• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.360-372
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• 2017

Cultural arts education helps in the holistic development of children and enhances their language skills and creative thinking. This type of education not only fosters emotional intelligence, but has also been proven to play a positive role in helping children understand different cultures. Based on these findings, in recent times, interest in cultural arts education has been focused on the importance of experiencing art in childhood and the development of artistic ability. A high standard of cultural arts education is desirable, in which regular classes are held based on the close cooperation of teachers, with extensive knowledge and sense of the cultural arts, and cultural arts experts. Therefore, it is necessary to include extensive cultural arts education in the training of early childhood educators, considering the importance of early childhood cultural arts education. This study suggested ways to improve the academic curriculum and develop plans to enhance the expertise of early childhood teachers in the field of cultural arts by analyzing the academic curriculum of early childhood education courses in 4-year universities in the metropolitan area.

• Journal of the Korean Geographical Society
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• v.39 no.4
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• pp.620-632
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• 2004

This paper tries to examine differences between geography classes taught by majored and non-majored teacher and to find problems in the latter case, tv observing four middle school geography classes in Seoul, from April to May 2003. The observation was fecund on (1) organization of a class (2) dialogue between teacher and students (3) strategy of explanation. In addition, the author conducted personal interviews with social studies teachers in the schools where the observations were made. The analyses of the observed classes were made by micro-ethnographic research method. Major findings of the observation and analysis are as follows. First, the transition from one topic to another topic was not smooth in the case of non-majored teacher class. Second, the questions that the non-majored teacher posed in the classroom played less significant role in keeping up the class in an organized fashion than those that the majored teacher posed. Third, the non-majored teacher focused on the concepts, terms and contents appeared in the textbook and simply tried to explain them, whereas the majored teacher demonstrated teaching methods such as comparing and contrasting cases to provide students with a more dynamic and comprehensive understanding on the topic they teamed. Fourth, the non-majored teacher used maps less frequently and less actively than the majored teacher. In addition, although the non-majored teachers are well aware of their problems in the class as a non-majored teacher, they think that the problems are inevitable in a given curriculum structure of social studies in Korea.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.29-40
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• 2020

The purpose of this study is to explore how a high school science teacher (Teacher E) shifted her understanding and facilitation of scientific modeling through participation in a professional learning community (PLC) for over a year. Based on socially situated theory of learning, I focused on examining Teacher E's frames about scientific modeling from her social interactions. Teacher E participated in her school-based PLC over a year and collaborated with other science teachers, coaches, and researchers to improve science instruction. I qualitatively explored her participation in 6 full-day professional learning opportunities-studios-where the PLC members collectively planned, implemented, and debriefed modeling-based lessons. Especially, I focused on two Studios (Studio 2, 6) where Teacher E became the host teacher and implemented the lessons. I also examined her classroom teaching in those Studios. To understand how the PLC inquiry affected the shifts observed in Teacher E's understanding and practice, I explored how the inquiry evolved over the 6 Studios. Findings suggest that in Studio 2, Teacher E viewed students' role in scientific modeling as to fill out the worksheet with "correct" answers. Meanwhile, in Studio 6, she focused on helping students collaborate to construct explanatory models of phenomena using evidence. The PLC inquiry, focused on supporting students' construction of evidence-based explanations and collaboration in scientific modeling, seemed to promote the shifts observed in Teacher E's understanding and facilitation of scientific modeling. These findings can inform educational researchers and practitioners who aim to promote teachers' professional learning to support students' epistemic practices.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.363-383
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• 2018

The subject of 'Mathematical Task Inquiry' was introduced newly in the curriculum revised in 2015. The subject is dealt with after completing the subject of 'mathematics' to be dealt with in the tenth grade. Its main content is comprised of the understanding and learning of the purpose and procedure of inquiry task and of study ethics, and its educational goal is to enforce the prior mathematical knowledge and to obtain the ability to select interesting topics that combine mathematics with other subjects. However the textbook of the subject does not exist, and teachers should handle with the subject with responsibility for their own ways. Because of this reason, this study is to develop an instruction model on project(task) inquiry model and materials. Namely, according to the model, students is guided to select and decide the subject of the task, and develop the task for themselves, solve it with peers in cooperation, and announce the solution and their feelings. During those students' exploration and activities, the role of teachers is to guide students to complete their work. By the way, in order to develop more creative tasks that is appropriate to their academic and cognitive level, this study conducted the experimentation for the subject of 9 students (6 girls and 3 boys), who are scheduled to advance to the 11 grade of J high school located in G domestic. The experimentation was consisted of three class and after the third class, the semi-structured interview was conducted immediately for the students.

• 대한공업교육학회지
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• v.42 no.1
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• pp.1-29
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• 2017

The purpose of this study was to investigate the vocational identity through the reflection of the major experience as the teacher through the life history of the technical high school. In order to achieve the purpose of this study, two technical high school mechanical and career teachers were selected as research participants and in-depth interviews were conducted with them. The data obtained through the in-depth interviews were analyzed through six steps. Six major experiences of the participants were identified as results of the research: (1) the experience of trying to train the specialist of precision machining in the beginning of teacher's life, (2) experience as a skill competition team teacher, (3) experience of innovating public education by introducing new industry field, (4) experience of constant learning new field and sharing with colleagues, (5) experience in the rapid change of the status of technical high school, (6) experience in the prevention of students' safety accidents and maintenance of the practice field. Through these educational experiences, each research participant was forming one's vocational identity as a mechanical teacher. The vocational identity of the research participants were identified as follows: (1) identity drifting phase, (2) identity stability stage, (3) transition stage of the teacher role, (4) suspended stage to preserve identity, (5) identification sublimation stage, (6) identification of the true meaning of the teacher, and integration of the identity. Through these six steps, their identities were formed, strengthened and changed at each stage.

• Journal of the Korean Home Economics Association
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• v.46 no.5
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• pp.97-109
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• 2008

Atopic dermatitis is the fastest growing skin disorder among children from infancy to adolescence in Korea. The side-effects of atopic dermatitis not only include physical discomfort, but also psychological trauma which ultimately affects the developmental growth of children. This study was conducted in order to investigate the behavioral characteristics of an atopic dermatitis sufferer. As part of this research, the relative influence of behavioral problems and, self-perceived competence were analyzed in relation to the social competence of an atopic child. In total, 301 atopic and non-atopic children, between 2 and 6 years of age, and their mothers and teachers participated in the study. From this number, 109 children had atopic dermatitis, while 192 children did not. Mothers were asked to complete a parent-report questionnaire that required information on parental stress, according to the scale parenting methodology of Abbdin(1990) and Cho(1999). Teachers were subjected to teacher-report questionnaires which included topics on social competence, socia-emotional assessment and behavioral problems of an atopic child. Furthermore, children also completed questionnaires on self-perceived competence. According to analysis on K-CBCL, ITSEA, social competence, self-perceived competence and parental stress, children with atopic dermatitis showed higher scores in depression/anxiety and depression/withdrawal, compared to children in the normal control group. In relation to parental stress, daily stress, parental role stress, and stress related disease, mothers with atopic dermatitis children exhibited higher scores. In establishing relationships among the related variables, atopic children who demonstrated more social competence were more likely to suffer less from withdrawal, attention problems, and depression/anxiety. Stress related disease in mothers with atopic children was positively related to attention problems of the child. In terms of relative influences, behavioral problems was the most significant variable, accounting for 23% of variance. Lower behavioral problems was positively related to more social competence. In summation, this study investigated the general characteristics of atopic children. In conclusion, atopic children and their mothers had difficulty in dealing with this disease. It is our belief that an atopic child would not only require physical treatment, but also need appropriate psychological care.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.165-184
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• 2014

The purpose of this study is to examine the effect of SNS use by prospective early childhood teachers in PBL class on flow and problem-solving skills. For this purpose, the PBL class was conducted for eight weeks with 44 prospective students in the early childhood social studies course, and measured the classroom situation in terms of usefulness of SNS, flow, and problem-solving skills by using a cognitive test. To analyze the measured values, frequency analysis, reliability analysis, factor analysis, and correlation analysis were performed. Also, to verify the hypotheses set in this study, structural equation modeling was used based on AMOS. The result is as follows: First, in PBL-based class, use of SNS had a positive effect on flow. Second, flow had a direct influence on problem-solving skills. Third, however, use of SNS did not have a direct influence on problem-solving skills and, therefore, flow plays a mediating role for problem-solving skills. Based on the result, in the study, it was found that the use of SNS in PBL class can increase interest, motivation, and participation of students and they then become more willing to contribute to class activities.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.673-696
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• 2015

Students' perception of science-related career strongly influences the formation of career motivation in science. Especially, the high level of science gifted students' positive perceptions plays an important role in allowing them to continue to study science. This study compared perceptions of science-related career between general and gifted middle school students using semantic network analysis. To ensure this end, we first structuralize semantic networks of science-related careers that students perceived. Then, we identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. The findings illustrated that the number of science-related careers shown in science gifted students' answer is more than in general students' answer. In addition, the science gifted students perceived more diverse science-related careers than general students. Second, scientific career such as natural scientists and professors were shown in the core of science gifted students' perception network whereas non-research oriented careers such as science teachers and doctors were shown in the core of general students' perception network. In this study, we identified the science gifted students' perceptions of science-related career was significantly different from the general students'. The findings of current study can be used for the science teachers to advise science gifted students on science-related careers.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.

• (The) Korean Journal of Educational Psychology
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• v.31 no.2
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• pp.215-237
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• 2017

This study was to examine the mediating role of high school students' teacher justice experience and their emotional relationship with teachers in the links between belief in a just world and school engagements, along with gender differences. The participants were 383 high school students in Seoul, Korea. The results showed that the more the students believed in a just world, the more they engaged in school life. In addition, the effect of belief in a just world on teacher-student relationship was fully mediated by teacher justice experience, and teacher-student relationship also mediated association between teacher justice experience and school engagement. In particular, for female students(N=213), the belief in a just world had both direct and indirect effect on school engagement mediated by students' experience of teacher justice and their relationship with teachers in order. On the other hand, for male students(N=168), the influence of belief in a just world on school engagement was fully mediated by teacher justice experience and teacher-student relationship in sequence. The results that belief in a just world had different path to school engagement by gender could be helpful to understand beneficial effect of belief in a just world in educational context.