• The Korean Journal of Archival Studies
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• no.51
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• pp.235-278
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• 2017

Then, why was the system so thorough and strict? How could that be possible? I approached this question by explaining the task of the Joseon Dynasty for the construction of a Confucian community based on Sunglihak. Sunglihak meant the metaphysics of human nature and universe order, or the rule of heaven. The people who opened the Joseon Dynasty aimed at constructing a Confucian community based on propriety as the principle of the society. The records and archives played an administrative function, for example, controlling royal power, as well as the role of constructing a national community identity based on Sunglihak. This kind of records and records management practices of the Joseon Dynasty can be seen as conceptual construction and conceptual constructs, although they were physical entities in reality. They reflected the Sunglihak value system as, in the words of Michel Focault, an "episteme" and played a social role based on it. In particular, I explained it in light of the constructivism of Sunglihak and the semiosis concept of Charles Sanders Peirce.

• Asia Marketing Journal
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• v.5 no.3
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• pp.80-105
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• 2003

본 연구는 기존 브랜드자산의 구성개념과 구성개념들 간의 관계 연구들을 비판적으로 검토하여 첫째, 브랜드자산의 구성개념을 재정립하여 브랜드자산을 구성하는 세부적 구성요소를 제시하고 둘째, 브랜드자산 형성과정에서 세부적 구성 요소들 간의 인과적 관계를 제시하고 셋째, 세부적 구성요소를 측정하기 위한 척도를 제시하며 넷째, 전략적 브랜드자산 구축 즉, 브랜드자산이 기업의 핵심전략으로 한 단계 더 성숙하기 위해서는 기업측면에서 어떠한 요인이 중요한가를 확인하고 이에 대한 이론적·실무적 시사점을 제시하고자 하였다. 본 연구에서는 브랜드자산이 기업성과에 긍정적인 영향을 미친다는 기존 연구들과 같은 견해를 가지나, 기업성과로 연결되기 위한 브랜드자산의 구성개념과 형성과정에 있어서 기존 연구의 의문점을 제기하고, 그에 따라 연구가설과 연구모형을 설정하였다. 연구모형과 연구가설을 검증하기 위하여 스포츠브랜드와 컴퓨터브랜드의 2가지 카테고리를 대상으로 설문을 배포하여 311부를 회수하였으나 불성실하게 응답한 3부를 제외하고 308부를 실증분석에 이용하였다. 연구결과 브랜드의 지각된 품질, 리더십, 인지와 연상과 브랜드자산의 관계에서 존중, 차별성, 만족, 전환장벽, 애호도가 중요한 매개적 역할을 하고 있음을 알 수 있었다.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.1-19
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• 2012

Kant defines mathematical cognition as the cognition by reason from the construction of concepts. In this paper, I inquire the meaning and the characteristics of the construction of concepts based on Kant's theory on the sensibility and the understanding. To construct a concept is to exhibit or represent the object which corresponds to the concept in pure intuition apriori. The construction of a mathematical concept includes a dynamic synthesis of the pure imagination to produce a schema of a concept rather than its image. Kant's transcendental explanation on the sensibility and the understanding can be regarded as an epistemological theory that supports the necessity of arithmetic and geometry as common core in human education. And his views on mathematical cognition implies that we should pay more attention to how to have students get deeper understanding of a mathematical concept through the construction of it beyond mere abstraction from sensible experience and how to guide students to cultivate the habit of mind to refer to given figures or symbols as schemata of mathematical concepts rather than mere images of them.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.171-179
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• 2016

The purpose of this study is to deduce a successful business model of fintech and suggest the business model component in fintech on domestics. Business model has suggested on a strategic levels but it is to a value of corporation. From literature research, we find a conceptual character and its component of business model. The results show that we understand the business model of fintech. We suggest business model of component for a successful entry of market. These results suggest business model canvas by Alexander Osterwalder. This business model consist of 9 blocks - customer segmentation, value proposition, customer relationship, key resource, key activity, key partnership, revenue stream, and cost structure. These components need an analytic approach for a successful entry and settlement of market. Also, we analyze and suggest a fintech business model and directivity of its components.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

• School Mathematics
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• v.12 no.2
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• pp.151-176
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• 2010

This research aims to conduct the teaching experiment based on the constructivism to elementary preservice teachers and report on how they construct and develop the mathematical knowledge on ratio concept. Furthermore, this research aims to examine the significances and difficulties of "constructivist teaching experiment" which are conceived by elementary preservice teachers. As the results of this research, I identified the possibilities and limits of mathematical knowledge construction by elementary preservice teachers in the "constructivist teaching experiment". And the elementary preservice teachers pointed out the significances of "constructivist teaching experiment" such as the experience of prior thinking on the concept to be learned, the deep understanding on the concept, the active participation to the lesson, and the experience of learning process of elementary students. Also they pointed out the difficulties of "constructivist teaching experiment" such as the consumption of much time to carry out the constructivist teaching, the absence of direct feedbacks by teacher, and the adaption on the constructivist lesson.

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.595-603
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• 2003

The study investigated the effect of a social constructivist model on changes of concept on 103 4th graders in three elementary schools. In particular, it analyzed whether the application of a concept circle map developed student understanding of the concept. After a one month study period, the 103 students took a pencil and paper test on changes of concepts learned. The results indicated that the social constructivist model positively influenced student concept development. In conclusion, a concept circle map used on a social constructivist model may be employed as a tool for diagnostic or formative evaluation.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.157-163
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• 2000

이 글은 최근 인지언어학에서 기본적인 핵심이론 중의 하나로 자리잡고 있는 '정신공간 이론'(mental space theory)에 대한 이론적인 소개와 함께 의미구성에 있어서 중요한 개념의 하나인 '사상'(mappings)의 문제를 다루고자 한다. 1994년 이후 Fauconnier와 Fauconnier & Turner 등을 중심으로 진행되어 오고 있는 정신공간 이론에서는, 언어의 의미를 궁극적으로 인지적 공간들 사이의 상호관계가 언어로 '투사'(projection)된 것으로 간주한다. 그리고 기존의 근원영역과 목표영역 사이의 직접적이고 체계적인 사상, 이른바 '두 영역 모델'의 대안으로 '다공간 모델'을 제시하고 있다. 다공간 모델 속에는 '포괄공간'(generic space)과 '혼합공간'(blending space)이 설정되는데, 그 중에서 포괄공간은 근원공간과 목표공간의 모든 개념이나 추상적인 도식 등이 반영되어 있는 반면, 혼합공간은 실제의 다양한 개념적 혼합의 결과로 나타나며, 입력된 공간에서 나타나는 상응되는 부분들 사이의 연결을 활용하고 발전시키기 때문에 그 자체가 또 다른 혼합공간의 입력공간에서 일어나는 개념적 사상의 양상은 매우 다양할 뿐만 아니라 의미구성에 있어서도 중요한 역할을 한다. 이 글에서는 합성어와 같은 어휘적 측면은 물론, 일상의 문장 표현을 통해 나타나는 개념적 사상의 다양한 양상을 고찰하고자 한다.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.254-262
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• 2005

본 연구에서는 중학교 과학 영재아들이 가지고 있는 조석에 관한 정신모형을 탐색하기 위하여 상황에 따른 개념 유형을 분류하고, 각 유형들을 구성하는 국면들을 분석하였다. 조석 현상에 관해 두 가지 상황으로 구성된 과제 수행을 실시한 후 그 응답 결과를 분석한 결과, 상당수의 학생들이 상황에 따라 서로 다른 개념 유형을 나타내었다. 상황에 따른 개념 유형들을 구성하고 있는 국면을 분석한 결과, 각 유형들은 내용-일반적 국면을 공통적으로 포함하고 있었으나, 내용-특정적 국면과 전략적 국면에서는 많은 차이를 나타내었다. 두 가지 상황에서 나타나는 개념 유형들과 이들 유형을 구성하는 국면들을 조합하여 학생들의 정신모형을 분석한 결과 다음과 같은 4가지 모형으로 나눌 수 있었다: (1) Tide model (2) Force model (3) Phase model (4) Hybrid model. Tide model은 과학적으로 옳은 모형이며, Force model과 Phase model은 옳지 않은 모형이며, Hybrid model은 혼합 모형으로 상황에 따라 나타나는 개념 유형이 서로 부합되지 않는 모형이다. 중학교 과학 영재아들이 조석 현상에 대해 가장 많이 가지고 있는 모형은 Tide model(45.0%)이었으며, 그 다음으로는 Hybrid model(30.0%), Force model(12.5%), Phase model(7.5%) 순으로 나타났다.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.