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- 발행기관 : RESEARCH INSTITUTE OF CURRICULUM INSTRUCTION EWHA (검색결과 3 건)
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Private-Source Educational Expenditure in Korea : Analysis and Implications
Han, You-Kyung RESEARCH INSTITUTE OF CURRICULUM INSTRUCTION EWHA 2005 East west education Vol.22 No.-
Private educational expenditure means the sum of the expenses individual household paid for educational activities but not processed through official accounting procedure. It includes private tutoring fees, books, room and board, school supplies and so on. Private educational spendings per student in the year of 2001 is 1,999 thousand won in pre- schools, 2,368 thousand won in elementary schools, 2,261 thousand won in middle schools, 2,307 thousand won in general high schools, 1,360 thousand won invocational high schools, 1,938 thousand won in junior colleges, 2,216 thousand won in industrial universities, 2,673 thousand won in four-year colleges and 2,330 thousand won in graduate schools. Total private educational expenditure estimated from these sample figures is 18,782 billion won for pre-school, middle school and high school students together and 7,891 billion won for students in higher education institutions. What we are most concerned about regarding the private educational expenditure is the amount of expenditure for the private tutoring. The percentage of private tutoring expenses on the average is about 48.6. Private educational spending per student has declined compared to the spending in 1998. Especially the spending for elementary school students, general high school students and college students had declined greatly. However, the spending for middle school students, vocational high school students and junior college students has slightly increased. The portion out of GDP also declined to 5.61% in 2001 from 6.53% in 1998.
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Cho, Youn-Soon RESEARCH INSTITUTE OF CURRICULUM INSTRUCTION EWHA 2005 East west education Vol.22 No.-
The purpose of this paper is to explore the contents and strategies of humanity and creative problem solving education, as a valuable way to enhance the quality of elementary education. For the humanity education, three domains are identified, such as ‘self-respect', ‘respect for others', and the ‘perception of one's role as a member of a democratic society'. Likewise, specific factors for each domain are recognized. Also, it is suggested how to foster those factors through interactions between teachers and students within curricula and extracurricular situations. For the education of creative problem solving abilities, necessary subject knowledge & thinking skills are identified and explored within a curriculum. Futhermore, this paper prescribes how to implement the curriculum by using the PBL method.
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Analyzing Teaching Strategies and Student Discourse for Scientific Argumentation
Park, Young-Shin RESEARCH INSTITUTE OF CURRICULUM INSTRUCTION EWHA 2005 East west education Vol.22 No.-
The purpose of this study was to analyze one science teacher's understandings and his explicit teaching strategies for student argumentation qualitatively. One middle school science teacher and his students of 54 participated in this study. Data were collected through three times of semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Three different argument analyzing tools were employed to develop Scientific Argumentation Table (SAT) and analyze student discourse as responses to those explicit teaching strategies, to see how often students had opportunity to develop arguments. The results were as follows; (1) The teacher definedscientific inquiry as the combination of students' hands-on activity and the abilities of reasoning skills, (2) Claim-Evidence Approach, one of explicit teaching strategies, provided students with opportunities to develop their own claims based on their readings, design the investigation for evidences, and differentiate evidences from data to support their claims and refute others, (3) Teacher's role of scaffolding was critical to shift students' less extensive to more extensive argumentation throughhis prompts and questions. Overall, the teacher's involvement, his explicit teaching strategy, and students' scientific knowledge influenced students' abilities of developing argumentation and its quality.
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