• Title/Summary/Keyword: subject matter dimension

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Exploring Multi-faceted Understandings and Issues Regarding Science Subject Matter Competency: Considering the Relationship with General Core Competency (과학교과 역량의 다면적 이해와 쟁점의 탐색: 일반 핵심역량과의 관계를 고려하여)

  • Lee, Gyeong-Geon;Park, Jeongwoo;Lee, Sun-Kyung;Hong, Hun-Gi;Shim, Han Su;Shin, Myeong-Kyeong
    • Journal of Science Education
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    • v.43 no.1
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    • pp.94-118
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    • 2019
  • The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

The Analysis of Biology in the 6th Middle School Science Textbooks based on Criteria for Selecting Curriculum Objectives (교육과정의 목표 설정 준거에 따른 제 6차 중학교 과학교과서 생물영역 분석)

  • Hong, Jung-Lim;Kang, Kyoung-Mi;Yeou, Sung-Hee;Chang, Nam-Kee
    • Journal of The Korean Association For Science Education
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    • v.19 no.2
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    • pp.239-247
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    • 1999
  • This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

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Study of the Assessment Criteria for Programming Education of KAIE curriculum based on Bloom's Theories (블룸 이론 기반 KAIE 교육과정의 프로그래밍영역 평가 기준 탐색)

  • Shin, Soo-Bum;Kim, Chul;Jeong, Young-Sik
    • Journal of The Korean Association of Information Education
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    • v.22 no.2
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    • pp.195-203
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    • 2018
  • This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

A Study on the Sets of Behaviors of Cognitive Dimension in Mathematics Assessment Framework (수학과 평가에서의 인지적 행동 영역 분류에 대한 고찰)

  • Son, Hong-Chan;Ko, Ho-Kyoung
    • Journal of the Korean School Mathematics Society
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    • v.10 no.4
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    • pp.535-555
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    • 2007
  • The framework for mathematics assessments traditionally has been organized around two dimensions, a content dimension specifying the subject matter to be assessed within mathematics, and a cognitive dimension specifying the domains or thinking processes to be assessed. The cognitive dimensions describe the sets of behaviors expected of students as they engage with the mathematics content. The purpose of this paper is an attempt to make diversify and concrete the sets of behaviors by reviewing the current strands suggested by CAST(College Scholastic Ability Test), assessment framework developed by KEDI, and NAEA(National Assessment of Educational Achievement), and as famous foreign tests PISA, TIMSS, NAEP and NCTM.

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An Analysis of a Teacher's Transformation Knowledge in Elementary Mathematics Teaching (초등 수학 수업에서 발현되는 교사의 변환 지식 분석)

  • Jung, YooKyung;Pang, JeongSuk
    • Journal of the Korean School Mathematics Society
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    • v.16 no.4
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    • pp.695-717
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    • 2013
  • Teacher knowledge needed for teaching is bound to be revealed in teaching the subject matter in relation to the given instructional context. Given this, recent studies on mathematics teacher knowledge tend to analyze actual Mathematical Knowledge in Teaching [MKiT]. This study focused on the dimension of transformation and its related codes in Knowledge Quartet, which has been recognized as a MKiT framework, and analyzed a Korean teacher's transformation knowledge revealed in her elementary mathematics teaching. The analysis showed that the codes related to the dimension of transformation were useful in analyzing teacher knowledge in the Korean context. However, a few codes need to be revised or added for more suitability. On the basis of these results, this paper closes with implications for analyzing teacher knowledge in mathematics teaching.

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Service Innovation Readiness of Health Institutions during COVID-19: A Perspective from the Kingdom of Saudi Arabia

  • AKHTAR, Nadeem;ALTALHI, Hassen;AHMED, Ashfaque;MUSTAFA, Fakhar;MERAJ, Muhammad Asad
    • The Journal of Asian Finance, Economics and Business
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    • v.8 no.8
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    • pp.375-386
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    • 2021
  • The purpose of the research was to explore the factors which affect service innovation in organizations and how the utilization of resources can improve organizational performance, and gain a competitive advantage by adopting numerous innovative practices. This study hypothesizes Service Innovation Readiness (SIR) to consist of Strategic Alignment favoring Service Innovation (SASI) and Empowering Structure for Service Innovation (ESSI), which regulate the organization's preparedness to adopt service innovation changes. Six dimensions were identified and analyzed to understand their effects on SASI and ESSI. A structured questionnaire on a 5-point Likert scale was used to collect data from the selected hospitals of Saudi Arabia. The research results contribute considerably to the subject matter by theorizing SIR and the complex variable settings essential for embracing SI. This research also provides some understanding of the service innovation management dimension through a complete assessment that measures the organization's readiness and attempts to direct organizations' efforts to achieve and sustain competitive advantage. The study conducted is unique in the current geographic limits and has explored numerous SI areas of an organization's readiness to adopt service innovation.

A Study on the Characteristics of Informatization Education in the Dimension of Lifelong Learning (평생교육차원의 정보화 교육 특성에 관한 연구)

  • Hyo-Jeong Jeong
    • Journal of the Korean Society of Industry Convergence
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    • v.26 no.1
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    • pp.143-152
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    • 2023
  • In the rapidly changing information age, as the need for Informatization education increases, it is necessary to further activate Informatization education for adults. First, in terms of lifelong learning, this researcher suggested learner analysis, class subject materialization, and lecture environment confirmation as three things to be considered first before the course is opened. And as a matter to be continuously considered in terms of lifelong learning, this researcher considered that the connection with the next quarter class and the continuity of learning opportunities should be considered. This study attempted to reveal the differentiated characteristics of informatization education in terms of lifelong education by presenting and analyzing three actual class cases taught by this researcher at lifelong education institutions. Its characteristics included customized education in the information age, continuous upgrades of equipment, instructor education in response to the information age, and expansion of employment opportunities. Based on the case of information education classes, this study, which analyzed the differentiated characteristics of information education at the lifelong education level, can help improve the quality of instructors and self-development of learners in the actual educational environment. For this, continuous follow-up research will also be needed.

Green in Film Color: Life and Matter (영화의 초록, 생명과 물질)

  • Kim, Jong-Guk
    • Cartoon and Animation Studies
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    • s.49
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    • pp.399-423
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    • 2017
  • When thinking about the essence of color, green is the image that is settled on the plant itself, and it is also the color shining by the sun. Physics tries to explain green of plants in the correlation of sun and moon, and the history of art contemplates how it is expressed on the canvas. The film attempts to represent a realistic green using camera or computer specific to the medium. Many color theorists who explore the essence of color do not trust the mechanical and reductive scientific colorism that began in Newton and seek a completely different way of exploring in psychology and aesthetics. Like Goethe, who opposed Newton, they do not distinguish the human as subject and the color as object, but focus on the internal grounds of the relationship between subject and color. The representation of color in film is a combination of physics and art. Film color can be expanded to the spiritual dimension beyond the previous emotional and aesthetic, even beyond the physical and mental domains.

Early Abstract Paintings of Yoo Youngkuk (유영국의 초기 추상, 1937~1949)

  • Chung, Young-Mok
    • The Journal of Art Theory & Practice
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    • no.3
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    • pp.173-192
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    • 2005
  • Yoo Youngkuk started his career as an artist when he entered Bunkagakuin of Tokyo in 1935 he actively participated in the Japanese art scene as a young Korean artist until 1943. In his earliest works, Rhapsody and Work B, Surrealist and abstract influences are manifested as these were prevalent in Japan at the time. With the exception of Rhapsody and Work B, all works available that were executed between 1937 and 1940 are abstract, which points to the fact that Yoo intended abstraction from the beginning. Surviving works in relief suggest his early style was founded on the abstractions similar to Russian Avant-Garde, Neo-plasticism and Bauhaus simplicity. His early abstractions were not the ideational images derived in the process of the abstraction of the representational image, but they arose from the constructive attitude in composing the already stylized non-representational geometries. It is worth noting that his early emphasis was on the pure and absolute geometric abstraction, rather than the images motivated from the figurative representation. Yoo differentiates himself from Kim Whan Ki in the following aspects: one, he eliminated the subject matter i.e. human figures and the nature; two, he maintained the constructivist attitude in creating a strict and absolute abstraction; three, he experimented with different styles without combining them. He manifests direct influences from the prevalent Western art influences, such as Futurism and Russian Avant-Garde, unlike Kim who vaguely references. In both paintings and reliefs, Yoo's attempt in the realization of the pictorial depth and space seems cerebral and conceptualized compared with the other artists of the time who resolved abstraction via the constructive dimension. Uemura, a contemporary critic to the geometric abstractions in Japan, disapproves the stylistic bent in the adaptation of the abstract painting without the comprehension of its spiritual movement. As witnessed in other criticisms as well, contemporary Japanese critics' interest lie mainly in the superficial observation such as the presence of representational elements, composition and use of color. Such formal and superficial understanding of the geometric abstraction resulted in

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Pre-service Elementary School Teachers' Self-efficacy on Science Teaching for the Underrepresented Students according to Background Factors (소외계층학생 과학학습지도에 대한 예비초등교사의 배경요인별 자기효능감)

  • Nam, Ilkyun;Im, Sungmin
    • Journal of Korean Elementary Science Education
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    • v.38 no.2
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    • pp.173-190
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    • 2019
  • The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.