• Proceedings of the Korea Water Resources Association Conference
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• 2012.05a
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• pp.736-736
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• 2012

유수의 침식과 퇴적작용은 지형의 변화를 일으키며, 이런 지형변화는 하천 흐름, 지하수 흐름 등의 변화를 가져오며 이는 다시 지형변화의 원인이 된다. 이런 일련의 과정이 되풀이되는 것을 지형발달이라 하며, 이는 수문 현상에도 지대한 영향을 미친다. 지형발달의 주요 인자에는 강우와 지반 융기 등이 있으며 각 주요 인자들은 복합적으로 지형발달에 영향을 준다. 하지만 지형발달 탐구 시 실제 지형을 대상으로 탐구하기에는 한계가 분명히 있다. 그래서 본 연구에서는 컴퓨터를 이용해 수식을 계산하여 수치적으로 지형발달을 모의하는 모형을 이용하여, 지형발달에 영향을 주는 강우와 지반 융기를 중점적으로 탐구하였다. 지형발달모형을 이용하면 더욱 다양한 관점에서 지형발달과정의 역동성을 파악하는 새로운 시도들이 가능하다. 특히 특정 환경 조건에서의 논리적인 지형의 반응을 통한 해석이 가능해져, 환경 변화로 어떠한 지형변화 또는 지표물질 수지 변화가 있을지를 예측할 수 있다(변종민, 2011). 또한, 지형발달 일련의 과정들을 살펴볼 수 있기 때문에 시 공간적 제약에서 벗어날 수 있다. 그러므로 지형발달모형은 강우와 융기 조건에 따른 지형발달을 모의하기에 적합하다. 본 연구는 LEGS을 이용하여 강우와 융기 조건에 따른 지형발달 모의를 진행하였다. LEGS는 지표수의 흐름을 탐색하는 방법으로 GD8을 이용한 물리 기반의 수치적 지형발달모형이다(Paik, 2012). 본 연구에서는 강우의 변동과 융기 조건의 변화가 지형발달에 상당한 영향을 미치는 것을 발견하였다. 특히, 유역의 표고차이 등과 같은 정량적인 지표의 변화에 주목하여 각종 분석을 하고, 물리적 원인을 고찰하였다.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.185-204
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• 2005

This paper demonstrated how application of evolutionary knowledge to developmental perspectives enhances understanding of human ontogeny. Evolutionary Developmental Psychology (EDP) explains human behavior through evolutionary principles and focuses on ontogeny rather than phylogeny. In this paper, the authors review concepts of evolution, adaptations, and the processes of evolution from EDP perspectives. The definition and basic assumptions of EDP are introduced, followed by explanations of how evolution happens in ontogeny by looking at developmental systems approaches, concepts of ontogenetic and deferred adaptations, evolution of childhood, and brain plasticity. Possible pathways of evolution in ontogeny are also discussed. Finally, some research methodology for applying EDP to child development is suggested with specific hypotheses and studies.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.567-584
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• 2013

In school mathematics, the concept of continuous functions has been intuitively taught. Many researches reported that many students identified the continuity of function with the connectedness of the graphs. Several researchers proposed some ideas which are enhancing the formal aspects of the definition as alternative. We analysed the historical developments of the concept of continuous functions and drew pedagogical implications for the intuitive teaching of continuous functions from the result of analysis.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.809-817
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• 2007

The purpose of this research was to investigate the nature of the science views of science teachers and high school students as well as the views expressed in 10th grade science textbooks. The subjects were a high school science teacher, 18 male students and 11 female students in a 10th grade class located in Gyeongbuk Province, Korea. The data were analyzed in terms of three main categories of the nature of the science: the definition of science, the development of science, and the method of science. In the results, it was found that the textbook had an inductivism point of view, and that the teacher had a falsificationism point of view in terms of the definition of science. However, the teacher presented the inductive point of view of the textbook in the class. After the class, the students showed an inductive point of view. In terms of scientific development, the textbook represented a relativism point of view briefly, and the viewpoint of the teacher also expressed relativism. The teacher taught briefly from the relativism point of view, as in the textbook. The viewpoints of the students were inductivism and were not affected by the textbook or the explanations of the teacher. In terms of scientific methods, the viewpoints of the textbook and the teacher were falsificationism, and the teacher represented falsificationism views in her classes. The views of the students also showed falsificationism after their classes. However, before conclusions can be made, it is necessary to find concrete proof of the teaching effect on the viewpoints of the students in continuing research.

• 한국노년학
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• v.25 no.2
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• pp.245-266
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• 2005

This study examined the relationship between parent-child relationship experiences in childhood and adulthood, and individual development and psychological well-being in mid to later life using structural equation modeling with data from 1,882 parents who have at least one child over 18 years old. Findings indicated that receiving more affectionate parenting in childhood was associated with greater generativity development, more positive parental experiences with one's own children, and better psychological well-being in mid to later adulthood. In addition, the effects of received parenting in childhood on psychological well-being after midlife were partially mediated by parental experiences with adult children and generativity development. These findings suggest that early experiences with parents in childhood continuously influence psychological well-being in adulthood through their impact on concurrent family experiences. However, early influences can be redirected through adult experiences too. These findings have implications for the development of intervention programs aimed at promoting volunteer work for older adults, as well as for practitioners who work with families and individuals who are having problems.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.107-122
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• 2016

The purpose of this study is to review the literatures on the evolutionary perspective on education and to draw the educational implications for science education. This study addresses on several topics as follows: our common misunderstandings about the evolutionary perspective on education; children's inherent knowledge and abilities, their learning about the evolutionarily novel knowledge and abilities in school, their difficulties in academic learning, and the instructional strategies to cope with the difficulties; and the implications for science education from the evolutionary perspective. The evolutionary perspective on education has provided new insights how culturally important information is transmitted across generations in the past hunting-gathering societies and the modern societies, and how children's inherent motivational and behavioral dispositions affect their academic learning. In addition, the new perspective on education can be used to generate empirical hypotheses about children's science learning, and with the further research, could lead to useful implications and ultimately improve educational outcomes.

• CDE review
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• v.3 no.2
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• pp.89-92
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• 1997

이 글에서 소개하는 topology optimization은 structural optimization의 한 분야로서 최근 10여년 동안 급격하게 발전되어 온 분야이다. Structural optimization은 오랜 역사(일반적으로 최초의 structural optimization은 17세기 Galileo에 의하여 되어졌다고 받아들임)를 가지고 발달되어 왔음에도 불구하고 아직도 최적화 방법론과 응용 관점에서 빠르게 발전되고 있다. 이 분야는 사회적인 요구(한정된 자원과 에너지, 안전도, 환경문제)와 컴퓨터 관련 학문(고성능 컴퓨터, computational geometry, finite element method)의 발달에 힘입어 최근 30년간 많은 진전이 있었다.

• Communications of Mathematical Education
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• v.8
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• pp.343-353
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• 1999

최근 인간의 인지발달을 사회문화적 관점에서 연구하려는 노력이 커지고 있다. 특히, 학교 밖에서의 수학과 학교 내에서의 수학을 비교하고, 학교 밖의 일상적 활동에서의 수학적 지식에 대한 관심이 커지고 있다. 본 연구에서는 직접적인 교수가 아닌 상황에서의 수학적 지식 형성을 살펴보고 이를 학교 수학과 어떻게 연결시킬 것인지에 대하여 논하고자 한다. 이를 위하여 구체적으로 인지와 상황과의 관계, 인지발달과 사회문화적 관계를 논하고, 일상적 상황에서의 수학학습에 대하여 기술한다.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.53-75
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• 2012

When imaginary numbers were first encountered in the 16th century, mathematicians were able to calculate the imaginary numbers the same as they are today. However, it required 200 years to mathematically acknowledge the existence of imaginary numbers. The new mathematical situation that arose with a development in mathematics required a harmony of real numbers and imaginary numbers. As a result, the concept of complex number became clear. A history behind the development of complex numbers involved a process of determining a comprehensive perspective that ties real numbers and imaginary numbers in a single category, complex numbers. This came after a resolution of conflict between real numbers and imaginary numbers. This study identified the new perspective and way of mathematical thinking emerging from resolving the conflicts. Also educational implications of the analysis were discussed.

• Proceedings of the Costume Culture Conference
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• 2004.04a
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• pp.147-149
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• 2004

문화는 정신적인 것에서부터 제도에 이르기까지 인간의 삶과 관련된 모든 것을 의미한다. 대중예술이라는 측면에서 대중문화는 디지털 정보매체의 발달과 관련하여 고전적인 것보다는 개성과 독창성을 중시하고, 사회 문화적인 의미 이상으로 그 중요성과 영향력을 가지고 있으며, 규격화되고 획일적이며, 동질적 성격을 띄는 특성을 지니고 있다. 대중문화의 기능은 순기능과 역기능으로 분류할 수 있는데, 전자는 문화가 대다수 대중의 삶의 표현이고 문화적 풍요를 경험할 수 있다는 관점이고, 후자는 대중을 한 집단의 구성원이나 개인으로 인식하기보다는 무차별적인 집합체로 인식하고, 상업주의, 획일성, 저속성 등의 부정적인 의미를 내포하고 있으며, 대중문화가 사회의 도덕과 윤리를 저해한다는 관점이다. (중략)