• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.677-691
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• 2014

Understanding of the nature of science (NOS) has been a consistent topic as one of the most important goals in science education for the past several decades. Even though there is a variety of research related with the NOS conducted in science education, few researches has been conducted for the conception of scientists regards to the nature of science (Bayir et al., 2014; Taylor et al., 2008; Wong & Hudson, 2008). Recently, researchers in science education turned their attention to identifying views of scientists about the nature of science since they recognized the importance of participation of scientists in science education (Southerland et al., 2003; Taylor et al., 2008). This study was conducted to examine the Korean scientists' views of the nature of science. Through the use of semi-structured questionnaire and in-depth interview the views of 35 scientists who belong to the Korean-American Scientists and Engineers Association (KSEA) regards to the nature of science were explored. Findings show that while the scientists have more informed views with respect to the tentativeness of scientific knowledge, cultural and social influence embedded in science, the limitation of science, and the collaboration of science with others, the scientists have more na${\ddot{i}}$ve views about the distinction between laws and theories, the existence of a universal scientific method, and the importance of imagination and creativity. As such, it can be assumed that the scientists cannot conceptualize their notion in a philosophical sense even though they are engaged in scientific work in reality (Bayir et al., 2014).

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.315-326
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• 2020

Corporate efforts to build strong brands have made consumers interested in brand love. In the field of brand love, however, there is a lack of systematic research on the multidimensionality of the concept of brand love and on the scale development to measure it. Thus, based on the methodological research design of Churchill(1979) and DeVellis(1991), this study explored properties of brand love and classified them into two levels - 'emotion' and 'relationship' - and generated corresponding measurement items. To do this, the research was conducted in a total of eight stages, including preliminary studies such as literature review, open surveys, and in-depth interviews, as well as the main study process in which the factors were analyzed step by step. As a result, the level of emotion appeared to have five subcomponents (self-esteem, warmth, interest, responsibility, pleasure) with 19 items, and the level of relationship - three subcomponents (unchanging, sharing/supporting, understanding) with 11 items, adding up to a total of 30 measurement items for brand love with reliability, convergent and discriminant validity, and nomological validity. Additionally, we intended to expand the scope of research related to brand love by presenting the result model of organic interaction between the concepts that constitute brand love and proposing '4 categories of brand love strength' based on it.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.509-519
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• 2017

This study addresses the effective utilization of film music as learning material for language, target culture, and ethics education. Music is intertwined with language and culture, and even with ethics. This study focuses on the potential power of film music in the processes of teaching and learning in a classroom. For this purpose, five songs are selected from the soundtrack of Disney's famous animation The Lion King: "Circle of life", "I just can't wait to be king", "Be prepared", "Hakuna Matata", and "Can you feel the love tonight?", and concrete learning activities are suggested based on these. Using these five songs, gap-filling and singing-recoding tasks are proposed as listening and speaking activities respectively. Film music is also very useful in learning vocabulary, sentence structure, and grammar. Learners participate in a writing activity involving creating their own lyrics for the tunes reflecting their experiences. Next, for culture education, a teacher asks their students to discuss about, and be aware of, food culture using a specific character's song. Finally, for ethics education, a philosophy of life, natural logic, leadership qualities, and the motto Hakuna Matata("no worries") are explored and discussed through an analysis of the lyrics. The open-ended questionnaire survey is conducted. The result shows that music has a positive effect on culture and ethics education. Film music can be effective in learning a second language, target culture, and ethics.