Yeon-hee Ha ¹, Seong-won Kim ²

Affiliations
1 Department of Early Childhood Education, Kosin University, KR
2 Creativity and Personality Laboratory, Tongmyong University, KR

Abstract

Objectives: The purpose of this study was to examine the state of safety education for preservice early childhood teachers in the curriculums of colleges located in Busan. Methods/Statistical Analysis: The departments related to early childhood education were selected by random sampling from four-year universities and two-, three- and four-year private junior colleges in the city of Busan, which numbered 27. Findings: The educational statistics yearbooks published by this city between 2011 and 2015 were consulted, and courses related to safety education were selected from the curriculums on the websites of the colleges. And then whether these courses were offered independently or as part of child health education or of similar courses were analyzed. The findings of the study were as follows: First, the names of the departments related to early childhood education were early childhood education, child welfare, child and family studies. Childeducare, and child welfare and educare in the 27 colleges located in this city. 13 schools were equipped with courses related to safety education, and departments related to early childhood education existed in four colleges where no courses related to safety education were offered. Second, as for the titles of the courses related to safety education, there were 10 names for child health education, four for early childhood health education, seven for child safety management and one for child health care. Improvements/Applications: The findings implied that safety education was provided not as an independent course but as part of health education courses.

Keywords

Health Education, Preservice Early Childhood Teacher, Safety Education.

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Seong-won Kim ¹, Jeong-jin Youn ²

Affiliations
1 Creativity and Personality Laboratory, Tongmyong University, KR
2 Department of Early Childhood Education, Tongmyong University, KR

Abstract

Objectives: The purpose of this study was to examine the conceptual diagrams of college students majoring in early childhood education on mathematics education. Methods/Statistical Analysis: The subjects in this study were 53 selected juniors who were in the department of early childhood education at a four-year university located in the city of Busan. Findings: The conceptual diagrams made by the college students consisted of super ordinate concepts and subordinate concepts. The findings of the study were as follows: First, there were 410 super ordinate concepts described by the college students about the contents of mathematics education, and they were categorized into 18 super ordinate concepts. Second, the number of the subordinate concepts that belonged to “curriculum” was higher in the conceptual diagrams of the college students on the contents of mathematics education, and the hierarchy score and saliency score of “curriculum” were higher as well. Improvements/Applications: The findings of the study suggest that the kind of education which can instill confidence in college students about early childhood math education and motivate them in everyday life is required to make math education more accessible and interesting to preschoolers.

Keywords

Conceptual Diagram, Knowledge Level, Mathematics Education, Super Ordinate Concept, The Department of Early Childhood Education.

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Seong-Won Kim ¹, Hee-Seung Lee ², Hyung-Gon Kim ², Dong-Sik Hong ³

Affiliations
1 Creativity and Personality Laboratory of Tongmyong University, KR
2 Department of Journalism and Communication, Tongmyong University, KR
3 Department of Visual Communication Design, Pukyong National University, KR

Abstract

Background/Objectives: Media education is considered essential in terms of fostering abilities to utilize information and to express creatively, which are demanded for individuals to excel in the increasingly media-intensive 21st century. Methods/Statistical Analysis: This study first examines the reasons why media education is necessary and reviews the current media education programs that are conducted in Korea. Then it suggests a model of a media education program for teenagers that can be implemented by the Korea Media Rating Board. Findings: The present study examines the measures to implement an effective media education program. To this end, the suggested model encompasses the essential contents of media education as well as information regarding the Korea Media Rating Board. In other words, the suggested model complies with the founding mission of the Korea Media Rating Board and the objectives of its core projects, but also provides useful lessons regarding the Korea's media rating system and trains teenagers with appropriate media ethics. Meanwhile, this study has limitations due to the need to distinguish the model from existing media education programs conducted in other organizations and the nature of the Korea Media Rating Board. Application/Improvements: The program proposed will contribute to changing the perceptions about the need for media education in public education and to broadening the spectrum of media education in Korea.

Keywords

Korea Media Rating Board, Media, Media Education, Teenager Protection, Visual Media.

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Seong-Won Kim ¹, Youngjun Lee ¹

Affiliations
1 Department of Computer Education, Korea National University of Education, KR

Abstract

Background/Objectives: In this study, the trends in research of Science, Technology, Engineering, Arts and Mathematics (STEAM) education with programming were systematically analyzed. Methods/Statistical Analysis: Theses were collected from Research Information Sharing Service in order to analyze the trends. The keywords used in this process were "STEAM education" and "convergence education". The collected theses were analyzed by the following standards: the year of publication; the method, design and subject of research; programming language; and physical computing device used. The results from the analysis were compared with the general trend of research in STEAM education. Findings: Upon analysis, research on general STEAM education has increased since 2010; however, STEAM education with programming accounts for less than ten percent of that research. In terms of the methods utilized, more than fifty percent used development/application research. The research on STEAM education with programming used qualitative and mixed research more than the general variety, which yielded different results than were compiled with general research on regular STEAM education. The majority of the focus of the general research in STEAM education was on literature, followed by research done by elementary school students, with the latter group providing the majority of the research done in STEAM education with programming. Scratch was used as the programming language in half of the research, while the percentage of searches that did not use physical computing devices was more than a half. The results from this analysis show the general trends in STEAM education and how programming in it has been employed. Furthermore, systematic analysis reveals the implications of programming in STEAM education. Application/Improvements: This research could be used to show the trend in research, as well as the direction of the teaching-learning program and educational model development in STEAM education.

Keywords

Convergence Education, Programming Education, Research Trends, STEAM Education, STEAM.

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Seong-won Kim ¹, Youngjun Lee ¹

Affiliations
1 Department of Computer Education, Korea National University of Education, KR

Abstract

Background/Objectives: How robot programming education affects the attitude of pre-service teachers toward robots was analyzed, along with how pre-service teachers appreciate robot programming classes. Methods/Statistical Analysis: In this research, the Negative Attitude toward Robots Scale of Nomura et al. was used as a test tool. Research subjects were divided into an experimental group taking robot programming education and a control group taking ordinary classes. Both groups took a test to indicate their attitudes toward robots before and after the experiment; the experimental group also took a test asking their appreciation of robot programming education. Each group's test results were analyzed using paired t-tests and independent t-tests. The attitude toward robot programming education was analyzed through frequency analysis. Findings: Before the experiment, the groups' results did not show statistically significant differences; however, after the experiment, they did. Comparing pre- and post-testing of each group, the control group showed no significant difference; however, the experimental group showed significant difference. This implied that robot programming education affected pre-service teachers' attitudes toward robots, especially in a positive way. When asked their attitude toward robots, pre-service teachers answered that programming education promoted more interest in robots because they could make and realized with their own hand; however, the design and the assembly of robot would be negative. Pre-existing research had only studied attitudes toward robots and compared them by countries or investigated effect elements. This research focused on not only the attitude of pre-service teachers toward robots but also elements that could improve those attitudes. In follow-up studies, researchers could attempt to solve the imbalance of research subjects and add the group taking programming classes. Application/Improvements: The result of this study could be used for the development of robot education programs and basic material for the training of teachers.

Keywords

Attitude toward Robots, Robot Programming, Robotic Education, Robot, Programming.

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Mee-Ryang Kweon ¹, Seong-Won Kim ²

Affiliations
1 Department of Early Childhood Education, Kosin University, Republic of Korea
2 Creativity and Personality Laboratory, Tongmyong University, Republic of Korea

Abstract

Background/Objectives: The purpose of this study was to make a phenomenological research on early childhood play in Korean early childhood education institutions in an effort to explore the phenomenological characteristics of play in early childhood including the ways of looking at and doing it. Methods/Statistical Analysis: The subjects in this study were three teachers and 30 preschoolers who were selected by random sampling from three different kindergartens located in the city of Busan. Data were gathered by making participant observations and having individual interviews with the preschoolers and the teachers from October to early December, 2015, and a qualitative analysis was made to analyze the collected data. Findings: The findings of the study were as follows: First, as for the features of play among the preschoolers in the Korean early childhood education institutions, that was characterized by five: wanting to go outside, finding time to play, wanting to make something without any restraints, moving is the very play, and living in a world different from that of adults. Second, concerning the roles of the teachers and the preschoolers, there were three different groups of teachers and preschoolers according to their ways of looking at and doing play. One was the teachers who viewed everything as play vs. the preschoolers who regarded just part of what they did as play, and another was the teachers who just looked vs. the preschoolers who wanted a loving hand. The third was the teachers who wanted the kids to follow them vs. the preschoolers who disliked to be scolded. Application/Improvements: Allowing communities to play with peers brief is required implications should create a play environment that supports the recovery of social relationships and happiness.

Keywords

Early Childhood Play, Korean Early Childhood Education Institution, Kindergarten, Play, The Phenomenology of Play

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