• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.158-170
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• 2022

The purpose of this study is to understand the characteristics of Aristotle's view of nature that is, the static view of the universe, and find implications for education. Plato sought to interpret the natural world using a rational approach rather than an incomplete observation, in terms of from the perspective of geometry and mathematical regularity, as the best way to understand the world. On the other hand, Aristotle believed that we could understand the world by observing what we see. This world is a static worldview full of the purpose of the individual with a sense of purposive legitimacy. In addition, the natural motion of earthly objects and celestial bodies, which are natural movements towards the world of order, are the original actions. Aristotle thought that, given the opportunity, all natural things would carry out some movement, that is, their natural movement. Above all, the world that Plato and Aristotle built is a static universe. It is possible to fully grasp the world by approaching the objective nature that exists independently of human being with human reason and observation. After all, for Aristotle, like Plato, their belief that the natural world was subject to regular and orderly laws of nature, despite the complexity of what seemed to be an embarrassingly continual change, became the basis of Western thought. Since the universe, the metaphysical perspective of ancient Greece and modern philosophy, relies on the development of a dichotomy of understanding (cutting branches) into what has already been completed or planned, ideal and inevitable, so it is the basis of traditional teaching-learning that does not value learner's opinions.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.4
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• pp.69-81
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• 2020

This study is to identify the effect of seniors in their 40s and 50s on their entrepreneurial intentions through attitude on entrepreneurship, subjective norms, and perceived behavioral control by utilizing the integrated model of the theory of planned behavior and self-determination theory. Also, in this process, we tried to analyze moderating effect of entrepreneurship education for seniors. An online survey was conducted for seniors in their 40s and 50s living in Seoul and Gyeonggi province, out of the total 284 questionnaire responses, 243 valid questionnaires were used in the study. Research analysis utilized SPSS 24, AMOS 23 structural equation model and Professor Hayes' Process 3.4 to analyze moderating effect. The results of the study were summarized as follows. First, autonomous motivation had a positive influence on attitude toward entrepreneurship, subjective norms and perceived behavioral control. But controlled motivation didn't have the significant influence on attitude, subjective norms and perceived behavioral control. Second, attitude toward entrepreneurship, subjective norms and perceived behavioral control had positive influence on entrepreneurship intention. Third, as a result of analyzing moderating effect of entrepreneurship education for seniors, the significant moderating effect was verified between attitude and entrepreneurship intention. Also the significant moderating effect was verified between subjective norms and entrepreneurship intention. On the other hand, no significant moderating effect was proved between perceived behavioral control and entrepreneurship intention. The implication of this study is that for retired seniors planning to enter into entrepreneurship, the result can contribute to the development of a entrepreneurship support program that can increase new startup creation, survival and sucess by diagnosing autonomous and controlled motivation for entrepreneurship. In addition, by providing entrepreneurship education as well as re-employment training in the senior outplacement program, the study can contribute to widening the opportunities for seniors to second career after retirement.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.418-427
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• 2007

The purpose of this study was to describe the elementary teachers' teaching behavior procedure in verification-type laboratory instructions. In order to do this, we should know first what constituted the teaching behavior elements in the teachers' instructions, before the teaching behavior can be analyzed. Thirty sets of instructions were recorded and their transcripts were used in this study. The results of this study indicated that the number of teaching behaviors numbered twenty four in total, and that the teaching behaviors could be classified into nine categories, and finally the procedure used in verification-type laboratory instructions generally followed seven steps. These steps can be described as follows; reminding subjects of the preliminary learned concept, presenting inquiry type questions or introducing the main concept, explaining the method used or presenting the predictable outcome/matter for verification, performing lab-based activities, presenting the outcomes, applying the main concept, and finally closing the instruction. For the purpose of promoting more authentic scientific inquiries using these types of instructions, the authors's claims were discussed.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.281-302
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• 2015

In the current study, answer sheets from 8007 students in 236 Korean schools were selected and analyzed to examine errors that emerge in the process of solving descriptive questions of the National Educational Achievement Assessment in mathematics. Questions used in the analysis were response assessment covering middle school mathematics topics: "mathematical symbols and equations" and "functions." The behavioral domain of the questions was that of "problem solving and computation," which requires establishing an equation for a word problem and allows the calculation of an answer that meets a certain condition. The analysis results revealed various errors in each stage of each question, from understanding to solving; the study attempts to conjecture causes for these errors and draw pedagogical implications.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.121-148
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• 2011

This Study aimed to ascertain early childhood teachers' awareness of gender differences in young children and interaction style with young children. 50 teachers answered Q sort questionnaires, 7 teachers were interviewed, 2 classrooms were observed. Results showed 3 types of teacher perception of boys and 4 types of teacher perception of girls. Early childhood teachers more interact with boys than girls. Especially negative interaction showed much more frequently with boys than girls. These finding are discussed in terms of equity and equality in both gender.

• Journal of Korean Medical classics
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• v.19 no.2 s.33
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• pp.179-195
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• 2006

의약학적존재화발전인소유내재인소(?約學的存在和發展因素有內在因素), 내재인소리유학문본신적특수이론계통(內在因素里有學問本身的特殊理論系統), 함유혼풍부적과학의의(涵有婚豊富的科學意義), 임상치료효과(臨床治療效果), 병인적신뢰등(病人的信賴等). 외재인소리유정치(外在因素里有政治), 정책(政策), 경제(經濟), 문화방면등등(文化方面等等). 저반인소중의학정책적영향시최직접화결정성적(著般因素中?學政策的影向是最直接和決定性的). 병차의학정책적직접인소리유의약방면유관적제도(幷且?學政策的直接因素里有?約方面有?的制度), 정책(政策), 법평등(法平等), 간접인소리유국가전장제도(間接因素里有國家典章制度), 국가방침화정책등(國歌方針和政策等). 재고대봉건사회상정책적개념시국가(在古代封建社會上政策的槪念是國家), 정당재특정역사시기상위료실현노선화임무(政?在特定歷史時期上爲了悉現路善和任務), 규정적행동준칙(規定的行動准則), 비여선황제적소(比如宣皇帝的沼), 령(領), 칙(勅), 유급정부적각중정령등(愉及政府的各?政領等). 본논문시대한한의학원전학회지상기고적(本論文是大韓韓?學原典學會指上寄稿的)[관우진한시기의정사연구(?于秦漢時基?政史硏究)]상여천명(上如闡明), 통과화중국량준교수공동연구적연속적연구결과(通過和中國梁畯敎授共同硏究的連續的硏究結果). 지우위진남북조시기적의정사(至于魏晉南北朝試期的?政史), 논자관우위진남북조정치개요(?者?于魏晉南北朝政治槪要), 의약정책(?約政策), 의정조직적초보구조(?政組織的初步柩?), 의약정책화의약발전관계(?約政策和?約發展關系), 관우의정평가와형성원인등분성오개방면후(?于?政?伽和形成原因等分成五介方面后), 진행연구병정리보고기결과(進行硏究幷整理報告基結果).

• Archives of design research
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• v.21
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• pp.15-26
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• 1997

The aim of this study is to suggest a comparative and interpretative study by quantatitative analysis (by applying information value's calculating rule that Shannon has developed) about modem and postmodem ceramics product design centering around form description among many evaluating and analyzing elements by applying analysis model that Hong ik university' professor, Kim Bock Young, has researched and developed

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.5
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• pp.1034-1042
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• 2009

The study revisits Miles and Snow's strategy typology to investigate the performance relationship with the strategic behavior. Where the most strategy typology researches discern the typology by the respondent's survey such as choosing the best representative behavior for the organization, we developed the strategic typology by the organization's behavior such as marketing strategy, research and development strategy and members' attitudes to the quality. The financial crisis in Korea has reestablished organizational behavior. The study emphasized the changing attitudes of strategy. The results demonstrate that prospector organizations outperform other strategic behavior organizations.

• School Mathematics
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• v.19 no.4
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• pp.775-793
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• 2017

In this study, instruments were developed to measure of mathematics attitudes by conceptualization of epistemological beliefs as a cognitive dimension, mindfulness as a conative dimension, affect as an affective dimension. Perry's epistemological development scheme and Langer's mindfulness theory was noticed as a theoretical approach. Exploratory factor and confirmatory factor analyses, and a reliability test were assessed. This article suggest a new framework for analysing attitudes toward mathematics and changes in attitudes toward mathematics.

• The Mathematical Education
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• v.50 no.2
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• pp.135-148
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• 2011

We can say that the history of mathematics is the history on the development of the number system. The number starts from Natural number and is constructed to Integer number and Rational number. The Rational number is not the complete number analytically so that Real number is completed by the idea of the nested interval method. Real number is completed analytically, however, is not by algebra, so the algebraically completed type of the rational number, through the way that similar to the process of completing real number, is Complex number. The purpose of this study is to show the most appropriate way for the development of the human being thinking about the teaching and leaning of Complex number. To do this, We have to consider the proof of the existence of Complex number, the background of the introduction of Complex number and the background knowledge that the teachers to teach Complex number should have. Also, this study analyzes the knowledge to be taught of Complex number based on the anthropological theory of didactics and finally presents the teaching method of Complex number based on this theory.