• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.607-617
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• 2014

This article aims to explain some academic subjects based on the film, and accordingly investigate how they are to be converged and then educate individuals. The reasons why should be chosen as a text are as follows: this film is said to be fictional, but based on historical fact. Then, it attracts national attention. Third, it induces the spectators to judge the value of conscience, law, and morals, through the trial process, for themselves and leads them to raise the awareness of the historical, and political conditions at the time. Last, but not least, it contributes to the discourse on various type of men in contemporary days, by dint of analysis on the main characters. The results of the research are listed below: most of all, literature education(Korean language) could be proceeded with the help of epic analysis on . Secondly, considering the film develops the story using political allegory as discussion, along with the historic situation in those days, learning on history and politics could be made possible. Third, the film could be undoubtedly used to conduct the education of law and morality, forming the argument on required law and morals corresponding with ideological circumstance. Finally, education on film analysis could be conducted, by means of examination of the main characters. The analysis on the major characters helps to teach what it would be like for people to become the right ones, by both representing the members of society and determining the quality of life and relationship.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.306-319
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• 2018

The purpose of this study is to improve a good sense of language through professors' reduced role and university students' cooperative learning with overcoming the limit of existing English teaching materials and learning methods. To analyze the effect of cooperative learning in university general English classes on the improvement of English speaking ability and affective achievement, cooperative learning for English speaking was applied to 50 university students of K university in Seoul for 4 months from March 2 to June 20 in 2018. And then the affective achievement was verified. The results of this study are as follows. Frist, the cooperative learning in university general English classes made a difference in the improvement of English speaking ability (accuracy, fluency, complexity). Second, the cooperative learning in university general English classes made a difference in confidence of learning and interest in learning among the affective achievement but there's no difference in study attitude and learning motivation. Third, the cooperative learning in university general English classes made a difference in the effect of the improvement of English speaking ability (accuracy, fluency, complexity) on the confidence of learning and interest in learning of the affective achievement, but there's no difference in study attitude and learning motivation.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.59-74
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• 2008

Mathematical knowledge is not exact definition but the supposition. Considering the nature of mathematics, realization of mathematics teaching which pursues critical thinking and rationality would be our problems. Accordingly, I set the subject of this study whether learning of constructivist discussion, which induces reflective thinking through communicating with others by expression with language of mathematical thinking in discussion, is effective against attitude on Mathematics and Mathematics achievement and study themes are as follows; A. Is learning of constructivist discussion effective against attitude on Mathematics? A-1. Is there any difference of self-conception on the subject between experimental group applied to learning of constructivist discussion and comparative group? A-2. Is there any difference of attitude on the subject between experimental group applied to learning of constructivist discussion and comparative group? A-3. Is there any difference of learning habits on the subject between experimental group applied to learning of constructivist discussion and comparative group? B. Is learning of constructivist discussion effective against mathematics achievement? The objects of study are 30 children of one class in the third grade of elementary school in Seoul for experimental group, and another one class with 30 children is comparative group. Study results and conclusion based on those results are as follows; First, students make reflective thinking through communication each other, therefore, instructor should create discussion environment for communication to express and form their mathematical thinking. Next, adaptability in student's mathematics activities and mathematical ideas should be permissible, and those should become divergent thinking. However, this study analyzed comparative results from only two each class having enrollment of thirty in the third grade. Accordingly, results from students in various grades and environment that are required to get more significant conclusion statistically.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.87-120
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• 2003

The purpose of this study is to verify empirically whether or not the linguistically creative problem-solving ability progress by developing and applying an enrichment learning program for the verbally gifted elementary school students. The total number of the verbally gifted students who participated in this study were 60 children. Half of them were subjects for evaluating the appropriateness of the enrichment learning program and the verbally creative problem-solving ability test developed by the researcher. The other half were divided into three groups for applying the teaching materials by Korean Educational Development Institute, the enrichment learning program by the present researcher, and the textbook enrichment program. The data were analyzed by the statistical method of repeated measures ANOVA. The results were as follows: First, the enrichment learning program developed by this researcher has greatly contributed to the advancement of verbally creative problem-solving ability. The program was especially effective in reading and writing, but not in speaking. second, the sub-category of reading includes factual, inferential·critical, and imaginary understanding. Among them, factual and imaginary understanding had not significantly advanced, while inferential·critical understanding had significant progression. Third, it was found that both logical and creative expression did not improve significantly by the enrichment learning program developed by the present researcher. Speaking is difficult to instruct. In conclusion, it was found that the systematic enrichment learning program was effective in developing language skills of the verbally gifted elementary school children. It was also proved to be more effective to teach them reading and writing together in everyday life. Also, it was turned out that continuous development of the enrichment learning program for the verbally gifted students is needed.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.143-157
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• 2011

It is a story through which people share their ideas and express their thoughts. Storytelling is temporally and spatially interconnected narration that consists of characters, background, its beginning and its conclusion. Furthermore, the story in storytelling is a means of delivering culture and history; thanks to the development of various media, delivering and exchanging the story are conducted in a variety of forms. Due to the technological advancement, the way storytelling is done has changed, which was a method called digital storytelling. This storytelling has been frequently used in education; that is, teachers utilize stories to communicate their thoughts. As receivers, students understand a shade of meaning and the role of language, thus reorganizing the important factors in the context of meaningful events. However, in practice the classes are so teacher-centered that the role of students are relegated to that of passive learners, thus debilitating the interaction between participants; as a result, this situation shows serious limitations in that it does not improve students' practical skills. Despite this situation, home economics has attempted to broaden students' practical knowledge and has enabled them to acquire procedural knowledge as its main objectives in the context of the entire life. To overcome this problem, this study attempts to demonstrate the lesson model utilizing the storytelling where the lively participation in the process and results of learning can increase learners' self-confidence and responsibility. This lesson model is believed to facilitate the communication among participants including teachers and students. Through this alternative teaching method, learners can participate in the process of learning so that they can acquire practical knowledge: this method can be a step-stone for further development. In conclusion, the development of curriculum and lesson plans should be encouraged.

• Culinary science and hospitality research
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• v.19 no.2
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• pp.176-189
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• 2013

This study has been conducted on 213 students in 4-year universities located in the regions of Daejeon and Chungnam in order to investigate a method to develop a smart device based culinary education application and the results and development method were as follows. First, the most often used smart device was a smart phone, which is used for over 5 hours a day and mainly used for SNS. Second, they utilized a smart device for language and major study during their spare time, wanted educational contents most and thought them useful for learning. Third, most of the students were positively aware of the necessity and learning effects of culinary education applications, and the response rate to utilize the application once a week was highest. Also, they hoped various recipes and simple cuisine and craftsman cooking. Therefore, the functions of SNS mostly often used by students should be added to promote interaction between teachers and students. And more contents should be made for students to use easily in moving or in their spare time. Furthermore, various videos of teaching and theoretical information should be included. And the applications focused on recipes and simple and craftsman cooking should be developed and uploaded on a school homepage and on popular portal sites so that students can easily utilize them.

• Journal of the Korean Geographical Society
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• v.50 no.2
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• pp.185-201
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• 2015

This paper suggests how Korean housemaids, called Sikmo, and Korean-Chinese migrant domestic workers have similar class positions and therefore form a dual identity in their interactions with female employers. rough spoken stories of the experiences of 27 females from Seoul, including Korean-Chinese domestic workers, Korean housemaids, and their employers, this research effectively overcomes the dichotomous discourse of natives versus foreigners. Instead it suggests the new interpretation that it is not foreignness but class inferiority of the domestic workers that plays a key role in establishing relationships with employers. Korean housemaids and Korean-Chinese domestic workers, both groups of whom are migrant workers, have developed coping strategies to enhance their labor value by spatially relocating themselves from their home society to a new society. They possess a similar labor status in women's history, being of low income, low education, and rural births. Consequently, these women experience 'translocal anchoring,' meaning their identities are intertwined with that of their home societies, and employers perceive them based on the characteristics of these places. The Korean employers perceive that the domestic workers' morality and intellectuality are inferior based on their class differences. This stigmatizing process leads employers to regard domestic workers as ambivalent people, not only threatening outsiders but also objects of pity, needing love and protection of their employers. The employers educate them culturally, teaching them skills to survive in the urban environment. These skills include cooking and language, in addition to advice on long-term plans to blend into society.

• Cartoon and Animation Studies
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• s.48
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• pp.271-310
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• 2017

This paper examines the composition and the content of media art which is an art education subject in a national curriculum of Australia; and discusses implications for Korean education curriculums. Media covered by Media Art subject in Australia are the multi types of general media including TV, movie, video, newspaper, radio, video game, the internet, and mobile media; and their contents. The purpose of ACARA's media art education curriculum is to improve creative use, knowledge, understanding, and technology of communication techniques for multiple purposes and the audiences. Through the Media Art subject, both the students and the community are able to participate in the actual communications with the rich culture surrounding them and to develop the knowledge and understanding of the 5 core concepts of language, technology, system, audience and re-creation while testing the culture. The implication of this study is as the following. ACARA's media art education curriculum has been developed as an independent educational program and has a special significance within Australian education curriculums. Although ACARA's media art education curriculum is formed as an independent subject, it is suggested within the curriculum to instruct in close connection with other subjects upon execution. Its organization and elaborateness in curriculum composition are very effective in terms of the teacher's teaching-learning design and as well as the evaluation. This seems to show a good model of leading media literacy curriculum. ACARA's media art education curriculum can be a great reference in introducing media literacy to Korean national education curriculums.

• Cartoon and Animation Studies
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• s.45
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• pp.367-396
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• 2016

As an animation educator at Mahidol University International College, Bangkok, for eight years I have been in a privileged position to be educating a small section of a new generation of Thai animators. Thailand has had little animation experimentation of their own and pre-internet had limited access to such diversity so I have attempted to bring some of the wealth of animation history, in particular British and European, as this is my background, into the classroom. In particular my teaching aim has been to introduce various possibilities to the choices of medium, styles and textual narratives that early (and current) experimental and independent animators have explored. Since the release of the first commercial feature film, Khun Kluay 2006, the Thai animation industry has gone through various highs and lows in the commercial sector, building a skilled workforce, many of whom trained and worked abroad then returned. Now there is strong evidence of an independent animation starting to emerge. In a continuation to my research on Thai Animation this paper will analyze selected independent works in more detail, exploring the themes, style and technology used. Whilst also acknowledging the possible mis- interpretation as that this is coming from the perspective of an outsider whose cultural language and interpretation may transcend the creators' given experiences and add alternative interpretation. The aim will be to contextualize the content, ideas and cultural perspective and bring more Thai works into the gaze of animation studies academics

• Journal of Trauma and Injury
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• v.23 no.2
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• pp.102-106
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• 2010

Purpose: With the increasing numbers of foreign residents in Korea, the need for an emergency medical care system for foreign patients seems to be growing. Sometimes, a foreigner admitted to an emergency room is not treated sufficiently due to the absence of insurance, facility in the Korean language, and a guardian. The management of a foreigner with trauma in the ER is difficult due to various problems such as social and economic status. The purpose of this study was to investigate the current management status of foreigners with penetrating wounds in the emergency room. Methods: This study is an analysis of 580 patients that were diagnosed with penetrating wounds in one teaching Hospital from Jan. 1, 2008 to Dec. 31, 2008. We analyzed results according to nationality, alcohol ingestion, intentional or accidental trauma, trauma mechanism, injury severity, management time in the ER, and outcome in the ER. Results: Of the total 580 patients, 486 patients (83.8%) were native Koreans and 94 patients (16.2%) were foreigners. According to the Revised Trauma Score, the average score of native Korean patients was 7.808, and the average score of foreign patients was 7.638. Of native Korean patients, 22.6% had knife wounds while 38.3% of foreign patients did. Of native Korean patients, 17.3% experienced intentional trauma while 33.0% of the foreign patients did. Of native Korean patients, 22.5% had ingested alcohol while 49.4% of the foreigners had. Of native Korean patients, 10.5% were admitted while 7.6% of the foreign patients were. Of native Korean patients, 14.2% were discharged against medical advice (DAMA), while 18.5% of foreign patients were. Of native Korean patients, 1.2% ran away while 8.7% of the foreign patients did. Conclusion: Stabbing was the most common cause of penetrating wounds in foreigner patients in this study. Intentional trauma was more common in foreigners with penetrating wounds than in native Koreans. The severity was higher in foreigners with penetrating wounds than it was in native Koreans, and patients who ran away or were discharged against medical advice were more commonly foreigners with penetrating wounds. Social insurance or policy is needed for the management of foreigners with penetrating wounds.