• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Journal of the Korean Institute of Landscape Architecture
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• v.39 no.5
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• pp.91-100
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• 2011

This study aimed at the identity of the landscape architectural award, which is the highest authority award system in landscape architecture; the establishment of cooperation between the landscape architecture and urban public sector, which deals with infrastructure is significantly requested nowadays. The identity characteristic of a detailed concept which configures the sameness in the shape of inner self-cognition and individuality as external and correlative cognition are utilized as the research methodology, and the findings are summarized as follows. The Korean Landscape Architectural Award holds an internal value as the only award in landscape architecture that is granted municipalities and public agencies. However, when it is compared with several correlated award systems, the vulnerable sides such as short origin and partly limping in terms of sustainability, the possibilities of losing the interest in the public sector due to management's reform program and insufficient participants and responses regarding social authority have been found. In addition, according to the today's paradigm tha taims for green cities, the aspect that shares the large portion with the values set by detailed categories of city planning that enforces metropolis awards is also in the spotlight. Hence, the landscape architectural award should construct specialization and development strategies by strengthening the superiority compared with the city award in the field of city planning. In other words, the Ministry of Land, not limited to the systematic cooperation with various administrative areas will be strengthened and it will communicate with the aspect that reinforces characters as an academic and practical area that covers various districts and disciplines. Thus, the identity is directly connected to the landscape architectural award's competitive reinforcement as a detailed characteristic variously combined, and it requires huge interest and discussions regarding internal and external landscape architecture areas and the democratic public discussion process.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.511-523
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• 2019

In this age of the $4^{th}$ industrial revolution, we, science educators, are giving more light on students' agentic behavior in the process of educating future scientist. This study, with the analytic lens of epistemic agency, explores the key stages of a student-driven R&E program rather than the scientist-led R&E program. It also examines to understand the emergence of students' epistemic agency in each stage of R&E. Data from participant observation for 18 months and in-depth interviews were collected and analyzed with the constant comparative method of grounded theory. This study identifies and describes five key stages of student-driven R&E: The stage of exploring research theme, designing research, performing lab activity, interpreting results, and communicating research. It also finds that (a) students' epistemic agency emerged with the constant interactions with the R&E structure; (b) students' epistemic agency has deep relations with the epistemic beliefs of the students; (c) students positioned themselves as decision-makers in the R&E practice; (d) the redistributed power and authority of the R&E contributed to the emergence of students' epistemic agency.

• Journal of Science and Technology Studies
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• v.7 no.2
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• pp.91-124
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• 2007

이 논문은 우리나라의 물리학, 화학, 생물학 분야의 과학자들을 대상으로 한 설문조사를 바탕으로 머튼이 과학자사회의 규범구조로 정식화한 네 가지 규범들-보편성, 공유성, 탈이해관계, 조직화된 회의-과 국가주의 가치관이 실제 과학자사회에서 어느정도 작동하고 있는지를 분석하였다. 전반적으로 응답자들은 한국 과학자사회에서 출신대학과 해외학위라는 귀속적 지위의 영향으로 보편성 규범이 제대로 작동하지 않는 것으로 평가했고, 여성의 경우 성의 영향도 큰 것으로 평가하고 있었다. 공유성과 탈이해관계 규범의 경우 한편으로 공유성과 탈이해관계라는 전통적인 규범이 그리고 다른 한편으로는 비밀주의와 연구주제 선정에 있어서 산업적 응용성과 국가적 필요를 강조하는 국가주의적 가치가 공존하고 있었다. 조직화된 회의 규범의 경우 특히 과학적 증거 이외의 다른 권위들에 대해 회의적인 태도를 견지해야 한다는 규범이 제대로 작동되지 않는다는 평가가 대다수였다. 과학자사회의 규범과 가치에 대한 평가는 각 과학자들의 연구환경에 따라 상이한 모습을 보여주는데 특히 젊은 세대의 과학자들이 보편성과 조직화된 회의 규범의 위반을 더 강도 있게 지적하는 반면 연구 주제의 선정에 있어서 탈이해관계 규범은 부정하는 경향을 보여주고 있다.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.193-204
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• 2021

The purpose of this study was to find out the impact of leadership types on achievement goals and athletic burnouts by high school bowlers. The subjects were surveyed by 172 high school bowlers. The data analysis of this study was performed with descriptive statistics, reliability analysis, independent t-test, 1-way ANOVA, correlation analysis, and multiple regression analysis. The results are as follows. First, among the sub-factors of leadership behavior, male students had higher leadership behavior type(authoritative, democratic, social support, positive feedback) and achievement goal orientation(ego orientation) than female students. athletic burnout was higher for female students and higher grades.social support behavior and training instruction behavior had a static effect on achievement goal. Third, authoritative behavior had a static effect on athletic burnout. However, the raining instruction behavior had a negative effect on athletic burnout.

• Korean Journal of Culture and Social Issue
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• v.22 no.4
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• pp.643-674
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• 2016

The purpose of present study is to discover the meaning of the Eogul(억울) which is known as a emotion from perceived unfairness. Even though Eogul has been mentioned as a cause of the Hwabyung in Korean culture there were few studies about it. Researchers designed two studies to provide clear understanding for this concept. In study 1, researchers conducted an open-ended questionnaire for 44 participants to deduce the cultural contexts and the whole experience on Eogul. Data were analyzed with grounded theory, the results were cross-checked by different evaluators. According to the analysis, Eogul is not only the negative feelings from the perceived unfairness, but also the motivations and behaviors to resolve the feelings. Especially, what makes Eogul culture-bounded could be related display rules on expressing emotions. We conducted study 2 to clarify the cultural attributes of Eogul in Korean culture. Variables that explain cultural differences were chosen and 123 participants were surveyed with them including the items developed for measuring Eogul. Cultural meanings and implications of Eogul were discussed with the results.

• Korean Journal of Legislative Studies
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• v.17 no.3
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• pp.63-82
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• 2011

한국사회 이념갈등을 다룬 대부분의 연구들은 이념갈등의 본질은 대북문제에 있으며, 이를 제외한 다른 정치사회적 이슈들에 대해서는 진보와 보수 간의 유의미한 차이가 없다고 밝히고 있다. 그러나 우리사회 현실을 볼 때 진보와 보수세력은 정치, 경제, 사회, 문화 등의 대부분의 이슈에 이해 첨예한 대립 관계를 형성하고 있다. 본 연구는 이에 대한 해답을 찾고자 한다. 본 연구에서는 이념측정의 방법과 분석틀에 있어 새로운 방법론을 제시한다. 우선 본 연구에서는 자기평가적 주관적 이념성향 대신 인간의 본성과 도덕성에 대한 태도, 사회개혁과 사회권위에 대한 입장 등으로 구성된 이념성향을 측정하였다. 또한 정책에 대한 입장이 개인의 이념성향을 결정하는 것이 아니라, 이념성향이 먼저 결정되며, 거기에 따라 정책에 대한 개인의 인식이나 입장이 나타나는 것이 논리적으로 타당하다고 본다.

• Journal of Industrial Convergence
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• v.16 no.3
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• pp.9-15
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• 2018

The purpose of this study was to investigate the relationship between empathy ability and attitude toward mental illness in nursing college students. The subjects of this study were collected in June, 2017 for the 4th grade students attending the nursing department in D city. The data were collected using the SPSS.19 program. The results showed that empathy ability of nursing college students had a significant effect on the attitude toward mentally ill patients. The explanatory power of empathy ability on each subscale was 18% for benevolence, 16% for authoritarianism, 9 % for social restrictiveness, and 4% for community mental health ideology. In conclusion, the empathy ability of nursing college students was found to affect the attitude toward the mentally ill. As the empathy increased, the authoritarianism of the mentally ill was lowered, the benevolence was increased, the social life support and community mental health ideology was positive, so the positive attitude toward mental illness was increased overall. Therefore, it is necessary to systematically train and education nursing college students to develop empathy needed for the therapeutic relationship. These efforts will contribute to the improvement of the awareness of the mentally ill.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.371-392
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• 2009

A lot of researches state mathematical justification is important. Specially, NCTM (2000) mentions that mathematical reasoning and proof should be taught every student from pre-primary school to 12 grades. Some of researches say elementary school students are also able to prove and justify their own solution(Lester, 1975; King, 1970, 1973; Reid, 2002). Balacheff(1987), Tall(1995), Harel & Sowder(1998, 2007), Simon & Blume(1996) categorize the level or the types of mathematical justification. We re-categorize the 4 types of mathematical justification basis on their studies; external conviction justification, empirical-inductive justification, generic justification, deductive justification. External conviction justification consists of authoritarian justification, ritual justification, non-referential symbolic justification. empirical-inductive justification consists of naive examples justification and crucial example justification. Generic justification consists of generic example and visual example. The results of this research are following. First, elementary school teachers in Korea respectively understand mathematical justification well. Second, elementary school teachers in Korea prefer deductive justification when they justify by themselves, while they prefer empirical-inductive justification when they teach students.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.499-518
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• 2004

This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.