• The Korean Publising Journal, Monthly
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• s.266
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• pp.8-9
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• 1999

• The Science & Technology
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• s.474
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• pp.106-107
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• 2008

• The Korean Publising Journal, Monthly
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• s.179
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• pp.18-19
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• 1995

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.63-82
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• 2016

Mathematical notation is the main means to realize the power of mathematics. Under this perspective, this study analyzed the difficulties of learning an irrational number concept in terms of notation. I tried to find ways to overcome the difficulties arising from the notation. There are two primary ideas in the notation of irrational number using root. The first is that an irrational number should be represented by letter because it can not be expressed by decimal or fraction. The second is that $\sqrt{2}$ is a notation added the number in order to highlight the features that it can be 2 when it is squared. However it is difficult for learner to notice the reasons for using the root because the textbook does not provide the opportunity to discover. Furthermore, the reduction of the transparency for the letter in the development of history is more difficult to access from the conceptual aspects. Thus 'epistemological obstacles resulting from the double context' and 'epistemological obstacles originated by strengthening the transparency of the number' is expected. To overcome such epistemological obstacles, it is necessary to premise 'providing opportunities for development of notation' and 'an experience using the notation enhanced the transparency of the letter that the existing'. Based on these principles, this study proposed a plan consisting of six steps.

• The Journal of Korean Philosophical History
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• no.35
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• pp.361-384
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• 2012

In this study, I considered an important characteristic of system in pre-Qin philosophy that accomplished all categories with the best value. I pointed out misreading that thinkers separated fazhi-theory from shu zhi- theory of Hanfeizi. So I analyzed argument causes of Hanfeizi's shuzhi-theory through epistemology, ethics, military theory. And I proved that understanding the actual conditions and essences of things assured the objective bases on a reward and punishment. There are three things about argument bases of Hanfeizi's shuzi-theory. First, the epistemology that analyzes the actuality of a thing and that endows a duty matching the natural character of a thing. Second, ethics that isn't restricted by a fixed form and is in harmony with a law and that reveals a selfish character freely. Third, military theory, that is a trick that analyzes the quality of a case and a thing accurately. Above the three show that there are an objective basis of reward and punishment and an fair execution about a law in Hanfeizi's shuzhi-theory.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.431-432
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• 2011

본 연구는 고등교육기관으로서 국가의 발전과 산업인재양성에 중요한 역할을 수행하고 있는 전문대학의 속성 유형을 Q-방법론을 적용하여 조사 분석하여 전문대학에 대학 인식유형을 분류하고 유형간 차이를 분석하고자 한다.

• Proceedings of the KGS Conference
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• 2004.05a
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• pp.78-78
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• 2004

한국에서 장소마케팅 현상이 등장하고, 그에 대한 학계의 연구와 분석이 본격적으로 시작 된지 5년여 밖에 되지 않았고, 아직도 장소마케팅 전략을 본격적으로 도입한 도시정부는 찾아보기 힘들 정도로 우리에겐 낯선 개념이다. 도시마다 문화도시, 생태도시, 관광도시, 지속 가능한 도시, 기업하기 졸은 도시 둥을 내세우며 관광객과 기업과 외부주민을 유치하려는 각종 정책들을 펴곤 있지만, 그러한 전략들은 장소마케팅 현상의 일부로 해석될 순 있어도 장소마케팅 전략으로 자리 매김 되기엔 부족한 점이 너무나 많다. (중략)

• The Korean Publising Journal, Monthly
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• s.236
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• pp.10-10
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• 1998

'지피지기'의 연구로 시작한 일본문호론 가운데 루즈 베네딕트의 '국화와 칼'은 아직까지도 일본론의 대부로 통한다. 국내 저자에 의한 본격적인 '일본문화론'이 나오지 않고 있다. 그것이 곧 일본에 대한 우리의 인식 수준은 아닐지.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Journal of Educational Research in Mathematics
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• v.18 no.4
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• pp.469-482
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• 2008

This study analysed difficult points on the understanding of infinity when the concept is considered as actual infinity or as potential infinity. And I consider examples that the concept of actual infinity is used in texts of elementary and middle school mathematics. For understanding of modem mathematics, the concept of actual infinity is required necessarily, and the intuition of potential infinity is an epistemological obstacle to get over. Even so, it might be an excessive requirement to make such epistemological rupture from the early school mathematics, since the concept of actual infinity is not intuitive, derives many paradoxes, and cannot offer any proper metaphor.