• Journal of Science Education
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• v.36 no.1
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• pp.153-165
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• 2012

This study investigated the frequent mistakes and the causes of the alternative conceptions in the animal classification by using the questionnaire and interview with the middle school students (N=300). As results, some students have difficulties classifying suggested animals into vertebrates or invertebrates : snakes (31.7%), shrimps (28.3%), turtles (25.6%), frogs (24.7%), and starfish (10.7%) in order of precedence. These errors seemed to be caused by intuitive thinking over characteristics of physical motions and appearance of suggested animals, wrong inference from comparing to features of familiar animals and the lack of observation experience of the vertebrate backbone. Furthermore, the results showed that relatively many students made a mistake classifying subgroup members of vertebrates such as classifying salamanders into the class Reptilia (45.3%) and turtles into Amphibia (40.3%). It is likely that those errors are affected by ambiguousness of classification terminology (e.g. the term of Amphibia) and weak ability in relating the physiological and ecological feature to standard of classification feature. In addition, sociocultural factors could influence animal classification as 'bat in birds', 'whale in fish, and 'penguin in mammals'. The present study implied that teaching and learning animal classification may require an appropriate guide focused on activities to explore major characteristics used for the animal classification standard through providing more chances of animal observation rather than the cramming method of learning induced by technical memorizing.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.338-355
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• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.70-70
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• 2010

이 연구의 목적은 귀추적 탐구 방법과 관련된 전략들을 적용하여 지구온난화에 관련되어 측정된 다양한 유형의 데이터를 관련된 사실, 원리, 법칙, 선행 연구 결과 등을 토대로 지구통합적인 관점과 지구계를 구성하는 요소들 간의 상호작용과 영향을 중심으로 재해석하고 이해하는 것이다. 지구과학(지구시스템과학)의 학문 성격, 최근 동향, 본성 및 탐구 대상의 특성에 대한 내용과 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법에 대해 학습한 후, 학생들은 인천 및 다양한 지역의 기상과 해양 자료 분석을 통하여 관찰되는 현상(결과)의 원인과 영향을 파악하는 연구 활동을 하였다. 이 과정에서 귀추적 탐구를 충분히 이해할 수 있도록, 과학 탐구에서 귀추적 탐구 방법을 사용하는 과학자들의 예시와 모의 활동을 통하여, 귀추적 탐구 방법에 사용되는 다양한 사고 전략(예, 데이터의 재구성 전략, 유추 전략, 개념적 결합 전략 등)에 대한 예시를 경험하였다. 학생들은 지구온난화에 관련되어 나타나는 현상(조사된 사항 포함)과 영향에 대해 지구시스템적으로 이해하고 재해석하기 위해 지구시스템을 구성하는 요소(예, 수권, 대기권)와 관련된 데이터 정보를 검색하고 수집하였다. 1) 지구시스템과 지구온난화에 대한 조사하고, 2) 지구온난화 및 기후변화의 변동성 확인한 후, 3) 지구온난화와 관련된 선행 연구 결과 분석하였다. 또한, 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법의 이해와 적용하는 과정에서 1) 지구 온난화 및 기후 변화의 실태 파악하고, 2) 인천 지역의 월별, 계절별 기온 변화 분석 및 경향 조사(탐색: 연구문제 규명)한 후, 3) 인천과 속초 지역의 기온, 수온의 변화 추이 및 분석 (조사: 원인 조사 과정)하였다. 4) 속초 지역의 평균해면기압변화 추이 및 분석한 후, 그 결과를 토대로 5) 문헌조사 및 선행연구 결과 분석을 통한 지구 온난화의 영향을 미치는 요인 재검토 및 확인(선택 및 설명)하여, 6) 인천지역과 속초지역의 지구온난화 원인 분석 및 문제점 보완(설명)하기 위해 7) 겨울철 지구온난화가 더 심각한지 부산지역과 포항지역의 자료 분석을 통하여 연구 결과 내용의 보완 (추가 조사 및 설명)한 후, 8) 분석 결과 및 해석 내용을 전문가와 상담 실시하였다. 이 연구는 연구를 진행하면서 얻은 결과를 교육적 측면에서 다시 정리해 보면 다음과 같다. 우선, 학생들의 지구환경적 문제 해결 과정에서 귀추적 탐구 방법을 활용한 문제 해결 능력을 향상시켰다. 아울러, 지구과학의 탐구 본성, 최근 동향, 탐구대상의 특성 등의 학습을 통해 지구과학도로서의 기본적인 소양과 자질 향상에 기여하였으며, 사회과학의 연구방법을 순수과학연구에 접목하여 과학자로서의 문제해결 능력과 시스템 사고력을 향상시켰다.

• Journal of Korean Medical classics
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• v.20 no.1
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• pp.75-84
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• 2007

본논문천명(本論文闡明) "류경(類經)" 위안등창익의학사상적천원(爲安藤昌益醫學思想的泉源), 종안등창익학습(從安藤昌益學習) "류경(類經)" 적계단래비판(的階段來批判) "류경(類經)", 집중적연구관찰극복계단적전화과정(集中的硏究觀察克服階段的轉化過程). 안등창익(1703-1762)재일본강호시대시개즉독창우진보적사상가야시중의사(安藤昌益(1703-1762)在日本江戶時代是個卽獨創又進步的思想家也是中醫師). 타통과(他通過)'자연진영도(自然眞營道)'등굉대적저술(等宏大的著述), 부근논술료사회철학급자연철학(不僅論述了社會哲學及自然哲學), 이차재일본의학사상난이발현적독특적의학사상급여체계화(而且在日本醫學史上難以發現的獨特的醫學思想給與體系化). 타이유교비판위기초(他以儒敎批判爲基礎), 비판중국의학대유유의적경향(批判中國醫學帶有有醫的傾向), 여후세파(與後世派), 고방파적맥락야부동(古方派的脈絡也不同), 독자제정일본의학(獨自制訂日本醫學). 타대어중국적음양오행설이진퇴론화사행팔기적호성론래대항(他對於中國的陰陽五行設以進退論和四行八氣的互性論來對抗), 대어'내경'적국가유추(analogy)내장관이유기생체적내장관래대치(對於‘內經’的國家類推(analogy)內臟觀以有機生體的內臟觀來對峙). 병차비판숙명론적운기론이제창대소우주론적생태학(ecology)적의학. 이차간래(以此看來), 안등창익적의학사상시이비판'내경'위개단(安藤昌益的醫學思想是以批判‘內經’爲開端). 아문가이통과안등창익적운기론적비판래명백(我們可以通過安藤昌益的運氣論的批判來明白), 타대'내경'적이해시의거장개빈적 "류경"(포괄'도익'화'부익')(他對'內經'的理解是依據張介賓的"類經"(包括'圖翼' 和 '附翼')). 안등창익일방면계승장개빈적운기론영일방면야지유비판적태도. 타주장십기래대체십간(他主張十氣來代替十干), 인위군화여상화시파군신적상하관계정당화(認爲君火與相火是把君臣的上下關係正堂化), 인이반대저양적사고방식(因而反對這樣的思考方式). 병차안등창익부정기성적음운학, 제창자연적운도(提唱自然的韻道), 아문가이확인대어타적사상장개빈적 "류경" 시위중요적기초(我們可以確認對於他的思想張介賓的 "類經" 是爲重要的基礎).

• The Journal of Korean Philosophical History
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• no.43
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• pp.33-53
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• 2014

It's the situation that modern technological civilization shakes the life environment fundamentally without a serious reflection on the dangers. The sense of crisis' brought the rise of modern Ecology in awareness of survivability of the humanity. Because the serious reflection is not just a campaign for environmental protection, but is to establish the values which is possible to coexist and to make harmony between the nature and man, man and man, and to form a healthy relationship through philosophical thought and practice has intrinsic value for human and nature. Under these circumstances, if Yulgok lives now and he is questioned by the ecological theorists of the 21st century that "What do you think about the serious environmental problem of present times?", what really would be his explanation? In the presentation methods of the explanation, will question first what contents western ecologists who study Theory of the environment in technology, Deep Ecology, and Social Ecology propose, then will compare and introduce what similarities and differences from theirs. As a result, we'll be found that Yulgok's thought, moral consciousness, about the nature and humanity as a confucian scholar.

• The Journal of the Korea Contents Association
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• v.6 no.4
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• pp.89-97
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• 2006

Such changes that the digital paradigm brought propels a change of the value system itself in the existing society so that a way of thinking that differentiates oneself from others is getting much stronger. As public interests are higher in the image production on the internet, such authoring environments as development of related technologies, expansibility of information, and systematization of available information continue to change. Therefore, a variety of unique image presentations that fit to the changed environments are necessary and an expression method is indispensable for such image production. This study focuses on digital image creating in which a synectics method is applied. It suggests digital image application methods and examples that contain not just simple image distortion or variation but intrinsic significance. It is believed that it will be of good use to produce a variety of unique and innate digital images in the end.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.417-428
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• 2004

Conservation reasoning makes operational thought possible as a functional tool and it is the essential concept not only in the area of science and mathematics but also in several aspects of daily life. The abilities to solve mathematical problems and that of scientific reasoning and abstract way of thinking depend on whether thereis conservation reasoning or not and they are critical concepts that enables us to confirm the steps of cognitive development. Therefor in the study, we emphasized the issue that is the ways to speed up the scientific era by analyzing the correlation between the formation of conservation reasoning and neuro-cognitive variables. About 50% of 1-3 grade students did not had conservation reasoning skills. The formation of conservations was not linear. Scientific reasoning ability, planing and inhibiting ability were significantly different in levels of conservation, And, conservation reasonings were significantly correlated with cognitive variables. Scientific reasoning and planning ability significantly explained about 20% of the conservation reasoning ability of 1-3 grades.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.355-366
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• 1999

In this study, the characteristics of science inquiry problem solving were analyzed in the interactions between science process skills and science concepts by each related its category. Nine types of problem solving, which were based on two elements and the thinking aloud were found largely by protocol analysis, but six types when integrated similar thinking processes. There were quite differences in the representative types between students who succeeded and failed when science inquiry items were solved in the abilities of recognizing problems and generating hypotheses or those of drawing conclusions and evaluating. But there were not complete differences in those types between students who succeeded and failed when they were solved in the abilities of designing and performing experiments or those of interpreting and analyzing data. The data were divided into independent variables: $D_1,\;D_2,\;D_3,\;D_4,\;D$ and $C_1,\;C_2,\;C_3,\;C_4,\;C$ and dependant variables; $E_1,\;E_2,\;E_3,\;E_4,\;E$. The former consisted of the content-free science process skill achievement levels by each category of science inquiry skill and the science concept achievement levels, the latter the science inquiry problem achievement levels by each category of science inquiry skill. The regression equations were acquired within the 0.05 significant level by regression analysis: $E_1=0.03+0.16D_1+0.29C_1,\;E_2=-0.203+0.21D_2+0.45C_2,\;E_3=-0.32+0.13D_3+0.47C_3,\;E_4=0.61+0.09D_4+0.29C_4,\;E=-1.41+0.13D+0.47C$(E : the achievement of science problems, D : the achievement of science process skills, C : the achievement of science concepts).

• Korean Security Journal
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• no.36
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• pp.317-347
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• 2013

This study focuses on the characteristics of terrorist bombing incidents and causal factors on terrorist bombing incidents and number of casualty per incident in Afghanistan though statistical quantitative analysis. For doing so, the bombing data from GTD(Global Terrorism Database) of START program occurred from January 1st 2002 until December 31st 2011 was used. By using descriptive analysis, chi-square, and logistic regression analysis, characteristics of bombing incidents and causal factors on the frequency of incidents and the number of casualty were identified. According to the analysis results, a clear pattern was appeared in terrorist bombing incidents. This result suggests that terrorists rationally and strategically calculate bombing operations and therefore terrorist bombing incidents and number of casualty per incident are conditioned or affected by time, season, Pashtun tribal entity, production level of drugs, the characteristics of targets.

• Lingua Humanitatis
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• v.6
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• pp.77-108
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• 2004

This research focuses on the humboldt's thought for language. In Korea, only two themes, 'worldview' and 'nation' , problem of 'energeia' and 'ergon', was mostly researched. But we must research all together his thoughts, in order to understand his complete thoughts. His thoughts consist six themes : 1 . relation between thought and language. 2. problem of language-generation. 3. problem of translation. 4. substance of language. 5. worldview and nation. 6. energeia and ergon. From this five themes, we can understand, what his origin thought is. Therefore, we explained sequentially five themes in our paper. The theme 1, 5 and 6 are often interpretated between the scholars in Korea. But the theme 2 and 3 are not yet known. Therefore, we tried to explain it in this paper, what the problem of language-generation and the problem of translation are.tion and the problem of translation are.