• Korean journal of communication and information
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• v.20
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• pp.111-139
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• 2003

This study aims to explore concepts of public interest and universal service which have been essential ideologies and policy goals, but which have been a the state of conceptual chaos so far. It sheds light upon three aspects : (1) the origins of public interest and universal service, (2) conceptual components of public interest and universal service, and (3) the implementation of public interest and universal service ideologies into policy. As a result of this analysis, it was found, firstly, that public interest of broadcasting originated from western countries, was rooted in the United States, and then spread all over the world later. After universal service was begun in the United States, it became a key ideology of information and telecommunication in European countries and other countries as well. Secondly, when examining the conceptual components, more differences were found than commonalities between these two concepts. The most conspicuous common point was universalism The concept of public interest includes not only universal service, but also connotes other components such as independence, diversity, quality, and locality which are related to content. Thirdly, when these two ideologies are implemented into policy, there Is a contrast. This study shows that the public interest ideology was realized into regulatory policies, while the universal service ideology was realized into supportive policies. In conclusion, this paper suggests more exact usage academically, showing the differences between the two concepts. This paper recommends an enforced legal duty of broadcasters to provide universal service when the current broadcasting law is revised.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.339-358
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• 2014

On the subjects of elementary 3-rd grade three child prodigies who learned primary concept of division, this study explored how they could compose schema and transformed schema through recognition of precise concepts and linking with the contents of division of fraction. That is to say, this study examined in depth what schema and transformed schema as primary concept of division they composed to get relational understanding of division of fraction, and how they used the schema and transformed schema composed by themselves to approach problem solving as well as how they transformed the schema in their concept composition and problem solving competence. As a result, it was found that learning of primary concept of division played a key role of composing schema and transformed schema needed for coping with division of fraction, and that at this time, composition of the transformed schema and transformed schema derived from the recognition of primary concept of division could play the inevitable role of problem solving for division of fraction.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.1-12
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• 2003

이 논문은 수학적 개념의 뜻과 과 중요성을 살펴본 다음, 연구자가 소속되어 있는 한국의 대학생과 연구자가 연구년 동안 강의한 바 있는 미국의 대학생이 갖고 있는 수학적 개념의 수준에 대하여 조사하여 보고, 그 차이점을 비교하여 수학교육의 개선을 위한 시사점을 찾아보고자 하였다. 본 연구는 수학적 개념을 수학적 지식의 구성, 수학적 지식의 구조, 수학적 지식의 현상, 수학을 행하기, 수학적 아이디어의 가치 인식, 구성으로서의 학습, 유용한 노력으로서의 수학으로 분류하고 각 개념에 대한 양국 학생들의 인식 정도를 설문조사 방식으로 조사하였다. 본 연구에서 한국 학생들은 수학적 개념에 대한 7개의 영역 중에서 '수학적 지시의 현상', '수학을 행하기'를 제외한 5개의 영역에서 더 높은 수준을 보였다. 앞으로 한국의 수학교육은 수학을 실제로 행하는 활동을 더욱 강조하여야 할 것이다.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• Annual Conference on Human and Language Technology
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• 1999.10e
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• pp.43-49
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• 1999

본 논문에서는 교차언어 문서검색(CLTR: Cross-Language Text Retrieval)에서의 한-영 질의어 변환을 다룬다. 질의어 변환시 영어 대역어 획득과정에서는 다음 두 가지를 고려한다. 첫째, 한국어 질의어를 구성하는 단어가 한가지 개념을 기호화하지만 이에 대응되는 영어 대역어들이 하나 이상인 경우이다. 둘째, 질의어 구성 단어가 둘 이상의 개념들을 기호화하는 다의성을 지닌 경우이다. 전자의 경우는 영어 대역어들이 모두 동일한 개념, 또는 유사한 개념을 나타내므로 그대로 검색에 이용한다 해도 검색 성능을 크게 좌우하지 않지만, 후자의 경우는 모든 개념을 다 검색에 이용하게 되면 정확률(precision)이 크게 떨어지게 된다. 이에 본 연구에서는 개념 선택단계와 선택된 개념의 영어 대역어들에 가중치를 주는 가중치 부가단계로 나누어 질의어 변환을 수행한다. 본 논문의 질의어 변환에서 영어 대역어는 대역사전 대신 다국어 온톨로지인 KAIST 분류어휘표와 한영 음차복원 모듈을 통해 얻어진다.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.73-89
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• 2023

This study aimed to analyze 'consumer life' units in middle school home economics textbooks in Korea and Japan based on the ESD concept (diversity, interaction, finiteness, fairness, cooperation, responsibility). The objective was to compare how the ESD concept was reflected in Korean and Japanese textbooks. The analysis focused on the units related to 'adolescent consumer life' in Korean textbooks and 'money management and purchase' as well as 'consumer rights and responsibilities' in Japanese textbooks. Results showed that in Korea, responsibility (23.36%) was most emphasized, followed by interaction (22.43%), cooperation (19.63%), fairness (18.69%), finiteness (10.28%), and diversity (5.61%). In Japan, cooperation (21.74%) and interaction (21.45%) received significant attention, followed by fairness (16.23%), responsibility (13.91%), finiteness (13.33%), and diversity (13.33%). Korean textbooks exhibited a wider range of ESD concept percentages compared to Japan. In the Korean textbooks, responsibility was emphasized for promoting rational and ethical consumption, while Japanese textbooks highlighted cooperation in resolving consumer issues and collaborating with local and international communities to address environmental concerns. Interaction was emphasized regarding the impact of individual and family consumption on society, economy, and the environment. Overall, both Korean and Japanese home economics textbooks reflected elements that foster sustainable consumer behaviors.

• Archives of design research
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• v.18 no.2 s.60
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• pp.15-26
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• 2005

Recently, one of the outstanding characteristics in design field shows that design is combined with marketing. However, one thing shouldn't be overlooked that original marketing theories are not able to be applied to design in itself because of difference between marketing mind and design thinking. This premise leads the purpose of the study to aim to establish academic frameworks of design marketing by re-organizing conceptual elements of design marketing which can be more suitable for design environment. The study leads to review emergence backgrounds and circumstances of design marketing regarding the disciplinary characteristic of design. Then it examines fundamental concepts of traditional marketing. Next it, based on research results above, suggests the 4Cs as conceptual elements of design marketing which might be fit for design environment. Last it proposes 4C Mix which can be effectively applicable in design development process by restructuring newly suggested conceptual elements synergistically. The study result contributes to several implications in academic and practical perspective. First, it recreates theoretical concept elements of design marketing based on elements of traditional marketing area. Second, it suggests market-oriented framework which can be practically applied in the design development process by designers.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.295-297
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• 2002

본 연구에서는 정보 검색의 효과를 향상시키기 위한 방안으로 개념망을 제안한다. 개념망은 주어진 문서의 집합에서 제시된 주요 개념을 추출하고, 추출된 개념들 사이의 관련성을 분석하여, 관련성이 높은 개념 사이에는 링크를 설정함으로써 개념을 노드로 하는 네트워크를 구성한 것이다. 개념 추출과 링크 설정은 문서에 출현하는 명사의 출현 빈도를 근거로 하였다. 사용자가 정보검색을 위하여 키워드를 입력하면 본 시스템은 입력된 키워드를 중심으로 구축된 개념망을 제시한다. 사용자는 제시된 개념망을 조사함으로써, 자신이 입력한 단어가 검색하고자 하는 목표개념을 적절히 반영한 단어인지 확인할 수 있고, 새로운 검색어를 추가하거나 기존의 것을 수정함으로써 검색의 효과를 향상시킬 수 있다.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.359-382
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• 2008

There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.745-756
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• 2001

This paper is about interactional characteristics of a middle school student's conceptual ecology in the context of conceptual change. A case study in this paper shows that: (1) there is interacted with three characteristics(conceptions, past experience, and explanatory coherence) within conceptual ecology; (2) the interactional characteristics of conceptual ecology have significant affects on the difficulties of conceptual change. Implications of this case study are that: (1) teaching for conceptual change should start at the certain site related to subject-matter task within students' conceptual ecology; (2) Students' inconsistent explanations could be used as the clue of conceptual change; (3) Past experience is the important area of conceptual ecology research for understanding learners.