본 연구의 목적은 글로벌 과학적 소양 함양을 위한 수업이 학생들의 과학의 본성에 대한 관점에 어떤 영향을 주는지 살펴보는 것이다. 연구 참여자는 8학년 65명의 남학생이며, '지구와 별' 단원에 대하여 5주 동안 글로벌 과학적 소양 수업을 실시하였다. 수업 전과 후에 학생들의 과학의 본성에 대한 이해정도를 살펴보았다. 연구 결과 단기간의 글로벌 과학적 소양 함양을 위한 수업으로 학생들의 과학의 본성에 대한 관점을 변화시키는 것은 어려운 과제임을 확인할 수 있었다. 그러나 사회학적 측면에서, 학생들의 과학의 본성에 대한 이해가 철학적, 심리학적, 역사학적 관점에서 보다 상대적으로 향상된 것을 발견할 수 있었다.

This study examines a Korean family who came to the United States with the goal of improving their English language proficiency and skills. This study documents their experiences and stories that occurred in their home life and literacy activities/practices at home and in the community. The methodology of this study is qualitative case study. Data collection took place inside and outside the home over a period of three months during the summer of 2003. Primary collection techniques were ethnographic in nature and included participant observation, interviews, and examination of artifacts. The purpose of the study was to show what types of literacy activities this Korean family practiced at home and in the community and how this Korean family developed their home literacy. They interacted with a literate environment, invented their own literacy, and worked to develop and explore new social and cultural knowledge. This study illustrates the lessons and messages from this Korean family that can be conveyed to schools (including teachers), community, and society in both Korea and United States.

The purpose of this study was to develop a program based on the Earth system based program to help students achieve science literacy. This program was designed to be connected across grade levels, and contents of the program were constructed to have meaningful interdisciplinary context. All the activities in the program were inquiry-based, and understanding of the nature of science was considered essential throughout the program. In addition, appreciation and stewardship for the Earth system were systematically emphasized on any grade level. Design of the program applied U.S. National Science Education Standards for the quality of and conditions for school science programs.

This study was initiated to understand what students know, how they feel, and how they act in the perspectives of environmental literacy. This study takes it a very serious problem that there has been no data about Korean students’status of environmental literacy so far. Based on the correct diagnosis of Korean students’ environmental literacy, environmental education in Korea, including national curriculum, teaching materials and strategy, would take the right way. This study accepts Simmon (1995)’s framework of environmental literacy, consisting of 5 areas, environmental knowledge, skills, affect, and behavior, which is consistent with general goals of environmental education. This study analyzed the relationship between areas in environmental literacy and factors contributing to improving students’ environmental literacy. This study also checked which factors, including age, gender, parents’ schooling, environmental education in schools, and students’ science-related attributes, contributed to improving students’ environmental literacy. The results of this study will help science educators keep in mind how important it is to teach science from the perspectives of environmental literacy.

PISA의 두 번째 주기에 해당되는 PISA 2003에서는 문제해결 영역에 대한 평가가 새로이 도입되었다. PISA 2003 본검사 문제해결 영역에서는 (1) 의사결정, (2) 체제 분석 및 설계, (3) 문제점 해결 등의 세 가지 문제해결 유형에 따라 학생들의 범교과적 문제해결 능력을 평가하였다. 본 논문에서는 PISA 2003 본검사에 포함된 문제해결 영역문항들에 대한 우리나라 학생들의 정답률을 살펴보고, 문제해결 문항들 중 개방형 서술형 문항에 대한 학생들의 답안을 상세하게 분석하였다. 분석 결과에 따르면, 우리나라 학생들은 그림이나 그래프로 표상하는 과제에 취약하며, 긴 문장으로 제시된 지문 해석에서 어려움을 겪은 것으로 보인다. 또한, 우리 나라 학생들에게는 다소 낯선 맥락이나 소재를 활용한 과제의 경우 낮은 정답률을 기록하였다. PISA 2003 문제해결 영역을 분석한 결과가 과학교육에 주는 시사점도 논의하였다.

This study investigates the implementation of a new EFL course, English Practice. This is designed to enhance English reading and writing skills, and increase literary experiences among university students. For this study, literature for young adults and e-mail writing were introduced to change teaching/learning conventions in an EFL setting. The research framework was practitioner research. Data collection consisted of a survey, students’ writing in the classroom, and the instructor’s field notes and journal. Data were analyzed to address the following research question: What happens when university EFL students read and write English for real purposes? Data analysis revealed that: 1) the students viewed literature and e-mail writing as a new experience of language learning, 2) the students showed changes in their learning, and 3) the students’ experiences with the literature went beyond language learning. The author concludes that the unique course program provided students with new ways of developing understanding English as a foreign language and provided opportunities to express individual experiences of the texts they read.

The purpose of this study is to explore high school students' environmental literacy and from its result, to suggest ways to reform environmental education. 1047 students from Seoul and Kyeongki province participated in the survey. The questionnaire consisted of four criteria of environmental literacy including knowledge, skill, attitude and behavior. The result was analyzed and the factors which affect high school students environmental literacy were explored. From this result, we made suggestions to improve environmental education as follows. First, environmental education in school should focus on knowledge criterion. Though school environmental education has been helpful for students to build environmental literacy in attitude and behavior criteria, its effect has not been good enough in knowledge criterion. Second, science education can enhance students' environmental literacy. Students who like science best and students who belong to science major classes were reported to possess better understanding in knowledge criterion. Also, students who like life science appeared to have a more positive attitude in environmental literacy. Third, informal education must be considered to form students' environmental literacy. In particular, the effect of mass media is inarguable. Thus, we should find a way to link formal education and informal education to improve environmental education. Fourth, high school students' interest in the environment must be encouraged since it is evident that higher interest would result in better outcome in environmental education.

The purpose of this study was to develop a new test instrument based on AAAS Benchmarks for Science Literacy, to assess k-12 students' progress in understanding nature of science (NOS). A total of 276 items were developed including 33 items for grade k-2, 36 items for grade 3-5, 78 items for grade 6-8 and 129 items for grade 9-12 and they were reviewed for validity and reliability. Key ideas that were the foundation of test items were extended, sophisticated and enriched according to the grade level. The general score of this test represents a student's cognitive state about an understanding of NOS. The result of this test can be expected to give some useful information for follow-up investigations, improving instructional design, and conducting further studies.

With the wave of digital economy sweeping the world, artificial intelligence, blockchain, cloud computing, 5G, ChatGPT and other information technologies are developing rapidly. All walks of life are undergoing changes, and people’s thinking, cognition, life, study, and work are changing accordingly. Both developed and developing countries are also facing new situations and challenges in politics, economy, science and technology, culture, and education. It can be said that digitalization itself and its impacts are related to the development of the future world and affect every citizen of the earth. Digital literacy and skills derived from digitalization have gradually become the focus of attention from all walks of life. In terms of college students’ digital literacy and digital literacy skills, it mainly refers to the digital ability that college students should have and use in study, employment, and future work under the background of informatization and digitalization. Although digital literacy and digital literacy skills have been paid more and more attention by the international community and schools, there is no unified definition of digital literacy and digital literacy skills by various countries and international organizations, and there are some differences in the use of this concept by countries and regions. From the perspective of enterprises’ demand for digital talents, this paper puts forward some suggestions on the training and improvement of college students’ digital literacy skills.

4차 산업혁명 시대가 오면서 사회가 필요로 하는 인재는 단순히 지식을 많이 암기하는 사람이 아니라 새로운 문제를 찾아내고 다수와의 협업을 통해 이를 창의적이고 효율적으로 해결할 수 있는 사람으로 바뀌고 있다. 이에 더하여 지금은 데이터에 기반하여 의사결정이 이루어지고 이를 통해 사회가 개선되는 빅데이터(Big Data) 사회라 볼 수 있으므로 새로운 인재는 문제 해결과 관련 된 데이터를 수집하고 이해하여 필요한 정보를 분석하는 역량이 필요한 시대가 되었다. 새로운 2015 개정 교육과정에서는 4차 산업혁명 시대에 발맞추어 초‧중‧고(K-12) 학생들에게 소프트웨어에 기반한 문제해결 역량을 키워주기 위하여 소프트웨어 교육을 강화하였다. 하지만 지금의 소 프트웨어 교육은 코딩과 같은 프로그래밍을 중심으로 실시되며 문제를 해결하는 첫 번째 단계인 데이터 리터러시(data literacy)는 중요성이 덜하게 여겨져 왔다. 따라서 본 연구에서는 데이터 리터러시를 활용한 소프트웨어 교육이 중학생의 컴퓨팅 사고력과 창의적 문제해결력에 미치는 영향을 분석하였다. 본 연구를 위해 데이터 리터러시를 활용한 소프트웨어 수업을 CT-CPS 모형에 기 반하여 설계하고 적용하였다. 본 연구의 검증을 위해 중학교 1학년 학생을 대상으로 통제집단과 실험집단으로 나누고 통제집단에는 데이터 리터러시가 포함되지 않은 수업을 적용하고, 실험집단에는 데이터 리터러시가 포함된 수업을 적용하였다. 실험 결과 데이터 리터러시를 활용한 소프트 웨어 교육이 중학생의 컴퓨팅 사고력과 창의적 문제해결력 향상에 통계적으로 유의미한 효과가 있음을 검증하였다.

This study introduced income mobility analysis using pseudo-longitudinal panel data from Family Income and Expenditure Survey (FIES) to consider the dynamic process of individual’s well-being through time. Since there is no comprehensive measurement of income mobility because of its dynamic process, various income mobility indices such as Chi-square, Average Jump Index, Atkinson et al. Mobility Ratio, and Shorrocks’ Mobility Index were used. These indices revealed that Filipino households’ income movements are more mobile than expected, and their income status improved from 2000 to 2015. As income mobility takes place, income inequality is reduced by 91.80 percent (91.80%). Furthermore, the growth effect is the main factor of income mobility. This indicates that households took the economic opportunities from economic growth to earn more. However, income mobility due to transfer effect (transfer of income from one household to another through lottery winning and borrowing) increased when the economy is not good. The higher income mobility due to growth effect compared to transfer effect, whether the economy is good or bad, means that households learned how to use their income in savings, investments, and entrepreneurship. This is the result of a successful financial literacy program of the government wherein households realized financial stability and security.