• Journal of the Korean Society of Costume
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• v.59 no.9
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• pp.163-179
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• 2009

The superimposition of the Russian constructivist architectural design is one of the notable transforming techniques of conventional design principles. The main objective of this paper is to analyse the superimposed space in the modern fashion design based on the techniques and characteristics of superimposition appeared in Russian constructivism architectural space. The artistic characteristics of the superimposed design in the modern fashion design can be determined by codes of dynamics, sense of space, rhythmical sense, communications and tension of the dress. Through this study, it was found that superimposition of the Russian constructivist architectural design in the modern fashion design has influenced the modern fashion design space in the forms of dynamics with directive sense, vitality through transparency, uniformity with geometric interpenetrates, intensive visual attraction created by duplicity, communication between human body and clothes, creation of transformative beauty and enhancement of structural volume on clothes.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.1-10
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• 2000

본 논문의 목적은 두 가지이다: 첫째, 구성주의와 사회문화주의의 통합적인 이해를 통해 수학 교사 교육에서 사용할 수 있는 이론적인 잠재성을 토의한다. 둘째, 비고츠키의 사회문화주의에 대한 토의가 그리 많지 않은 상황에서 사회문화주의자들의 주장을 교사교육적 관점에서 설명한다. 학습을 개인적 타원에서 설명하는 구성주의와 학습을 사회적 차원에서 설명하는 사회문화주의는 그 발생 원리상 큰 차이점을 갖는다. 본 논문에서는 이러한 차이점에 대한 논란보다는 어떻게 이 두 가지 이론이 학생들의 수학 학습에서 교사의 역할에 대한 재조명과 이론적 지지 기반을 제공할 수 있는 가능성을 갖는지 다루고 있다.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.1-24
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• 2008

The purpose of this study is to uncover weaknesses in the constructivism in mathematics education and to search for ways to complement these deficiencies. We contemplate the relationship between the capability of construction and the performance of it, with the view of the 'Twofold-Structure of Mind.' From this, it is claimed that the construction of mathematical knowledge should be to experience and reveal the upper layer of Mind, the Reality. Based on the examination on the conflict and relation between the structuralism and the constructivism, with reference to the 'theory of principle' and the 'theory of material force' in Neo-Confucianist theory, it is asserted that the construction of mathematical knowledge must be the construction of the structure of mathematical knowledge. To comprehend the processes involved in the construction of the structure of mathematical knowledge, the epistemology of Michael Polanyi is studied. And also, the theory of mathematization, the historico-genetic principle, and the theory on the levels of mathematical thinking are reinterpreted. Finally, on the basis of the theory of twofold-structure, the roles and attitudes of teachers and students are discussed.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.31-61
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• 2013

The purpose of this study is to confirm constructivists' assumption that when a little low level learners are taken in learner-centered instruction based on a constructivism they can also construct knowledge by themselves. To achieve this purpose, the researchers compare the effects of learner-centered instruction based on the constructivism and teacher-centered instruction based on the objective epistemology where second graders learn multiplication facts through the each treatment on learners' reasoning ability and achievement. Some conclusions are drawn from results as follows. First, learner-centered instruction based on a constructivism has significant effect on learners' reasoning ability. Second, learner-centered instruction has slightly positive effect on learners' deductive reasoning ability. Third, learner-centered instruction has more an positive influence on understanding concepts and principles of not-presented mathematical knowledge than teacher-centered instruction when implementing it with a little low level learners.

• Journal for History of Mathematics
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• v.21 no.3
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• pp.31-52
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• 2008

The concept of infinity, as with other scientific concepts, has a history of evolution. In the present work we intend to discuss the subject matter with regard to Bolzano since he is considered to be the first to accept the idea of actual infinity not just from a metaphysical perspective but from a mathematical one. Like modem platonists, Bolzano defended the infinite set itself regardless of the construction process; this is based on the principal of comprehension and unicity of denotation regarding all concepts. In addition, instead of considering as paradoxical the fact that a one-to-one correspondence existed between an infinite set and its parts, he regarded it in a positive way as a special characteristic. While the Greek era recognized the existence of only one infinity, Balzano acknowledged the existence of various types of infinity and formulated a logical definition for it. The question of infinity is a touchstone of constructive method which holds an increasingly important role in mathematics. The present study stops with just a brief reference to the subject matter and we will leave further in-depth investigation for later.

• Korean journal of communication and information
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• v.56
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• pp.132-155
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• 2011

The aim of this study is to examine the Korean journalists in Busan during the Japanese colonial period. For this purpose this study analyze the managers of Busan branch of the Dong-A Daily News and Chosun Daily News. The personal history and ideological background of them show that the majority have the career of socialist or nationalist movement. In case of the Dong-A Daily News, at least five managers out of nine came from socialist movement. An Heeje and Kim Jongbeom of the Dong-A Daily News were a nationwide figure in nationalist and socialist movement. The ideological background of the managers of the Dong-A Daily News were more progressive than those of the Chosun Daily News. This difference of two newspapers seem to be resulted from the characteristic and social reputation of them. The activists of that time viewed the newspapers as the most effective instrument to approach to mass. And the executives of two newspaper companies also viewed these activists have advantages to the sales promotion of the newspapers.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.21 no.2
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• pp.69-80
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• 2010

This study analyzed the Harris's philosophical ideas, American library classification in the Harris's era, and relationship to Bacon, Hegel, DDC based on the Harris's classification system. As is generally known so far, Harris himself described to have derived his classification from inverted Baconian arrangement. It is nowhere to be found that Harris reflected on Hegel's philosophical ideas in his scheme. But on this study, Harris was a Hegelian and a leading American exponent of ideas of Hegel at that time. So we can analogize being reflected on Hegelian philosophy in the Harris's scheme and actually the Hegelian basis can be founded for much of Harris's scheme. Also we can find that Harris's scheme springs directly from Bacon and indirectly Johnston's scheme.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.165-185
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• 2011

The purpose of this study is to confirm the effects of the learner-centered instruction based on constructivism on learners' reasoning ability and their achievements which is closely related to reflective abstracting ability. To do it, learner-centered instructions for division was implemented, recall test, generation test, content reasoning test I and II were carried out. The following conclusions were drawn from the data we got. Experimental group(EG) improved their reasoning ability, while comparison group(CG) did not. EG showed statistically significant difference in the achievements of the contents learned in comparing with CG, and the difference in the achievements of the contents unlearned in the treatment in comparing with CG was higher than the one. In addition, the comparisons of the subgroups(high, middle, and low) between EG and CG showed that the treatment had a positive influence on the achievement to all subgroups in EG. That is, the treatment was effective for unable learners. Finally, EG showed statistically significant difference in the sub-domain of simple calculation which might be considered as the benefits of the treatment of the CG as well as in the sub-domain of concept and principle.