• Journal of the Korean earth science society
• /
• v.22 no.5
• /
• pp.360-376
• /
• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Child Health Nursing Research
• /
• v.19 no.4
• /
• pp.282-290
• /
• 2013

Purpose: The purpose of this study was to analyze life respect-related content in the 7th to 10th grade textbooks of middle and high schools. Methods: Sixty two textbooks adopted as middle and high school textbooks were analyzed for content on life respect. Results: There were 6 categories related to life respect content in the 7th to 9th grade textbooks ("prevention of accidents and the first-aid", "mental health", "sex and health", "prevention of drug abuse, smoking and drinking", "normal life and health", and "society and health"). Content on life respect in the 10th grade textbooks was categorized as "drug abuse, smoking, drinking, and health", "sex and health", "mental health", "life science and treating human life too lightly", "normal life and health", and "society and health". Conclusion: Content on life respect attached importance to more practical issue such as prevention of violence and suicide rather than fundamental understanding about self and life. These results suggest that the content on life respect should help adolescents find their own values and meaning of life within the concept of coexistence.

• The Journal of Korean Philosophical History
• /
• no.50
• /
• pp.9-36
• /
• 2016

This thesis aims to suggest probability of modern confrontation of Yulgok YiYi's thought. For this, find out the meaning of Li-Qi-Zhi-Miao(理氣之妙) and through the Qi-Fa-Li-Cheng-Yi-Tu(氣發理乘一途), and Li-Tong-Qi-Ju-Shou(理通 氣局說), Yin-Xim-Do-Xim-Shou(人心道心說), he creatively reveal the relation of Xin(心) Xing(性) Qing(情) Yi(意) continually. On one side he suggested the way of ideal man, on the other side he was showed adaptablity to the real world. So I think Yulgok had placed emphasis on the Zhongyong(中庸) and Yijing(周易), so he point out the meaning of ShiZhong (時中). Then he had high ideals practical Zhi-Zhonghe((致中和). So This paper is to find out his foundation of epistemology, and then to know It's modern meaning of methodology of moral Education's Implication on the relation of Xin(心) Xing(性) Qing(情) Yi(意). So We ca find out Ji(機) is very important the transition of Qi-Zhe(氣質).

• The Journal of the Korea Contents Association
• /
• v.10 no.8
• /
• pp.147-158
• /
• 2010

The Soviet Silent Films in the 1920s, produced a brilliant prosperity in the history of world films in the cultural and artistic aspects. Among them, Dziga Vertov was a film theorists and a practitioner along with Sergei M. Einstein played a pivotal role in the contemporary soviet films at the time. But the film theories of Vetro is incorrectly recognized or specialized compared to the theories of Eisenstein. But Deleuze has stated that the short in the movie of Vertov is able to deliver a meaning and an impact and he has emphasized that a short can be significant by itself by focusing on the 'truth' which a documentary must have. His film theories are based on futurism and constructivism and use the 'kino-eye' method and 'Interval' theory to summarize and organize his movies into 'movie-truth' principal and 'life as itself' concept. Deleuze the purpose of this research is to analyze with the Vertov core of film theory and every theory of kino eye as the foundation and by comparing the Montage Theory of Sergei Eisenstein and applying Deleuze's Image Theory. Furthermore, it can be insufficient to discuss the film commercial achievements of Vertov as a result of inadequacy of previous research but it will further study his innovative methods and depth of his theories in his representation form in the documentary films.

• Journal of the Daesoon Academy of Sciences
• /
• v.29
• /
• pp.1-36
• /
• 2017

The purpose of this article is to investigate the future prospects for establishing the True Donghak phase of Daesoon Thought. The True Donghak refers to 'the future prospect of having a true life, true thinking, and true living' in which enjoying the world in a state of good fortune became a true reality after the death of Suwun, according to faith in Gucheon Sangje. The correlation between "Attending to the Lord of Heaven" in Donghak, and "The Reordering Works of Heaven and Earth" in Daesoon shows the prospect of achieving the Daesoonist transformation into energy to gain true life and re-creation. The correlation between "Nourishing the Lord of Heaven" in Donghak and "Attending to Study and Attending to Law" in Daesoon show the transformation of Daesoon-reason into true thinking and renewing. The correlation between "Humanity is Divine" in Donghak and "The Salvation of Humanity is the Will of Heaven" in Daesoon show transformation into the practice of Daesoon for the true living and renewing. This investigation utilizes the literature review and the generation theory of life-philosophy to examine revelations regarding the conversation between Spirit and Mind. This is the future prospect for the establishing the True Donghak phase of Daesoon thought. It consists of a threefold connection among life, thinking, and living. The "public-centered spirituality of Daesoon Truth" which connects and mediates among people appears in three aspects. Firstly, it is thought to be the vision of the true life through the 'renewal of active, energetic power' bestowed by Gucheon Sangje. Secondly, it is thought to be the vision of true thinking through the "renewal via freedom from delusion". Thirdly, it is thought to be the vision of true living through the "renewal of true mind". To bring about the creation of true Donghak, Gucheon Sangje incarnated to the Korean peninsula instead of Suwun and the salvation of the world salvation now centers on Korea with regards to the threefold connection future prospect. Gucheon Sangje's revelation addresses and solves the postscript problem of Chosun and further establishes a Utopia. Suwun established Donghak but failed later on due to his lankiness. At last the true Donghak has been opened for the future by Gucheon Sangje and Jeongsan's fifty years of religious accomplishments. In the long run, it has been developed further by Woodang's Daesoon Jinrihoe.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.46 no.10
• /
• pp.1243-1252
• /
• 2017

There are limited programs for low sodium intake based on the nutrition education model for housewives who cook family meals. The objective of this study was to evaluate the effects of model-based nutrition programs for low sodium intake among housewives residing in Seoul by incorporating social cognitive theory. A questionnaire survey before and after education was conducted on 140 housewives who participated in the 'Low Sodium Nutritional Education Program' delivered by a district public health center for 12 weeks from November 2015 to January 2016. The contents of the nutrition education program and program evaluation items were based on the action plans for 'Less Sodium Healthy Practice' suggested by the Ministry of Food and Drug Safety. The results show that program participants showed a lower preference for sodium, higher selection of low sodium dishes from restaurants or cafeteria if available, and increased awareness of the need of restaurants to serve low sodium dishes compared to before. In terms of behavioral changes, there were significant improvements in checking nutrition labeling and selection of foods with low sodium, use of low sodium food products, use of natural seasonings to reduce salt intake, and consumption of fast foods and processed foods. On the other hand, requesting less salty meals when ordering and introducing restaurants or cafeterias with healthy and low sodium menus turned out to be difficult to put into practice. In conclusion, the nutrition education program for sodium intake reduction for housewives was effective in increasing knowledge, environment recognition, and behaviors related to low sodium intake but not behaviors related to physical environmental factors. Therefore, further nutrition education programs and practices for sodium intake reduction should be comprehensively implemented with improvement of physical environments for low sodium intake.

• Review of Culture and Economy
• /
• v.20 no.2
• /
• pp.19-45
• /
• 2017

This paper aims to apply our research and theorization on arts entrepreneurship to entrepreneurs active in the arts and cultural sector. Our goal is to develop proposals for practical actions that can support both arts entrepreneurs and supportive arts advocates. Using Action Research methodology, we hosted and facilitated two workshops with selected groups of arts entrepreneurs. Prior to the workshops we designed a questionnaire, based on the competency theory, to assess the qualities and characteristics of the participants. During the workshops we conducted surveys, interviews, and made observations in order to further understand the knowledge, experiences, motivations, capabilities, and attitudes necessary to successful arts entrepreneurship. We also conducted in-depth follow-up interviews with participants as a cross-check. We found that most of the participating arts entrepreneurs had a low understanding of the technology required for effective arts entrepreneurship, which has resulted in insufficient managerial support for artistic innovation. In addition, we found that participants lacked the skills and clear vision to construct a viable economic engine for their organization. Nevertheless, in light of the considerable strengths and high levels of enthusiasm and commitment participants evinced, we believe that their deficits can be corrected with education and training. Thus, we conclude by discussing the path forward and outlining a proposal to develop an innovative educational program on the daily operations of arts management that emphasizes applied technology and creating financial sustainability.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.747-761
• /
• 2017

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.

• Spatial Information Research
• /
• v.22 no.6
• /
• pp.55-65
• /
• 2014

By combining the role of current GIS technology and design behaviors from the cognitive perspective, spatial conceptualization can be extended efficiently and creatively for ill-structured problems. This study elaborates the model of a conceptualization-oriented SDSS(Spatial Decision Support System) for a landscape design problem. Current information-oriented GIS technology plays a minor role in planning and design. The three attributes in planning and design problems describe how the deficiencies of current GIS technology can be seen as a failure of the technology. These are summarized: (1) Information Explosion/Information Ignorance (2) Dilemma of Rigor and Relevance (3) Ill-structured Nature of planning and Design. In order to implement the conceptualization idea in the current GIS environment, it will be necessary to shift from traditional, information-oriented GISs to conceptualization-oriented SDSSs. The conceptualization-oriented SDSS model reflects the key elements of six important theories and techniques. The six useful theories and techniques are as follows; (1) Human Information Processing (2) Tool/Theory Interaction (3) The Sciences of the Artificial and Epistemology of Practice (4) Decision Support Systems (DSSs) (5) Human-Computer Interaction (HCI) (6) Creative Thinking. The future conceptualization-oriented SDSS can provide capabilities for planners and designers to figure out some "hidden organizations" in spatial planning and design, and develop new ideas through its conceptualization capability. The facilitation of conceptualization has been demonstrated by presenting three key ideas for the framework of the SDSS model: (1) bubble-oriented design support system (2) prototypes as an extension of semantic memory, and (3) scripts as an extension of episodic memory in a cognitive pschology perspective. The three ideas can provide a direction for the future GIS technology in planning and design.

• Journal of Korean Philosophical Society
• /
• no.114
• /
• pp.177-212
• /
• 2016

Kants Begriff der Freiheit des Willens ist sehr kompliziert und verwirrend. Denn sowie es Ziel der ${\gg}$Kritik der praktischen Vernunft${\ll}$ ist, die reine praktische Vernunft zu beweisen, liegt der Fokus von Kants Begriff der Freiheit auf der Freiheit von Zwang, wobei Kant eine unbestimmte Haltung zur Freiheit von Notwendigkeit einnimmt und sie dann $schie{\ss}lich$ leugnet. Leibnizens Begriff der Freiheit dagegen hebt die Freiheit von Notwendigkeit hervor, denn er sagt, dass der menschliche Wille nicht nur vom Zwang der Leidenschaft, sondern auch von Notwendigkeit frei sei. Die Struktur von Leibnizens Freiheitslehre unterscheidet sich zwar sehr von der Kants, aber die Charakterlehren beider Denker, in denen die $M{\ddot{o}}glichkeit$ der Vereinbarkeit von Freiheit und Notwendigkeit behandelt werden, weisen viele Parallelen auf. Zudem ist Leibnizens Begriff der Freiheit sehr eindeutig. Daher ist ein Vergleich von Leibnizens und Kants Begriff der Freiheit nicht nur sinnvoll und $f{\ddot{u}}hrt$ zu einem besserem $Verst{\ddot{a}}ndnis$ von Kants Freiheitsbegriff, durch die vergleichende Analyse stellt sich zudem auch heraus, dass auch bei Kant nicht nur Freiheit von Zwang, sondern auch Freiheit von Notwendigkeit $m{\ddot{o}}glich$ ist. Leibniz geht $f{\ddot{u}}r$ seine Freiheitslehre von dem Begriff der Freiheit vom Zwang der Leidenschaft, welcher von allen Rationalisten anerkannt wird, sowie von dem Begriff der Freiheit von der Notwendigkeit, welcher von Spinoza negiert wird, aus. Kant dagegen definiert Freiheit als $Unabh{\ddot{a}}ngigkeit$ von den Naturgesetzen, was diesen Begriff von Anfang an unklar macht. Kant war sich anfangs der Zweideutigkeit dieses Konzepts nicht $bewu{\ss}t$ und hat es undeutlich gebraucht, doch in der Neuauflage von ${\gg}$Die Religion innerhalb der $blo{\ss}en$ Vernunft${\ll}$ erkennt er den Unterschied in den zwei Begriffen der Willensfreiheit, weshalb er bei der Rechtslehre in der ${\gg}$Metaphysik der Sitten${\ll}$ dazu kommt, die Wahlfreiheit zu negieren. Aber in den Abschnitten, wo Kant in der ${\gg}$Kritik der reinen Vernunft${\ll}$ und der ${\gg}$Kritik der praktischen Vernunft${\ll}$ die Vereinbarkeit von Freiheit und Notwendigkeit behandelt, $f{\ddot{u}}hrt$ Kant aus, so wie auch Leibniz, dass der intelligible Charakter des Menschen sich durch wiederholte freie Wahl formt, womit sich $best{\ddot{a}}tigt$, dass auch Kant die Freiheit der Wahl anerkannt hat. Kant leugnet die Wahlfreiheit, weil er der Ansicht ist, dass der Begriff der Freiheit als ein einheitlicher Begriff definiert werden muss. Doch Freiheit muss nicht zwingend einheitlich definiert werden. Da Freiheit von Zwang und Freiheit von Notwendigkeit nicht $widerspr{\ddot{u}}chliche$ Begriffe sind, $k{\ddot{o}}nnen$ sie dem selben Willen gleichzeitig zugeteilt werden. Auch wird erst hierdurch Autonomie $m{\ddot{o}}glich$ gemacht.