• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.45-53
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• 2015

This research aims to study on educational methods of Nature-Study extracted through a wide body of literatures and meaning of Nature-Study toward today's science education. For this, viewpoints of Nature-Study were drown by previous historical study about Nature-Study. And educational methods of Nature-Study based on viewpoints of Nature-Study were abstracted by collecting and analyzing of literatures. Meaning of Nature-Study toward today's science education was considered. The research resulted in the following; First, Nature-Study emphasize the sympathy with nature, aim for integrated subject study and include non-formal study from a viewpoint of 'studying with nature'. Second, Nature-Study aim for outdoor activities, emphasize experiences than texts, value fundamental observation from a viewpoint of 'study through first-hand experiences'. Third, Nature-Study value interest of students, support the study for all students, emphasize the teachers' role as a helper from a viewpoint of 'learner-centered education'. Nature-Study is suggested to change view of point over to science education through nature toward today's science education.

• Journal of Haehwa Medicine
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• v.22 no.2
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• pp.47-56
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• 2014

Objectives : The purpose of this study is to raise the proper recognition of Qigong and expand the area of Medical Qigong in the korean Medicine by investigating and analyzing the current state of Javaldonggong training which has a high medical value but there has not been little research on. Method : The survey of this study was conducted by doing a search on the internet - Naver(www.naver.com) and Daum(www.daum.net), Nate(www.nate.com), trying question-and-answer on the websites and over the phone, visiting the organizations and reading their publications. Results : None of the teachers of these selected organizations are doctors. One thing all these organizations have in common is that they are, ultimately, aiming to gain the individual enlightenment and to contribute to public welfare although the terms they use are different. As for training contents, most of these organizations use breathing, meditation, gymnastics, circuit training in addition to Javaldonggong training and they work on Javaldonggong training programs to prevent problems that Qigong training can result in. 7 organizations have published the books of the theories, which are based on their own Javaldonggong training experience. Conclusions : Applying Javaldonggong training to the therapy for the diseases is the role of a doctor of Korean medicine. A further study of and a great interest in Javaldonggong training are required for Korean medical doctors to gain a firm foothold in using it as the medical Qigong therapy.

• Journal of Convergence for Information Technology
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• v.10 no.5
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• pp.111-116
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• 2020

Recently, many safety accidents involving children shuttle buses take place. Without a teacher for help, a safety accident occurs when the driver can't see a child who is getting off in the blind spot of both frontside and backside. A deep learning-based smart mirror allows user authentication and provides various services. Especially, It can be a role of helper for children, and prevent accidents that can occur when drivers or assistant teachers do not see them. User authentication is carried out with children's face registered in advance. Safety accidents can be prevented by an approximate sensor and a camera in frontside and backside of the bus. This study suggests a way of checking out whether children are missed in the process of getting in and out of the bus, designs a system that reduce blind spots in the front and back of the vehicle, and builds a safety system that provide various services using GPS.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.1-11
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• 2006

In Korea nearly all the subjects teach environmental education in the secondary school. In addition we have a separate environmental education subject (environmental subject). This could be a very strong point in the Korean environmental education. The environmental subject and the other subjects, however, overlap in teaching materials and methods in almost all aspects. Because of this, the environmental subject has not done its job effectively, and is sometimes considered as an unnecessary surplus. To effectively play its own role in environmental education, the subject should focus on environmental issues rather than on contamination, which it is focusing on now. The contamination-focused environmental subject simply teaches nearly the same contents that the other subjects teach. In addition, it makes students visit actual sites related to pollution in order to encourage them to be aware of the severity of pollution. However, it has difficulty in teaching how environmental problems occur in a society and how the social decisions are made to resolve the problems. To overcome this difficulty the environmental subject should employ discussion classes more substantially, which let students investigate social aspects as well as scientific aspects of environmental problems and make integrated decisions through interdisciplinary approaches, to make students understand social mechanisms of environmental problems. The subject should focus on teaching what factors influence producers' and consumers' behavior and what factors they should consider when they have to make decisions on environmental issues. It should leave teaching technical knowledge and skill to the other subjects, and train students by the integrated approach which makes them see technology through a sociologist's eye. Although such integrated approach is emphasized in the environmental subject, environmental teachers should be trained to understand technological knowledge and skill in profound depth.

• Journal of the Korean Society for Library and Information Science
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• v.23
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• pp.63-106
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• 1992

The opening period of Korea was the period of modernisation amidst the conflicts between conservative and progressive sections with penetration of Western powers after 1876. With the opening modernisation accompanied modernisation of education. Missionary schools established by protestant missionaries played a crucial role in educational modernisation in the period of opening. In this article, the process of educational modernisation and the ways in which the ideas of democracy and equality were taught in the earliest schools, Paejae, Ewha, Kyoungsin and Chungsin are analysed through the method of bibliographical investigation of the textbooks used by these schools. No textbook prior to 1900 was found and in general there were no textbooks such as we know today. Usually English reading material and the Bible were the main teaching materials. Teachers kept their own copies of hand-written texts which were translated versions of American textbook. Since the same teacher taught in a number of schools, they shared same curriculum. In the early period, English Bible was taught so that English and the Bible lessons were not separated but gradually history and geography were added. Teaching of Hangul, and Korean history were added to encourage the sense of national identity and patriotism. In the case of Chungsin, for biology class, pupils were sent to Che-jung-won to learn human physiology, chemistry and physics, which shows an emphasis on science education. Vocational education was carried out; in the case of Paejae, a printing workshop was set up enabling students to earn some money at the same time as learning. Also in Kyungsin, skills of woodwork and basket weaving were stressed. Ewha also held a bazaar of the work made in sewing classes. Establishment of missionary schools brought about a great contribution in modernising Korean society and the Christian spiritual education of these schools lay the foundation for building democracy in Korea.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.26-33
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• 1997

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.55-66
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• 1999

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, ′the process of the length of curve being equal to the sum of the vectors when intervals get smaller′ and ′the process of calculating volume of spinning curve by using definite integral.′ Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Also it can help students with solving mathematical problems intuitively. Consequently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the application of definite integral", which exists in mathematical curriculum the second and third grade of high school. When this study is used for students as assisting materials, it is expected the following educational effect. 1. Students will have precise concepts because they can understand what they learn intuitively. 2. Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 3. It is possible to change the teacher-centered instruction into the student-centered instruction. 4. Students will understand the relation between velocity and distance correctly because they can see the process of getting the length of curve by vector through the monitor. For the purpose of increasing the efficiencies and qualities of mathematics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, teachers have to use the CIA program carefully.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.107-121
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• 2015

The purpose of the present study is to find out some implications from comparing mathematical education of Israel and Singapore. This study examined what values are represented in schooling of both Israel and Singapore and what factors are influencing mathematics teacher education of both countries. Education in Israel and Singapore plays a significant role for the survival of the nation and economic success, and the education system is focused on elitism, especially in terms that they have selective system of students and restrictive exams from the elementary school level. The educational system in both countries provides students with little opportunities for social mobility, because students from the low SES families are not equally exposed to educational facilities and experiences. The results of this study imply that the critical factor affecting students achievement in Israel and Singapore seems to be the quality of teacher education system and the quality of teachers. In particular, it seems that we need to be very careful of uncritically adopting mathematical ideas from both Israel and Singapore, because they both have very different contexts of educational goals, educational policies, racial and cultural factors from Korea.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.117-134
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• 2011

The purpose of this research was to analyze mathematical task types to enhance creativity. Creativity is increasingly important in every field of disciplines and industries. To be excel in the 21st century, students need to have habits to think creatively in mathematics learning. The method of the research was to collect the previous research and papers concerning creativity and mathematics. To search the materials, the researcher used the search engines such as the GIL and the KISTI. The mathematical task types to enhance creativity were categorized 16 different types according to their forms and characteristics. The types of tasks include (1) requiring various strategies, (2) requiring preferences on strategies, (3) making word problems, (4) making parallel problems, (5) requiring transforming problems, (6) finding patterns and making generalization, (7) using open-ended problems, (8) asking intuition for final answers, (9) asking patterns and generalization (10) requiring role plays, (11) using literature, (12) using mathematical puzzles and games, (13) using various materials, (14) breaking patterned thinking, (15) integrating among disciplines, and (16) encouraging to change our lives. To enhance students' creativity in mathematics teaching and learning, the researcher recommended the followings: reshaping perspectives toward teaching and learning, developing and providing creativity-rich tasks, applying every day life, using open-ended tasks, using various types of tasks, having assessment ability, changing assessment system, and showing and doing creative thinking and behaviors of teachers and parents.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.143-164
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• 2013

Despite the recent emphasis on mathematical communication, little practical guide has been provided for a teacher with what to do for orchestrating high-quality discussions in a mathematics classroom. This paper analyzed 20 elementary mathematics lessons which were recognized as effective instruction in Korea using an analytic framework with regard to 5 practices for orchestrating productive mathematics discussions (i.e., anticipating, monitoring, selecting, sequencing, & connecting) by Smith and Stein (2011) in terms of performance scales from Level 0 to 3. The results of this study showed that the most frequent levels were Level 1 including undesirable practices and Level 2 including insufficient practices. There were only one or two lessons per practice which were assessed as Level 3 of good performance. Specifically, Level 2 was the most frequent with regard to monitoring and selecting, whereas Level 1 was the most frequent as for the other practices. This paper provides some implications for co-ordinating productive mathematics discussions.