• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.640-654
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• 2021

Purpose: Normal education operation was difficult in the national disaster situation of Coronavirus Infection-19. Non-face-to-face education can be an alternative to face to face education, but it is not easy to provide the same level of education. In this study, the professor of disaster management field will identify problems that can occur in the overall operation and progress of non-face-to-face education and seek ways to improve non-face-to-face education. Method: Non-face-to-face real-time education was largely categorized into pre-class, in-class, post-class, and evaluation, and case studies were conducted through the professor's case studies. Result&Conclusion: The results of the survey are as follows: First, pre-class, it was worth considering providing a non-face-to-face educational place for professors, and the need for prior education on non-face-to-face educational equipment and systems was required. In addition, it seems necessary to make sure that education is operated smoothly by giving enough notice on classes and to make efforts to develop non-face-to-face education programs for practical class. Second, communication between professor and learner, and among learners can be an important factor in non-face-to-face mid classes. To this end, it is necessary to actively utilize debate-type classes to lead learners to participate in education and enhance the educational effect through constant interaction. Third, non-face-to-face post classes, policies on the protection of privacy due to video records should be prepared to protect the privacy of professors in advance, and copyright infringement on educational materials should also be considered. In addition, it is necessary to devise various methods for fair and objective evaluation. According to the results of the interview, in the contents, which are components of non-face-to-face education, non-face-to-face education requires detailed plans on the number of students, contents, and curriculum suitable for non-face-to-face education from the design of the education. In the system, it is necessary to give the professor enough time to fully learn and familiarize with the function of the program through pre-education on the program before the professor gives non-face-to-face classes, and to operate the helpdesk, which can thoroughly check the pre-examination before non-face-to-face education and quickly resolve the problem in case of a problem.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.237-250
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• 2021

Teachers play a key role in designing a students' learning experience. Teachers are asked to interpret the context in which they are located and to adjust their practice to fit circumstantial needs based on their teacher agency. In this study, we explore the emergence of teacher agency in distance learning caused by COVID-19 and we analyze factors shaping the teacher agency. For this purpose, we interviewed six secondary science teachers who practiced distance learning in 2020. Semi-constructed interviews and their artifacts were collected and analyzed. This study shows that teacher agency is captured when they respond to circumstantial change and modify their practice to achieve their professional purpose or adjust their practice in space for maneuvering or keep their practice consistent. This study also analyzes the factors that affect the emergence of teacher agency in two dimensions. One is individual and the other is contextual. In the individual dimension, educational values shaped by his/her experiences and short/long-term goals for the future support the emergence of teacher agency. In the contextual dimension, there are collaborative and flexible culture shared by the community, co-operation within the teacher community, and material support. On the other hand, in the individual dimension, the teachers' sense of their role, and no reflection for own practice constrain the emergence of teacher agency, and in the contextual dimension, performativity discourse and strong requirement without guidance constrain the emergence of teacher agency. We suggest an effective lens for establishing a strategy that support teachers' professional practice and the emergence of teacher agency.

• Economic and Environmental Geology
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• v.54 no.2
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• pp.177-186
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• 2021

For disaster management and mitigation of earthquakes in Korea Peninsula, active fault investigation has been conducted for the past 5 years. In particular, investigation of sediment-covered active faults integrates geomorphological analysis on airborne LiDAR data, surface geological survey, and geophysical exploration, and unearths subsurface active faults by trench survey. However, the fault traces revealed by trench surveys are only available for investigation during a limited time and restored to the previous condition. Thus, the geological data describing the fault trench sites remain as the qualitative data in terms of research articles and reports. To extend the limitations due to temporal nature of geological studies, we utilized a terrestrial LiDAR to produce 3D point clouds for the fault trench sites and restored them in a digital space. The terrestrial LiDAR scanning was conducted at two trench sites located near the Yangsan Fault and acquired amplitude and reflectance from the surveyed area as well as color information by combining photogrammetry with the LiDAR system. The scanned data were merged to form the 3D point clouds having the average geometric error of 0.003 m, which exhibited the sufficient accuracy to restore the details of the surveyed trench sites. However, we found more post-processing on the scanned data would be necessary because the amplitudes and reflectances of the point clouds varied depending on the scan positions and the colors of the trench surfaces were captured differently depending on the light exposures available at the time. Such point clouds are pretty large in size and visualized through a limited set of softwares, which limits data sharing among researchers. As an alternative, we suggested Potree, an open-source web-based platform, to visualize the point clouds of the trench sites. In this study, as a result, we identified that terrestrial LiDAR data can be practical to increase reproducibility of geological field studies and easily accessible by researchers and students in Earth Sciences.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.2
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• pp.109-121
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• 2021

With the recent increase in senior retirement, and senior start-ups are becoming more active due to high interest in start-ups. Research on young entrepreneurship, including college students, is being actively conducted, but most of the preceding research on senior entrepreneurship was conducted mainly on personal characteristics and social environment, and there were not many empirical studies on the influencing factors of entrepreneurship support policies. In this study, research and discussion on the entrepreneurial support policy and entrepreneurial competence as the influencing factors of senior entrepreneurship. As the independent variable of this study, the founder's competency was adopted as two factors: technical competence and creative competency, and the entrepreneurial support policy was divided into education support and funding support. Mentoring was set as a controlling variable and entrepreneurial intention was set as a dependent variable. A total of 232 questionnaires collected from seniors in their 40s or older were empirically analyzed. To verify the hypothesis of the study, SPSS 23 was used for exploratory factor analysis and regression analysis, and Process 3.4 was used for moderation effect. As a result of the study, it was found that the factors of technical competence, creative competence, educational support, and funding all have a significant influence on the will of entrepreneurship. It was found that creative competency(𝛽=.318), funding support(𝛽=.188), educational support(𝛽=.152), and technical competence(𝛽=.139), in this order, influenced the entrepreneurial intention. It was verified that the moderating effect of mentoring was significant between technical competence, creative competence, and entrepreneurial intention, but the moderating effect of mentoring between educational support, funding and entrepreneurial intention was not. The implications of this study will contribute to the research of senior start-up support policies, institutional supplementation, and differentiated start-up support programs by studying the factors of senior start-up capabilities and start-up support policies. It is also believed that it will contribute to the search for ways to increase creative capabilities that have a high influence on the willingness to start a business and the expansion of mentoring functions.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Korean Journal of Heritage: History & Science
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• v.55 no.1
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• pp.199-222
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• 2022

It has been 100 years since the excavation of Geumgwanchong (Gold Crown Tomb), a tomb that was accidentally discovered in Noseo-ri, Gyeongju at the end of September 1921 during Japanese colonial rule. Although it is known for its discovery, not only in the Korean Peninsula but also in Asia and beyond, the excavation report was published in Japanese and English by the Government-General of Korea in 1924 and 1928, three years after the excavation. TOMB "KINKANTSUKA" or THE GOLD CROWN TOMB at KEISHU, AND ITS TREASURES) was published as a series of books and picture books. The excavation report was prepared by Kosaku Hamada (濱田耕作), who was a member of the Ruins Investigation Committee of the Japanese Government-General of Korea (later became the President of Kyoto Imperial University, Kyoto, Japan), and Sueji Umehara (梅原末治), who was commissioned to investigate the remains of the Japanese Government-General of Korea. In this paper, the preface was written in July 1922, about half a year after the excavation of tombs, which was much earlier than the official reports, in the 'Korean and Chinese reading book (稿本 高等朝鮮語及漢文讀本 巻五)' by Hamada Kosaku (濱田耕作) for high school students in Korea, which was titled 'New Excavated Artifacts in Gyeongju (慶州의 新發掘品)' with a subtitle '絶大의 發見', a slightly awkward expression in Korean, but it means 'a very big discovery'. The meaning has been introduced as a single unit, emphasizing its significance in terms of the achievements of the excavation of Geumgwanchong, academic and archaeological discoveries, and cultural history in Korean language rather than Japanese language. Since the manuscript was written immediately after the excavation, the excitement as an archaeological researcher at the time of the excavation and expectations for future research can be read as it is. In this paper, I would like to introduce the voice of the excited field leader of the Japanese Government-General of Korea after the excavation of Geumgwanchong in 2022, the 100th anniversary of the writing. In addition, the process from the discovery of the tomb to the preparation of the report was summarized in one chronological table to make it easier to understand the series of flows.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.313-334
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• 2022

The purpose of this study is to analyze the changes in mathematical learning through applying STEAM education according to social needs for out-of-school youth. For this purpose, we developed a teaching and learning model and program for mathematics and music STEAM education, and we implemented and analyzed the changes of affective area and problem-solving strategies. The analysis results of characteristic in affective area are as follows: first, the activity-oriented class of mathematics and music STEAM education aroused interest in mathematics. Second, providing opportunities for mathematics and music STEAM education instilled a positive perception of the value of mathematics and STEAM education. Third, the autonomous communication-oriented learning environment of mathematics and music STEAM education improved confidence and motivation to learn in mathematics. The analysis results of the characteristic in problem-solving strategy are as follows: first, through the STEAM education with mathematics and music, a conceptual understanding of internally and externally dividing points was formed, and a given problem was expressed and solved in a formula. Second, the functional correspondence relationship was understood, and the given problem was described and solved with symbols associated with the function. The suggestions of the study are as follows: first, based on the teaching and learning model and results of this study, various STEAM education programs for out-of-school youth should be developed and expanded to foster future competencies and provide new changes for out-of-school youth. Second, it can be used for research on the development of teaching and learning materials for convergence elective subjects in the high school credit system by referring to the mathematics and music convergence STEAM program of this study. As the subjects and fields of STEAM education are diversified and organized, students in need of receiving educational opportunities will be reduced, and there will be a world where the name of out-of-school youth and alternative education will not be necessary. Therefore, it is expected that development of teaching and learning programs created by interest in education of out-of-school youth will be used as an innovative idea in school education to achieve a virtuous cycle.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.354-372
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• 2022

The purpose of this study is to explore the philosophical position of various scientific theories based on the scientific worldviews for science education. In addition, it aims to expand science education, which has usually dealt with epistemology and methodology, to ontology, that is, to the problem of metaphysics. It can be said that there exists a physical realism, traditionally defined as a strong determinism of the metaphysical belief. That is fixed and unchanging objective scientific knowledge independent of our minds, which was established by Newton, Einstein and Schridinger. What can be seen in the natural laws of dynamics can be called 'mathematicization'. Einstein also shook the traditional views to some extent through the theory of relativity, but his theory was still close to traditional thinking. On the contrary, to escape from this rigid determinism, we need anthropomorphic concepts such as 'possibility' and 'chance'. It is a characteristic of the modern scientific worldviews that leads the change of scientific theory from a classically strong deterministic thought to a weak deterministic accidental accident, probability theory, and a naturalistic point of view. This can be said to correspond to Darwin's theory of evolution and quantum mechanics. We can have three types of epistemological worlds that justify this ontological worldviews. These are rationalism, empiricism and naturalism. In many cases, science education does not tell us what kind of metaphysical beliefs the scientific theories we deal with in the field of education are based on. Also, science education focuses only on the understanding of scientific knowledge. However, it can be said that true knowledge can bring understanding only when it is connected to the knowledge of learned knowledge and the learner's own metaphysical belief in the world. Therefore, in the future, science education needs to connect various scientific theories based on scientific worldviews and philosophical position and present them to students.

• Journal of the Korean Institute of Landscape Architecture
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• v.50 no.1
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• pp.33-52
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• 2022

The History and Culture Park and the Lee Kun-hee Donation Hall will be built in Songhyeon-dong, Seoul. Political games from the Joseon Dynasty to the present greatly influenced the historicity of Songhyeon-dong. However, place analysis was limited to changes in landowners and land uses rather than a historical context. Therefore, this study analyzed the context in which the placeness of Songhyeon-dong changed according to the emergence of cultural hegemony using the perspective of modern cultural geography and comparative history. As a result of the analysis, cultural hegemony in historical transitions, such as Sinocentrism, maritime expansion, civil revolutions, imperialism, nationalism, popular art, and neoliberalism, was found to have created new intellectuals in Bukchon, including Songhyeon-dong, and influenced social systems and spatial policies. In this social relations, the placeness of Songhyeon-dong changed as follows. First, the founding forces of Joseon created pine forests as Bibo Forests to invocate the permanence of the dynasty. In the late Joseon dynasty, it was an era of maritime expansion, and as Joseon's yeonhaeng increased, a garden for the Gyeonghwasejok, who enjoyed the culture of the Qing dynasty, was built. Although pine forests and gardens disappeared due to the development of housing complexes as the population soared during the Japanese colonial era, Cha Gyeong's landscape aesthetics, which harmonized artificial gardens and external nature, are worth reinterpreting in modern times. Second, the wave of modernization created a new school in Bukchon and a boarding house in Songhyeon-dong owned by a pro-Japanese faction. Angukdongcheon-gil, next to Songhyeon-dong, was where thinkers who promoted civil revolution and national self-determination exchanged ideas. Songhyeon-dong, the largest boarding house, served as a residence for students to participate in the March 1st Movement and was the cradle of the resulting culture of student movements. The appearance of the old road is preserved, so it is a significant part of the regeneration of walking in the historic city center, connecting Gwanghwamun-Bukchon-Insadong -Donhwamunro. Third, from the cultural rule of the Government General of Joseon to the Military Government, Songhyeon-dong acted as a passage to western culture with the Joseon Siksan Bank's cultural housing and staff accommodations at the U.S. Embassy. Ancient and contemporary art coexisted in the surrounding area, so the modern and contemporary art market was formed. The Lee Kun-hee Donation Hall is expected to form a cultural belt for citizens with the gallery, Bukchon Hanok Village, the Craft Museum, and the Modern Museum of Art. Discourses and challenges are needed to recreate the place in harmony with the forests, gardens, the street of citizens' birth, history and culture park, the art museum, and the surrounding walking network.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.283-294
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• 2022

Although the concept of light is important in the elementary school curriculum, substantial research suggests that students and teachers have difficulties in understanding it. Therefore, it is necessary to analyze the reasons for these difficulties-whether it is due to the content or due to the presentation method of contents, structure, and expression. The national curriculum and textbooks of Korea, the US, China, and Japan were comparatively analyzed from the following perspectives: 1) key concepts of light, 2) structure of light units in the textbook, 3) materials, light sources, and optics used in light units. Consequently, there were differences between countries in their inclusion of the concept of light in the curriculum. In particular, the Korean curriculum studies the concept of refraction by a convex lens, whereas the concept of light, light source, and vision is not introduced. Furthermore, countries also differed in their structuring of units. The Korean curriculum was presented segmentally by concept rather than structured according to core ideas or perspectives, and the connection between concepts was unclear. In addition, there were differences between the countries in materials, light sources, and optical instruments to explain key concepts. On using light, the US curriculum provides a purpose and uses light to achieve it, and China and Korea understand the concept. It was divided into the method of using the material to deepen. Based on the results of this analysis, the implications for the elementary science curriculum in Korea were derived as follows. First, it is necessary to introduce concepts sequentially and organize them so that the connection between concepts is well expressed. Second, it is necessary to introduce light and light sources as the predominant concepts. Third, it is necessary to include the principle of seeing objects. Fourth, it is necessary to adjust the material and content level of the refraction concept included in the light and lens unit. Fifth, an integrated approach is required because light has a deep connection with various concepts included in the elementary science curriculum.