• Journal of Korean Medical classics
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• v.19 no.4
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• pp.126-135
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• 2006

목전(目前), 수착여의학상관적현대과학기술적급속발전(隨着與醫學相關的現代科學技術的急速發展), 의료계대의학윤리적요구월래월고(醫療界對醫學倫理的要求越來越高), 의학윤리사상재동양주요원요의생적윤리이발전기래(醫學倫理思想在東洋主要園繞醫生的倫理而發展起來). 우기도료명대(尤其到了明代), 장개빈근거(張介賓根據) "소문(素門) 방성쇠론(方盛衰論)"중(中)"부실인정(不失人情)"문장(文章), 제출료인환자여감호인이급의자지간각유기구체정황(提出了因患者與監護人以及醫者之間各有其具體情況), 소이필수분별가이타선료해(所以必須分別加以妥善了解), 즉주요원요의생윤리사상언급환자혹감호인적구체정황(卽主要園繞醫生倫理思想言及患者或監護人的具體情況). 종관기내용가지(綜觀其內容可知), 재환자방면(在患者方面), 장개빈인위의생응사선응예지환자적각종정황(張介賓認爲醫生應事先應預知患者的各種情況), 여약환자심리존유측시의생능력적상법(如若患者心里存有測試醫生能力的想法), 나마치료효과취불회호. 재감호인방면(在監護人方面), 장개빈인위유어개인적친분혹이해관계(張介賓認爲由於個人的親分或利害關係), 왕왕회사환자화의생면임군경(往往會使患者和醫生面臨窘境), 저일점응가이주의(這一點應加以注意). 재의생방면(在醫生方面), 장개빈인위의생응숙지자신적의학능력(張介賓認爲醫生應熟知自身的醫學能力), 불능기편환자(不能欺編患者), 야불능설비방기타의생적화(也不能設誹謗其他醫生的話). 령외, 장개빈종기보편성의학윤리사상(張介賓從其普遍性醫學倫理思想), 인위의사응구비총명적자질(認爲醫師應具備聰明的資質), 필수유일과열애생명적심(必須有一顆熱愛生命的心), 이차환인위의생응다독의경(而且還認爲醫生應多讀醫經), 다배양사(多拜良師), 정확지장악약물급진단치료질병적방법(正確地掌握藥物及診斷治療疾病的方法).

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.407-429
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• 2015

This study aims to find the elementary mathematics teachers' satisfaction, availability, and needs, based on the mathematics teaching models in current mathematics curriculum. The satisfaction on current mathematics teaching models is about 80%, but the frequency of usage of the models is a bit low because the models are used once a unit or a semester. Among other subjects, the teachers prefer the teaching models of social studies or science, because the models are convenient in applying models to their teaching. We proposed a few ideas to enhance the availability of mathematics teaching models including the consideration on a variety of content areas of mathematics, students' differences of their mathematics levels, and the teaching and learning methods in mathematics curriculum.

• Journal of the Korean Society for information Management
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• v.20 no.1
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• pp.199-230
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• 2003

The purpose of this study is on the Shera's sociological aspect of librarianship. Jesse H. Shera, educator, philosopher, and theoretician, considered that perhaps his most significant contribution to librarianship was not a “thing” but a “concept”. Library was created to meet certain social necessities, and that its development is closely related not only to intellectual history but also to change in the organizational structure and the value system of its supporting culture. It is axiomatic, then, that the library as a social instrumentality. is, as it has always been, conditioned and shaped by the social milieu within which it function. Therefore we are concerned with the need for a new epistemological discipline, a body of new about knowledge itself.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.371-382
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• 2017

The texts in the national science curriculum documents are expected to be interpreted in the same meaning as that of the authors. In this study, the science achievement standards in national curriculum documents were examined through an analysis of the differences between the interpretations of Korean language education experts and science education experts. Three Korean language education experts designed and utilized an analysis framework on science curriculum standards from their viewpoints while three science education experts utilized TIMSS cognitive domain framework to analyze the 2009 Korean revised science curriculum achievement standards. The differences between interpretations of both groups were analyzed qualitatively through interviews. First of all, the two groups seemed to have different meanings for terms such as "explain," "analyze," "define," and "cause and effect." The science achievement standards described by general verbs like "explain" were interpreted in various ways. The verb "explain" that appears many times in the science achievement standards seem to be representing the "describe" subsections in the framework of Korean language education expert rather than the "explain" subsections of the framework of science education experts. Science education experts seemed to focus on prepositional phrases, which indicate inquiry process, while Korean language education experts seemed to focus on objective phrases. Moreover, the science education experts would interpret the achievement standards based on their background knowledge while the Korean language education experts would interpret them based on the structure of the sentences. This study suggests that achievement standards should specifically indicate the levels and scopes of cognitive domain as well as the knowledge domain. Also, integrations of achievement standards in cognitive domains of Korean language and science subjects should be considered.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.191-202
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• 2016

In this study, a science museum teaching-learning model was developed with emphasis on play. In order to do this, the models of factor-centered museum education and process-centered museum education were reviewed and characteristics of science museum education were considered. The model developed in this study is called 'Play-Learning Model in Science Museum', and 'play' is defined as activities to achieve the mission in accordance with methods and rules set by individuals or small groups including scaffolding and play is divided into competition, simulation, and chance. 'Play-Learning Model in Science Museum' emphasizes learning using the articles on exhibition, scaffolding and interaction in small groups, and play. The model consists of four steps: 'Preparation', 'Exploring the exhibits', 'Experience', and 'Summary of learning content'. In the 'Preparation' step, the students form related knowledge and are ready to play. The 'Exploring the exhibits' step is the core step of this model, and entails the students solving problems in the mission by interacting with members of the small group. When they cannot find resolution, they get help. In the 'Experience' step, hands-on activities related to the prior step are included. In the 'Summary of learning content' step, the students summarize what they learned while playing. As science museum education is implemented in a variety of forms, continuous research about the science museum learning model and development of various programs are needed.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.823-840
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• 2012

The importance of teaching the nature of science (NOS) has been emphasized in the science curriculum, especially in the science curriculum for science-gifted students. Nevertheless, few studies concerning the structure and formation of students' mental model on NOS have been carried out. This study aimed to explore science-gifted students' understanding of 'fact', 'hypothesis', 'theory', 'law', and 'scientificness' by utilizing semantic network analysis. One hundred ten science-gifted middle school students who were selected by a national university participated in this study. We collected students' written responses of five items and analyzed them by the semantic network analysis(SNA) method. As a result, the core ideas of students' understanding of 'fact' were proof and reality, of 'hypothesis' were tentativeness and uncertainty, of 'theory' was proven hypothesis by experimentation, of 'law' were absoluteness and authority, and of 'scientificness' were factual evidence, verifiability, accurate and logical theoretical framework. The result of integrated semantic network illustrated that the viewpoint of science-gifted students were similar to absolutism and logical positivism (empiricism). Methodologically, this study showed that the semantic network analysis method was an useful tool for visualization of students' mental model of scientific conceptions including NOS.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.277-288
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• 2015

The purpose of this study is to find the point for improvement through the comparative analysis of the 2007 & 2009 revised science curriculum, and the NGSS of the United States with Bloom's revised taxonomy. The results of the analysis confirmed that the revised curriculum in 2009 compared to the revised curriculum in 2007 has expanded the type of cognitive process and knowledge, which promote a higher level thinking. However, the revised curriculum in 2009 has been biased to the type of specific cognitive process and knowledge in cognitive process dimension and knowledge dimension as compared to the NGSS of the United States. In the revised curriculum in 2009, the type of cognitive process such as 'analyze,' 'evaluate,' 'create,' and the type of knowledge such as 'meta-cognitive knowledge' have been treated inattentively. In addition, through comparative analysis, it was identified that the type of cognitive process and knowledge that were neglected in achievement standards were not dealt with in the learning objective of teachers' guides, either. The revised curriculum should consist of achievement standards in comparison to the previous curriculum to reflect better the goals of science education. Therefore, it is necessary to create an achievement standards including various types of cognitive processes and knowledge by improving the method of statement of achievement standards of science curriculum.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1403-1417
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• 2013

In this study, we investigated scientists' perception of imagination and explored characteristics of scientific imagination. For this, we found out conceptions and characteristics based on literatures which related to imagination. We recruited eight distinguished Korean scientists who have rich research experiences by using Snowball sampling for in-depth interviews (60-90 minutes). All interviews were audio-recorded and transcribed. From the analysis of interview data, we identified their perceptions of imagination and the nature of scientific imagination which scientists reflect on during their research work. Semi-structured interview protocol was focused on: 1) how scientists perceive 'imagination' and 2) how scientists perceive the role of imagination in their scientific research. As results, we found out that scientists agreed that imagination plays an important role in scientific research process and they perceived imagination as an intrinsic part of human life. The study also indicated that participants have modern viewpoint about imagination. Moreover, we uncovered three characteristics of imagination in the research process. 1) Curiosity and interest have been a driving force for scientists' imagination. 2) When scientists use the imagination, they can be more creative during their research. 3) Imagination contemplated realistic possibilities based on the scientific knowledge, and produced the new ones. Educational implications for utilization of scientific imagination were also suggested.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1187-1203
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• 2012

This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed the taped videos, the materials, the transcripts for in-depth interviews with mentees, and discussions between mentor and mentee, researcher's field notes by using the constant comparative method. This study revealed that the mentoring, although there were many limitations, positively changed the mentees' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science content. These results suggest that the mentoring will be useful in improving the teaching professionalism of beginning science-gifted education teachers and provide meaningful implications in finding the ways to use it effectively in science-gifted education.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.477-491
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• 2009

The purpose of this study is to analyze activities of mentally retarded students studying science within inclusive classes from the aspect of activity sharing to investigate ways of improving their involvement in the tasks. For this study, three mentally retarded students and their peer group in inclusive classes were observed and videotaped for 12 science class sessions about forces and waves. There were many cases in which task involvement of mentally retarded students changed according to three degrees of their activity sharing: well-synchronized, delayed and estranged. When degrees of activity sharing were estranged or delayed, task involvement of the mentally retarded students faded from activeness to passiveness. When the degree of activity sharing was well-synchronized, the mentally retarded students showed interest in learning and were able to participate in science class more actively. Different patterns of activity sharing of mentally retarded students between teacher-centered activities and student-centered activities were observed. In most cases of teacher-centered activities, the monotonous pace could deprive the mentally retarded students of their chance to catch up. As a result, their delayed degrees of activity sharing were faded into estranged degrees. In many cases of student-centered activities, various pacing according to the groups or students could provide mentally retarded students with a chance to catch up, so they could be well-synchronized. In one case of teacher-centered activity, the mentally retarded students were well-synchronized with the teacher's repeated explanations and well-matched illustrations on the blackboard and textbooks. In some cases of student-centered activities, students were well-synchronized with positive relations with and appropriate intervention by other students. In conclusion, various approaches to encourage activity sharing of mentally retarded students with normal ones should be pursued to improve task involvement and academic achievement of mentally retarded students.