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pISSN : 2508-156x

2020 KCI Impact Factor : 0.07
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2019, Vol.4, No.1

  • 1.

    A Case Study on a A-college Researchers Learning Community Based on Activity Theory

    Lee, HyunMyoung | Shim, Young-Taek | Kim Nam Gyun and 1other persons | 2019, 4(1) | pp.1~24 | number of Cited : 1
    Abstract PDF
    This study aims to analyze a case of a A-college researcher learning community based on activity theory which focuses on collective learning of human beings and to explore its effect and limitation. According to the result of analysis on this research, a A-college researcher learning community consisted of its members who were in the different disciplinary fields and from the diverse academic background(subject). It was improved the self-directed instructional capability through a collaborative model of a school-university partnership and pursued the improvement of the class culture and school culture(object). It was also used the varied set of data such as survey results, materials for meeting and proceedings, audio recordings and transcriptions, seminars, and notes from the weekly meeting in a A-college researcher learning community and utilized physical tools including classroom videos, professional literature, and textbooks and conceptual tools class critiques and classroom observation and analyses for the supportive activities to carry out PLC activities with the partner school(tool). Based on studying subjects, objects, and tools of this research, it was conducted in researching on methods and systems to strengthen classroom dialogue through a professional learning community which was focused on reenforcing teachers' self-directed instructional capability(activity). At the same time there were a supportive relationship with a university and a local office of education, a collaborative relationship between a university and a school, and a relationship for establishing a PDS team with the sub-teams(community). Under the condition of its sustaining learning community activities and continuous professional development, Its members attempted to share its rules of this community: keep our community and membership permanently, respect for the voice and perspectives of others as much as possible, take responsibility for developing professional knowledge and skills and communities of its members(rules and regulations). This community required us to run organizations by sharing its division of labor and playing a role of a leader and facilitator both in a college learninng community and a professional learning community at schools(division of labor). Last and at least, a A-college researcher learning community could recognized its identity and orientation toward the characteristics of knowledge and identified its problems with respect o the establishment of educational institutions or developmental stages.
  • 2.

    Status of After-schools on Computer Science in Silicon Valley

    JeongHye Han | 2019, 4(1) | pp.25~34 | number of Cited : 0
    Abstract PDF
    "We will investigate the public education policies and the actual conditions and trends of after-school schools focusing on the Silicon Valley, where computer science education is very active, due to the characteristics of geographical communities where large-scale IT companies locate. In the Silicon Valley, after-school programs for computer science education are being actively carried out at local schools, local libraries, and local community centers in the form of summer camps for young children and middle and high schools, mainly by senior school clubs and start-up companies. The programs are divided into three: game or robot-based programming and multimedia development. The classes on game-based programming have the greatest proportion. The after-schools are in form of career education through IT majors or club mentors and for training system designers to collaborate through creative ideas to solve and share problems by coding. "
  • 3.

    A Study on the 3rd grade Sense of Place according to the 2015 revised Elementary Social Studies Curriculum-Focusing on Mental Map Working

    Kim, JeongWan | 2019, 4(1) | pp.35~62 | number of Cited : 0
    Abstract PDF
    This study was designed to find out how to apply effective classes of sense of place and mental map working introduced in Unit 1 of the 3rd grade in the 2015 revised curriculum according to the revised elementary social studies, and to provide directions to effectively implement the goals intended for snese of place learning in the course of education at the actual site. The results of the study are summarized as follows: First, sense of place learning is a subject that is appropriate to the level of development of learners. A sense of place was introduced in the 2015 revised curriculum. In case of location learning, it was composed of public geographical area learning after dealing with a private geographic areas. This will help learners to extend the level of region, which is wider than the village level. Second, a mental map drawing activity is an activity that is free to express a learner's sense of place. The mental map drawing activity does not have the same frame that the learner is required to do. Learners don't need to paint and writing down sense of place is a significant activity. Third, after learning the village, it was effective to introduce the region. After dealing with the village in this study, the region was dealt with, and it was easier to reach the learning goal. Fourth, the definition of a malfunction presented in the textbook needs to be changed to suit the learner. The definition of a place where people live can include apartments, schools, and villages for learners. Therefore, it is necessary to define terms that reduce ambiguity and fit the class with social studies. In addition, Teachers need to think about how to deal with the gap between the actual administrative district and the region area that comes to mind when they are working on mental map drawing. Fifth, it was possible for learners to form a central class. Mental map drawing activities begin with a learner's individual and take place as a process of sharing among learners. In the course of this process, a learner, not a teacher, stood at the center.
  • 4.

    Elementary school teachers' difficulties in science classes and self-efficacy in science teaching: Narrative inquiry of a teacher in elementary school

    Kwon, HyeokSoon | 2019, 4(1) | pp.63~82 | number of Cited : 1
    Abstract PDF
    This study focused on the difficulties that elementary school teachers experienced in science classes and the self-efficacy in science teaching through narrative inquiry. For this purpose, a research participant was selected in a 10-year career teacher who is a typical elementary school teacher who took none-science track in high school and majored none-science subject in the university of education, but who currently has a high level of self-efficacy in science teaching. I shared the participant’s experiences related to science and science lessons and analyzed the meaning of the experiences according to four stages: before entering the university of education, at the university of education, at the beginning of teaching in elementary school, and after entering the graduate school. It also revealed that the accumulation of educational experience, understanding the nature of science education, encounter and communication, and extension of external relations and challenges influenced elementary school teacher to improve self-efficacy in science teaching. Based on this, some implications for education were suggested.
  • 5.

    A Study on the Conceptual and Characteristic Descriptions of Urban and Rural in Elementary School Social Studies - Focusing on the 2015 Revised Curriculum -

    Lee, SeungHun | 2019, 4(1) | pp.83~101 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to clarify and find solutions to the causes and problems of the 'concepts and character descriptions of urban places and rural places' in elementary social studies, focusing on the difficulty of applying them to the various real spaces in which students live and making it more difficult for them to distinguish them from their own in real life. The order of progress of the study is as follows. First, the related prior study was analyzed to identify specific problems when teaching students about urban and rural contents, and then identified them by linking them with the academic meaning of the urbans and rurals. Based on this, I analyzed curriculum documents and textbook contents with the 2015 revised elementary school society to identify how 'urban and rural' is defined and described in textbooks, and suggested solutions for problems caused by such descriptions. for this purpose, The method of study was based on the study of literature, and the results of the study were as follows. First, in the department of elementary society, cities and rurals are based on academic definitions, but they are difficult to apply to the various real spaces in which students live, and because of these problems, students have many difficulties in learning the concept of cities and rurals. Second, through the analysis of educational curriculum documents and textbooks with elementary school departments, I wanted to explain why students find it difficult to learn urban and rural areas. Third, the problems revealed in the description of the curriculum documents and textbooks in urbans and rurals are that the boundaries of the concept are blurred because the concepts of urbans and rurals are presented in a prototype model, that the academic meaning of the city and its administrative meaning are improperly confused, Etc. Fourth, based on the above analysis results, solutions were presented at the curriculum level and class level.