• Journal of Convergence for Information Technology
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• v.10 no.9
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• pp.183-190
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• 2020

The purpose of this study is to conduct computational thinking-based software education for a 5-year-old, and to analyze educational meanings. For the study, a total of 10 activities were applied for 50 children at two kindergartens located in Seoul and the collected data were analyzed qualitatively. As a result of the study, the educational meaning that founded to young children in software classes was finding problems in prior experiences, approaching the simulation process with stories, and feeling of interest and achievement through software devices. The educational meanings that founded to the teacher were to ask questions to support the procedural thinking process, to lead the thought process to concrete experiences, and to move between group activities and individual activities appropriately. In the future, research on the effectiveness of computational thinking-based software education should be conducted.

• School Mathematics
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• v.15 no.3
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• pp.651-665
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• 2013

The aim of this study is to find how unformal proof activities contribute to solving problems successfully and to confirm the role of teachers in the progress. For this, we developed a task that can help students communicate actively with the concept of unformal proof activities and conducted a case lesson with 6 graders in Elementary school. The study shows that unformal proof activities contribute to constructing representations which are needed to solve math problems, setting up plans for problem-solving and finding right answers accordingly as well as verifying the appropriation of the answers. However, to get more out of it, teachers need to develop a variety of tasks that can stimulate students and also help them talk as actively as they can manage to find right answers. Furthermore, encouraging their guessing and deepening their thought with appropriate remarks and utterances are also very important part of what teachers need to have in order to get more positive effect from these activities.

• The Journal of the Korea Contents Association
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• v.12 no.11
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• pp.539-548
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• 2012

This study investigated the effects of childcare teachers' role conflict and self leadership on psychological welfare. 64 day care centers located in Seoul and Gyeonggi-do were selected as its subjects and correlations and multiple regression analysis were conducted for 260 childcare teachers from the day care centers. The results of this study were as below. First, in terms of the relationships between childcare teachers' role conflict, self-leadership and psychological welfare, it has been shown that correlations of role stress, role ambiguity, action orientedness, constructive thought, and positive welfare were found in all sub-areas except for the sub-variables of natural reward and negative welfare, whereas correlations of role ambiguity, action orientedness, positive welfare were found also in all sub-areas except for the same sub-variables above. Second, after conducting multiple regression analysis, it has been noted that the variables that affected psychological welfare the most were natural reward followed by role ambiguity and role stress, whereas no statistical significance was found in all other sub-variables.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.635-652
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• 2016

This study investigated operation plan for the Cyber Bridge Program based on the survey from teachers of science high schools. Teachers were found to be thinking it positive that cyber programs can be operated free from the time and spatial restrictions. They thought that teacher interactions are hard to occur and teachers' role in learning is limited as well. Also, the geographical, physical, and socio cultural minorities might have benefits from cyber programs either as regular programs or the before entrance programs. Therefore, the detailed plans are needed. Most of all, since the educational contents are the key for the programs, we suggested some contents categories and developmental criteria. As a result, the developments of high quality contents and financial supports for the successful Cyber Bridge Program are essential.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.468-478
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• 2000

In this study, the effects of a teaching strategy based on interactive formative assessment on students' science concept understandings and science-related attitudes were investigated. Students' perceptions toward this teaching strategy were also examined. Eight classes chosen from a co-ed middle school in Seoul. Four classes were assigned to the experimental group and the other four classes were assigned to the control group. After the instructions, tests regarding students' conceptions and science-related attitudes were administered. We also interviewed 24 students randomly chosen from the experimental group to investigate their perceptions toward the teaching strategy used. The results showed that the teaching strategy used was more effective for enhancing students' science concept understandings. However, there was no significant difference in science-related attitudes between the two groups. For the experimental group, no significant differences were found in the gain scores of the conceptions tests between the subgroups by previous achievement or cognitive levels. From interviews, it was found that students thought that the teaching strategy used encouraged much interactions and motivated them to think, and that teacher's appropriate feedbacks were helpful to their understanding scientific concepts.

• Journal of Korean Philosophical Society
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• v.139
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• pp.239-263
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• 2016

Today manny contemporaries struggle to live because they disregard essential matters and indulge in materialism. They should not pursue wealth and prosperity and ought to find true meaning of life by studying death where one can reveal the essence of life. Zhuang Zi transcended death. His view of death is magnificent. This dissertation has ruminated on how contemporaries live and established righteous view of life and death on the basis of that. In addition, this study has researched what implications his view of death suggests to us today. There is no study as good as death. There is no great teacher as good as death in life. Studying death is studying a life. We can find life meaning and value through death. The matter of death is prone to be thought that a solution can be got only though existing religions. However, when it comes to Zhuang Zi's death, the matter of death can be resolved, not relying on religions. Zhuang Zi has played a role of our taking death in a positive way and relieving the fear of death. He has taught us that it is well off to adapt to the change of nature, leading to meeting our death in comfort.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.155-161
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• 2006

Robots evolve from tools to information media since they generates information by interacting with human. As studies on robot-aided education are still in a starting phase, attempts need to be made to use robots for educational purposes and to investigate the effects of the use. It was showed that robot-aided learning was friendlier than other media assisted learning, and especially effective for motivating children. We developed the prototype robot Jenny that can help teachers as a educational media in class(i.e. as a T.A. robot, it can present robot contents on its chest to screen and explain about it when teacher asks). is a schoolmate for 5th or 6th grade children or an elder schoolmate for the rest. We performed the field trial at an elementary school. We carried out 9 classes for three subjects(english, korean, music) with -students in $4th{\sim}5th$ grade. They thought Jenny who was 13 years old as an elder schoolmate in 6th grade. Also, a significant difference was found in the interest and concentration of experimental groups from controlled groups.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.25-39
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• 2012

Smart education is defined as creating new values through connecting educational elements based on smart devices and infrastructure. In the study, we propose a theoretical and procedural framework for developing smart learning activities, which is considered characteristic of smart education, as well as environments in smart schools of Sejong Special Autonomous city. In addition, we discuss an instructional model developed from the framework. A smart learning activity as a basic unit in instruction is represented as a block when design and instruction focuses on smart learning activities. The block consists of components from learning activities, motivation, information activities, and tools when a teacher has smart learning ideas. Based on the theoretical and procedural framework, the thought-sharing model (i.e., that learners share ideas and opinions with classmates, review classmates' work, and enhance their own work) is an instructional model that leads to smart education. We discuss considerations for developing instructional models using the framework.

• Journal of Korean society of Dental Hygiene
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• v.12 no.6
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• pp.1212-1220
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• 2012

Objectives : This study is designed to survey of proper practice of toothbrushing place in elementary school, middle school and high school in some part of Gyeonggi-Do, and will be utilized for toothbrushing place management. Methods : It was randomly selected, 8 elementary schools, 6 middle school and 6 high school in Gyeonggi-do, surveyed whole students. Survey duration was from May 11th to May 20th in 2011. The surveying paper was consisted of questions of general characteristics, right practice of toothbrushing and toothbrushing after lunch etc. It was done under teacher's control. The Data was analyzed with SPSSWIN 18.0. Results : Students did toothbrushing 2 times/day. It wasn't done by Elementary students of 56.3%, middle school students of 68.5%, high school students of 39.3%. It was dominant reason for no brushing that Carrying toothbrush and toothpaste was annoying. When students washed their hands and rinsed their mouth, they used toilet facuet in over than 90% schools. Satisfaction ratio was very low in elementary, middle, high schools. 60% of students wanted to get mouth rinsing place in each school or separately nearby toilet. Conclusions : It was thought by 60% students of elementary, middle, high school that toothbrushing after meals was most important activity. But It was not well done after lunch. When whole student did toothbrushing together, they couldn't use mouthrinsing place comfortablely. There were no keeping places for toothbrushes. So more attention should be payed to make plenty mouthrinsing places and manage them well.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.391-409
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• 2022

In this study, class demonstrations conducted integrating science education and 'Education for Sustainable Development (ESD)' by pre-service science teachers were analyzed, focusing on the concept of 'sustainable happiness' and the main elements of 'complexity theory'. In addition, changes before and after participating in such education implementation were analyzed from various angles. Through this, pre-service science teachers tried to derive implications for developing multidimensional teacher professionalism in ESD. The main findings are as follows. First, as a result of peer evaluation of class materials and class demonstrations designed by pre-service science teachers, the average of the integration for 'sustainable happiness' was relatively high. Next, it was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. In addition, after participating in the study, pre-service science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, pre-service science teachers thought it was necessary to deal with the concept of 'sustainable happiness' in science education to understand a sustainable way of life. It was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. It was found that pre-service science teachers' confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that pre-service science teachers have come to think more about the role of teachers who can communicate with students and think about happy lives together than before. Overall, it is thought that pre-service science teachers have come to think of multidimensional science teacher professionalism by applying the perspective of the teaching and learning strategy of the new ESD, which integrates the concept of 'sustainable happiness' and elements of 'complexity theory'.