• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.1-10
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• 2016

In the $21^{st}$ century, countries around the world including Korea attempted many changes in informatics education. Considering its own situation, each country has recognized the necessity of informatics education and is taking actions. This research aims to study informatics which is the foundation of informatics education called in different names including computer science education and programming education. Terms related to information were focused. Mainly, it was analyzed the frequency of these terms from academic papers, higher educational institutions' department names, and academic journals. Results of this analysis suggested that infomatics subject is originated from informatics which can be a Meta science of all fields. This research investigated informatics education not only as academic perspectives but social-needs and provide evidence that informatics subject which is originated from the informatics of a meta science needs to be a mendatory subject in primary and secondary education.

• Information and Communications Magazine
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• v.28 no.9
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• pp.84-95
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• 2011

2011년 IEEE 국제 정보 이론(ISIT) 심포지엄 (Symposium) 이 7월 31일부터 8월 5일까지 러시아 상트페테르부르크(St. Petersburg)에서 열렸다. 본 심포지엄에는 총 1,562편의 논문이 수락되어, 논문 수락율이 약 60%로 높지만, 최고 수준의 심포지엄으로, 1,500여명의 학자들이 참여했으며, 학문적으로 정보 이론의 핵심인 체비쇼프 다항식, 마코프 확률 연쇄, 콜모고로프 엔트로피, 페렐만의 푸앵카레 추측 증명 등, 학문의 원천 아이디어 발상에 대해 고찰하고, 최근 뜨거운 감자로 떠오른 극 부호(Po1ar code)를 간단히 소개했다. 또한, 우리 전통 문화 유산인 제주 정낭을 채널 부호의 관점에서 해석, 이에 따른 채널 용량을 구했고, 제주 정낭이 오늘날 중계망(Relay network)의 모태임을 증명했다.

• Journal of the Korean Geographical Society
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• v.35 no.2
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• pp.365-372
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• 2000

관광지리 연구는 다른 학문에 비하면 그 연구가 미약하여 아직도 학문적 개척 여지가 많다. 선진국에 비하면 미개척 분야에 속한다고 볼 수도 있겠으나, 80년대 이후 상당수의 논문이 발표된 바 있어 이를 기초로 관광지리학 연구가 활발히 진행되고 있다. 최근 국정지표의 하나인 문화관광진흥에 의하여 국가의 전략사업으로 관광사업이 비약적으로 발전함에 따라, 관광에서의 지리학 역할이 큰 비중을 차지하게 되었다. 이에 따라 응용 학문적 시각에서 관광지리 연구가 활발히 진행되고 있는 경향으로 변하고 있다. 종래의 관광지 및 관광형태의 관한 개별적 지역연구에서 관광현상의 모태가 되는, 관광입지론적 연구가 활발해 졌다. 급전하는 세계화 속에서 시대에 부응하는 학문적 가치를 창출해 내기 위해서라도, 신속하고 정확한 관광환경에 대한 연구를 수행해야 한다. 관광지리학은 실증적 지역연구의 일환으로 그 방법론적 접근이 체계적으로 모색되어야 한다. 본 연구에서는 관광분야에서의 지리학 역할의 중요성을 강조하고, 체계적 접근방법에 따른 관광연구 방법론을 제사하였으며, 장소 마케팅으로서의 지리학 연구방법도 제시하였다.

• Journal for History of Mathematics
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• v.18 no.4
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• pp.101-112
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• 2005

In this article, we introduce a generous but eccentric genius in mathematics, Paul Erdos. He invented probabilistic methods, pioneered in their applications to discrete mathematics, and estabilshed new theories, which are regarded as the greatest among his contributions to mathematical world. Here we introduce the probabilistic methods and random graph theory developed by Erdos and look at his life in glance with great respect for him.

• Management & Information Systems Review
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• v.29 no.3
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• pp.149-171
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• 2010

The purpose of this research is an assessment of Information Systems(IS) curriculums in Korea based on the IS 2002 model curriculum. Out of the 201 Korean universities, 60 universities have the IS discipline as a major or a department having an independent curriculum. Out of these 60 universities, 38 universities(63.4%) have the IS discipline in the business schools while the IS discipline in the rest of universities is located under the social science school and others. Information Systems as a field of academic study exists under a variety of different names. The different labels(Information Systems, Management Information Systems, Computer Information Systems, Information Management, e-commerce, e-business, etc.) reflect historical development of the field, different ideas about how to characterize it, and different emphases when programs were began. The result of mapping the IS courses into the IS 2002 model curriculum supports the fact that management as a reference discipline that provides underlying theories for IS as a particular new discipline should be its academic home. Within the IS courses, information technology area is the most popular. and followed by information systems fundamentals area, information systems theory and practice area, information systems development area, and information systems deployment and management process area.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.371-382
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• 2004

Kamii는 피아제의 발생론적 인식론이란 이론을 모태로 수학을 지도해야 학습자가 수학을 이해를 바탕으로 학습할 수 있다는 믿음을 지니고 있다. 본고에서는 Kamii가 이런 신념을 갖고 실시한 수업을 녹화한 비디오 자료에 나타나는 특징을 분석하였다. 첫 번째 특징은, 교사가 가르쳐야 할 지식을 직접적으로 지도하지 않는 대신에 학습자가 스스로 지식을 구성할 수 있도록 매개자의 역할을 한다는 점이다. 두번째, 기저지식으로서 학습자의 비형식적 지식을 학습자가 적극적으로 활용할 수 있도록 허용하는 분위기이다. 세 번째, 두 번째와 관련되어서 학습자의 사고과정은 성인이나 학문적 체계에서 운용되고 있는 사고 흐름과는 다르다는 것을 인정해 준다. 네 번째, 교사의 역할이 가르쳐야 할 지식을 가르치는데(전수하는데) 있는 것이 아니라 학습자들이 생성해 낸 여물지 않은 아이디어들을 익힐 수 있도록 환경을 조성하는데 있다. 다섯 번째, 학습자마다 기저지식이 다르기 때문에 동일한 학습주제라 할지라도 이해의 폭과 깊이가 다르다. 따라서, 전체학급을 대상으로 하는 수업 중이라 할지라도 개별적 학습을 염두에 두어야 한다. 학생들의 수학적 이해력이 저하된다는 염려의 목소리가 높아지고 있다. 이는 학생들이 이해를 바탕으로 한 수업을 받아 보지 못하기 때문이며, 이런 원인은 아마도 교사 자신이 이해를 바탕으로 한 수업 경험이 간접적으로든 직접적으로든 없기 때문일 것이다. Kamii가 실시한 수업이 학생 스스로 수학을 학습할 수 있다는 구성주의 원리를 적용한 성공적인 사례이며, 이와 같은 방향으로의 교수법의 변화가 있기를 기대한다.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.35 no.3
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• pp.32-40
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• 2017

The introduction of neo-Confucianism as the ideological foundation of Joseon, and its root Confucianism have become the origin of the life, scholarship and ideology of the Korean people. Additionally, it was considered the best to follow the teachings of the discipline's advocates including Confucius (孔子), Mencius (孟子), Zisi (子思), ZhuXi (朱子). Among these teachers, ZhuXi was the one who overtly presented the way of self-discipline, of which goal lies in attaining the character by the manifestation of vitality (氣 ki) and rationality (理 i) and contemplating on them. As he regarded natural places with mountains and waters as stages and tools for practicing toward the enlightenment, Confucian scholars in Joseon also followed his example in the spirit of honoring and studying ZhuXi (尊朱子, 學朱子), which became the basic thoughts and practical philosophy among them. Ryu, Junggyo, the neo-Confucian dogmatist, was no exception to applaud the nature, as he designated and ruled Okgye Gugok. On the basis of these backgrounds, this study aims to estimate the geographic places of Okgye Gugok, which was set by Ryu, Junggyo, a Confucian scholar in late-Joseon period, by collecting and analyzing the basic data, starting from Gareung-gun Okgye Sansugi(嘉陵郡玉溪山水記) which is the primary text authored by Seongjae Ryu, Junggyo. The literature study is followed by ten field trips to the estimated locations of Okgye Gugok, and verification of the estimations by three locals who were born and raised in Okgye Gugok. Coordinates and photographs were obtained as spatial data for each location of nine Gok(曲) estimated through this study. They will serve as a primary and critical data for story-telling and tourism resource in Okgye Gugok. The significance of this study is that it provides the primary data for designating the locations of Gok(曲) in Okgyeo Gugok.

• Journal of Christian Education in Korea
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• v.74
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• pp.227-253
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• 2023

Purpose of the Study: This paper focuses on a significant historical event, namely the Bremen teachers' movement of 1905, which aimed to abolish religious classes in public schools. By examining an incident in the German history of religious education that remains unfamiliar to the Korean Christian Association, I aim to explore the interconnected diachronic and synchronic influences involved in this particular event. Contents and Method: The religious controversy sparked by the Bremen Teacher's movement of 1905 marked the first official call for reform towards neutral religious education in schools. Several factors contributed to this debate, including the rise of civil society in the 19th century, advancements in science and scholarship, the emergence of social democracy, and the conflict between the Lutheran and Reformed Churches. This paper delves into the historical context of the controversy and analyzes its impact on the develop of religious education in Germany. As reflected in the Bremen Document, the official outcome of the Bremen Teacher's Movement, educators argued for the separation of religion and education, emphasizing that religion is a deeply personal matter. The document called for the adoption of value-neutral moral education in public schools, achieved through objective Bible-History classes. This paper explores the impact of the Bremen School Dispute of 1905 on the development of religious education in Germany. Specifically, the provisions of the Bremen State Constitution of 1948 and the German Basic Law of 1949 were influenced by the controversy, with Article 141 of the Basic Law - known as the 'Bremen Clause' - providing a legal basis for the exclusion of churches from religion-classes at Schools in Bremen. The Bible-History Classes advocated in the Bremen Documents served as the basis for the present-day Bremen religious education curriculum well known for neutral objective religion-classes. Conlusion: This study analyzes the background, content, and influence of the Bremen School Controversy, which remains relatively unknown in Korea. The findings of this study can contribute to the ongoing discussion of Christian school education in Korea, with an emphasis on maintaining a Christian identity while promoting religious publicity in the classroom.

• (The) Research of the performance art and culture
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• no.19
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• pp.347-378
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• 2009

Those who were from Jaeincheon and Jaein line entertainers played great roles during transition period from traditional society to modern society, and even at present the dances of them are the representative traditional dances of Korea and the matrix of Korean originality. Nevertheless, Korea dance field has given little importance to these dances, but too much importance to Gibang dance in studying traditional dances, which causes the studies on Jaein line danced to be superficial or separate. Therefore, the aims of this article are to analyze the dances of Jaein line by Han Seong-jun, who was representative for the dances, and to appraise the historical value of them. Han Seong-jun(1874-1942) was the most influential dummer and dancer of his day in Japanese colonial times, and has been recognized as one of the masters of traditional dances. He established autonomy of traditional dances by reorganizing, collecting and stage-formalizing the dances, and systemized transmitting ways for various folk dances including a Buddhist dance, which made it possiblefor those dances to be traditional dances of Korea and the bases for creative dances. The values of Jaein line dances, which were transmitted through Han, are the following: First, the dances have been designated as national or regional intangible cultural assets, and, as the representative traditional arts, we proudly show them to the world. Second, the dances, as one of the genres of Korean dances, are the subjects of younger scholars' studies. Third, the dances become one of the representative examples of revivals of traditional dances, which tend to be extinct during modernization times, and contribute to establishing national identity and subjectivity. In addition, they contribute to discovering and transmitting other traditional dances. Fourth, the dances enable many dancers to make association, that is, Association for Preservation of Traditional Dances,for the transmitting the dances, and to distribute the dances and get many dancers to transmit the dances. Furthermore, as new performance repertories, they give another pleasure to the audience. In addition to the above, as a base for expansion of Korean creative dances, Han's dances have other values such as the following: First, in searching for a new methodology for creation, he played an important role in rediscovering the foundation in the tradition, and tried to discover nationalidentity by employing the traditional dances for expression of theme. Second, he contributed to drastically dissolving the genres by expanding the gesture language from motion factors of traditional dances, which can be compared to the modern dance. Third, he tried new challenging approaches to re-create the tradition, and contributed to pursuing the simple elements of our traditional dances as traditional aesthetics. While the dances of Jaein line have such values as the above, there are also some problems around the dances, such as the confusion in the process of transmission resulted from different transmission forms and transmitters, which we must no longer leave as it is. Furthermore, it is urgent that the rest of Jaein line dances be recovered and designated as intangible cultural assets for the sound transmission of the traditional dances.