• Journal of Digital Convergence
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• v.15 no.6
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• pp.107-119
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• 2017

This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.81-95
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• 2009

The purpose of this study wasto analyze the factors that enhance their learning achievement in a fieldtrip environment. For this academic goal, we analyzed a pattern of fieldtrip-related perception and attitudes of 19 science-talented students who participated in the 2007 KESO winter school. As for the perception type, the result of analysis showed that the science-talented students understood a fieldtrip as an experimental inquiry from an inquiry perspective, and that their understanding about a fieldtrip was based on anthropocentrism, positivism and instrumentalism from a science philosophy perspective. Regarding theattitudes type, the result revealed that the purpose of the winter school was mainly to learn knowledge in earth science, and that there was a significant tendency for the participating students to become a future scientist more eagerly than their parents expected. Students' fieldtrip-related academic self-concept was mostly positive while the participants experienced both positive and negative emotions.

• Korean Journal of Social Welfare
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• v.64 no.1
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• pp.325-355
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• 2012

This study was aimed to seek the essential meaning of the Strengths Model based experience of the mothers of the children with ADHD. To achieve such goal, a phenomenological study was carried out from April 2010 to April 2011 covering about 12 months in the way of 2~3 times of interviewing with 14 mothers of the children with ADHD. As a result, the essence of the experiences of those mothers was interpreted as 'the running of unwanted marathon struggling themselves to complete it'. The joining in the unwanted marathon turned out to have led 'me' the mother of the children with ADHD into miserable pain, but that is the 'energy' for 'my child' to endure the world. The essence of those mothers' experiences were divided into eight processes by timely constitution. They firstly experience 'a serial confusion' by their children's odd behaviour which turns out to be 'a semiconscious feeling by the diagnosis with 'ADHD' but then they make full efforts for their children accepting their 'maternal fate'. In that process, they participate in the unwanted marathon with the feeling of misery and gratitude for the 'sayings of teachers which play the roles of shot and grace'. The process was expressed as 'marathon like pain'. They make a resolve to live positively in the midst of lonely struggle unable to give up toward the finish line for 'my child and myself'. They encourage themselves for their children, but that's not easy process. Nevertheless, they gain enduring energy supported by their child, family and specialists. Those mothers keep running today also for their 'beloved doves enduring the ongoing hardship' from the raising of abnormal child toward the finish line of the marathon they have to run for even though the 'finish line' may turn into' 'starting point' again'. This researcher submits here the maternal experiences above as the task to practice social welfare for the mothers of the children with ADHD and the children themselves.

• Journal of the Korean association of regional geographers
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• v.13 no.2
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• pp.201-219
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• 2007

To understand the structure and dynamics of different forms of learning, whether incidental or conscious, we have to study them as parts or aspects of concrete historical activities with specifiable contexts. This realization is more embodied in apprenticeship learning situations of the student teachers. In this perspective, this paper aims to understand the student teachers' experience on geography teaching as a participant observer in the secondary schools. The 9 student teachers during the teaching internship have written their 38 journals, which was quality analysed to find out key concepts for the purpose of this research. Major conclusions are suggested below as follows. First, the most student teachers were experienced in geography teaching in the secondary schools through the 2-weeks practice teaching. Second, in the positive perspective, student teachers observed on that teachers would teaching well interact with student and experienced teachers would settle down to student's studies. Third, in the negative perspective, student teachers observed on that teachers lecture with only text, and cooperative learning by student presentation in the geography class. Finally, In third person perspective, there is no students' or teachers' productive questions in the whole-class conversation. In addition to that the most mentor teachers lecture do all of the talking in class. In effect these student teachers' experiences, especially 'reality of the geography teaching' and 'practical knowledge of the novice mentor teachers or experienced mentor teachers', either reinforce or modify understanding about the geography teaching practices.

• Korean Journal of Labor Studies
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• v.14 no.2
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• pp.415-441
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• 2008

본 연구는 자동차부품산업의 구조조정과정에서 나타나는 산업재편과정과 노동조합의 대응을 조직환경론의 세 가지 관점으로 분석해보려고 하는 탐색적 연구이다. 조직환경론은 환경변화에 대응하는 조직의 논리와 전략을 다루는 분야이다. 따라서 조직환경론의 분야는 조직과 환경의 관계를 어떻게 보아야 할 것인가, 그리고 조직이 어떻게 환경변화에 대처하느냐, 나아가 환경의 변화를 유도하기 위하여 어떤 자원과 전략을 활용해야 하는가에 대한 유용한 시사점을 줄 수 있다. 본 연구에서는 환경과의 의존을 회피하는 것이 좋다는 자원의존관점, 오히려 환경에 대한 의존을 높여 성공할 수 있다는 협력 네트워크관점, 조직변화는 불가능하고 적소를 찾아가야 한다는 조직군생태학 관점을 적용하여 기업의 전략을 분석해보고자 하였다. 이에 따라 원청업체 의존을 회피하려는 기업, 협력네트워크관계에 적극적으로 가입하는 기업, 한국이라는 조직군을 떠나 해외로 이전하는 기업을 대상으로 설문을 분석하고 그 영향요인을 살펴보고자하였다. 분석결과 자원의존을 회피하려는 기업은 가격의 변동과 단가인하가 큰 경우 회피하려는 성향을 보였으며, 반대로 협력네트워크에 들어가려고 하는 기업은 매출의존도가 높아 납품안정성을 기하려는 목적이었으며 해외로 이전하는 기업은 장기간의 경험과 규모가 커지며 새로운 장소로 이전하는 것으로 분석되었다. 즉 자동차부품기업은 단가나 가격의 변화가 심하면 의존을 줄이려고 하며, 안정적 납품을 원할 때 의존을 늘리며 이러한 상태가 장기화되면 새로운 적소를 찾아 떠나는 경향이 있는 것으로 이해된다. 또한 노동조합의 대응차원에서 자원의존관점에 의하여 내부적 전략방향의 설정과 공동연대의 필요성을, 협력네트워크관점에 의하여 산별노조 및 연대의 필요성을, 조직군생태학 관점에 의하여 노동자 통제권의 확보문제를 이론적 차원에서 정리하고자 하였으며 실증은 추후의 연구과제로 제시하였다.

• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.182-196
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• 2020

This study presents the effects and phenomenological meanings of child poverty on child development by implementing in-depth interviews with 19 adults and 20 children in Korean Welfare Qualitative Panel Study and analyzing multi-dimensional categories of child poverty experiences. By focusing on relative deprivation, this study lists the insider's view on poverty experiences such as pauperization, housing, health, education, child-raising, culture, family and child's dream, and then it describes poverty experiences in a heuristic and hermeneutic way from the child's view. Findings shows that poverty experiences of childhood are associated with negative child development experiences such as trauma, deprivation of growth and opportunity, childhood adultification, intergenerational transmission of poverty and limiting dreams. This qualitative study based on the insider's view, can contribute not only to profound understandings of multi-dimensional child poverty but to identification of client based policy demand, which enables poverty policy studies expand their boundaries.

• 한국경영정보학회:학술대회논문집
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• 2007.11a
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• pp.553-558
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• 2007

본 연구는 인터넷 쇼핑 시 구매의도에 영향을 미치는 요인을 쇼핑가치와 신뢰의 관점에서 접근하였으며, 인터넷 구매 경험이 적은 그룹과 구매 경험이 많은 그룹을 구분하여 그 변화를 실증 분석하였다. 전체 204명의 표본을 구매경험이 적은 그룹(107명)과 구매 경험이 많은 그룹(96명)으로 나누어 PLS(Partial Least Square)를 통하여 분석한 결과 구매경험이 적은 그룹은 신뢰와 태도가 매개가 된 쾌락적 쇼핑가치가 큰 영향을 미치는 반면에 구매경험이 많은 그룹은 효용적 쇼핑 가치가 구매의도에 가장 큰 영향을 미치는 것으로 나타났다.

• Journal of the Korean association of regional geographers
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• v.16 no.1
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• pp.76-84
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• 2010

This study is to critically examine a variety of perspectives of seeing the interactions among space, people, and society. According to Tuan, place is a center of meaning constructed by people's experience, and its attributes consist of natural and built-up environments. Entrikin suggests a way of seeing place from a contrary perspective, that is, the subjective and existential sense of place and the objective and naturalistic conception of place. Lefebvre examines the historical transformation of social space through the dialectics among the perceived space, the conceived space, and the lived space. Social space is (re)produced and changed through the conflictual unit of the spatial triad. The project of Foucault's spatial metaphor is to tightly combine three critical concepts, power, knowledge, and space. Those concepts are not objectively existed regardless of specific times and spaces, but they are socially and culturally constructed through the networks of people under particular environments. In the following papers, it is needed to comparatively examine the various perspectives mentioned above to make a new conceptual framework of understanding the interactions among space, people, and society.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.107-122
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• 2016

The purpose of this study is to review the literatures on the evolutionary perspective on education and to draw the educational implications for science education. This study addresses on several topics as follows: our common misunderstandings about the evolutionary perspective on education; children's inherent knowledge and abilities, their learning about the evolutionarily novel knowledge and abilities in school, their difficulties in academic learning, and the instructional strategies to cope with the difficulties; and the implications for science education from the evolutionary perspective. The evolutionary perspective on education has provided new insights how culturally important information is transmitted across generations in the past hunting-gathering societies and the modern societies, and how children's inherent motivational and behavioral dispositions affect their academic learning. In addition, the new perspective on education can be used to generate empirical hypotheses about children's science learning, and with the further research, could lead to useful implications and ultimately improve educational outcomes.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.207-215
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• 2020

Studies on aesthetic experience in games mostly focus on engineering approach centered on structural determination of specific target within the game as well as humanistic·social approach in forms of artistic conversation on game play experience. This paper have established a theoretic guideline regarding the progress of aesthetic experience which allows analysis from the perspective of player experience acquired during game play. Based on such guideline, the study classifies cognitive data (Eye-Tracking, Playing Action, Facial Expression) on aesthetic experience and suggests the methods to measure such data. By deducing errors and points to be considered related to measuring methods through pilot tests, this study will contribute to the execution of empirical study focused on player perspective.