user requirements through usability tests such as middle school, high school, college students, and parents, so that anyone can easily participate in Metaverse lectures. Currently, the metaverse platform is being developed and serviced in various ways, but there are hardly any services designed for education. Just as services such as Zoom, the existing video conferencing solution, were used for non-face-to-face education, some functions of the currently serviced metaverse are utilized for education and used in the form of a one-time event. The educational metaverse platform developed through this study is expected to be a reference in constructing the metaverse for education in the future.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.5
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• pp.147-157
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• 2019

In this study, mathematics education program was developed for the foreign students who entered the science and engineering college of Korea in order to improve their basic competency and to prevent dropouts. It is applied to 5 Chinese students, 4 male students and 1 female student. Three students are majoring in engineering college and two students are majoring in natural science college. Before applying the mathematics education program to foreign students, most students did not draw a graph of the 'irrational function' and the 'exponential function' and did not understand the concept of the 'limit' at all. However, after applying the mathematics program, all foreign students were able to draw graphs of the various function and the limit values were calculated accurately. Through the results of this study, the researcher proposes some of the following. When developing mathematics education programs for foreign students, it is very important to develop teaching materials suitable for their level. Textbook developers need to select and organize contents that are essential for learning in university mathematics and to present mathematical concepts and examples considering the Korean language level of foreign students. Moreover, it will be necessary to try to present mathematical terms commonly used in Korea in their native language or English.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.11-19
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• 2021

The purpose of the study is to explore a plan for effective education using virtual reality in English education. In order to achieve the purpose of the study, the perception of English education using virtual reality was comprehensively investigated and analyzed for teachers(n=20) in the field of English education. The results of the study reveal the followings: 1) Teachers are positively aware of the necessity of English education using virtual reality, but most teachers complained of a psychological burden on education using virtual reality; 2) negative responses were somewhat higher than positive responses to the expectation that virtual reality-based English content would be practical in the educational field; 3) In order to increase the effectiveness of English education using virtual reality, it is necessary to share experiences for educational experience of virtual reality and need to provide various virtual reality contents; and 4) For virtual reality educational application, there is a high demand for teaching and learning method education and training using virtual reality and provision of guidelines for education using virtual reality.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.136-147
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• 2024

It has recently be emphasized in science education that lessons that can develop "scientific participation and action" should be implemented to scientifically recognize various problems and respond to them as well as risks that occur in real life. This study aims to analyze the characteristics of scientific participation and action lessons as perceived by the preservice primary school teachers. To do that, the researchers collected and analyzed the lesson plans designed by the preservice teachers based on the achievement standard related to noise for grades 3-4 in 2022 revised science curriculum. Focusing on the stages of "problem recognition," "data collection and analysis," and "implementation and sharing," the results identity the four main characteristics as problem-solving activity, inquiry activity, investigative activity, and activity that encourages practical actions. The two or three features were found to be combinated in a lesson depending on its context. In some cases, only one feature was seen in a lesson. Based on the results, educational implications were discussed in terms of the teaching and learning methods and teacher education for implementing scientific participation and action.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.136-149
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• 2022

Chemistry focuses on explaining macroscopic phenomena at the microscopic level with particles, such as atoms or molecules. Explanation using particles are bound to be considered as abstract by students, because it was dealing with invisible objects. For that reason, the science national curriculum presented to middle school students the explanation of the units related to the composition of matter. Therefore, understanding about the composition of matter in middle school students becomes an important basis for learning of chemistry, and it is necessary to investigate their understanding about composition of matter. In this study, students' understanding about 'composition of matter' region, which is first presented to middle school students, was confirmed at an overall level. In this line, this study analyzed the results of the items in the composition of matter region, and analyzed items were used in the National Assessment of Educational Achievement (NAEA) from 2015 to 2019. We analyzed the 9 items presented in the NAEA according to the response rate of options and response rate distribution curve, and explained the characteristics of understanding derived by each achievement level were examined. According to the analyzed results by dividing the conceptions about elements, atoms, and ions, students above the proficient achievement-level had scientific conceptions overall, but students below the basic achievement-level had inconsistent or naive conceptions. Based on the results for each item, this study discussed some implications to be considered or to be improved on teaching-learning for 'composition of matter'.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.237-251
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• 2020

Issues on climate change we are facing, such as global warming, are very important as it affects our lives directly. To overcome this, efforts to reduce greenhouse gases emissions (e.g., carbon dioxide) are necessary and these efforts should be based on our integrated understanding of carbon cycle. The purpose of this study is to examine the research trend on carbon cycle education and to suggest the value and direction of carbon cycle education for students who will be citizens of the future. We analyzed 52 carbon cycle education related studies collected from academic research databases (RISS, KCI, ERIC, Google Scholar, and others). As a result, we conclude that resources are still limited and more researches on verification and utilization of developed program, development of accurate and comprehensive tools for students' recognition and level assessment, developing educational model or teacher professional development, providing more appropriate curriculum resources, and the use of various topics or materials for carbon cycle education are necessary. Students' comprehensive understanding of the carbon cycle is important to actively react to the changes in the global environment. Therefore, to support such learning opportunities, resources that can be connected to students' daily experiences to improve students' understanding of carbon cycle and replace misconceptions based on the verification of existing programs should be provided in the classroom as well as the curriculum. In addition, sufficient exemplary cases in carbon cycle education including various materials and topics should be provided through professional development to support teachers teaching strategies with carbon cycle.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.296-310
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• 2021

El Niño is a typical ocean and atmospheric interaction phenomenon that causes climate variability on a global scale, so it has been used as a very important teaching and learning material in the field of earth science. This study summarized the distribution and dynamics of the equatorial current system. The variability of the equatorial current system during the El Niño period and the associated misconceptions were also investigated. The North Equatorial Current, South Equatorial Current, and Equatorial Under Current significantly weaken during El Niño years. However, the variability of the North Equatorial Counter Current (NECC) during the El Niño period cannot be generalized because the NECC shows southward movement with weakening in the northern area and strengthening in the southern area, along its central axis. In the western Pacific, the NECC is further south during El Niño years, and thus, it has an eastward flow in the equatorial western Pacific. Our analysis of a mass media science article, a secondary school exam, and a survey for incumbent teachers confirmed disparate ideas about the equatorial current system's variability during El Niño periods. This is likely due to inaccurate interpretations of the existing El Niño schematic diagram and insufficient understanding of the equatorial current and wave dynamics.

• Journal of the Korean earth science society
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• v.34 no.4
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• pp.356-367
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• 2013

We study on the concept and reason of seasonal change that 164 university students have. Subsequently the concept types on the seasonal change are classified according to the characteristics and conceptual change after teaching on astronomy. All of the students were simply checked by the questionnaire of multiple choice and essay method before learning on the subjects. And then they answered to questionnaires of similar type after one semester. By the analyzed results, we classify it to three steps of hierarchical concept structure. The first step is the cosmic perspective that is related to the Earth's condition and motion. The second step is the influence of the Earth that is directly affected by the first step. The third step is observer's perspective on the Earth depending on the second step. Among the answers, the first step is prominent and second step is rare. The answers on the reason of seasonal change show some kinds of type which are 1st, 1-2nd, 1-3rd, and 1-2-3rd step. By the result, it is arranged in sequence like as 1-3rd>1st>1-2nd>1-2-3rd type. The lowest number of students was 2nd step of the Sun's altitude and duration of daytime in pre-test. However the students of 2nd step obtained more correct scientific concept on the seasonal change after learning on the subjects, and got the higher score in the post-test than in the pre-test. We found how much important the hierarchical structure on the reason of seasonal change is. As the results, second step on the learning of the Sun's altitude and duration of daytime essentially have to teach after first step. And then third step have to teach. At last, it is sure that the students can obtain the concept of seasonal change.