• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.99-108
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• 2010

This study lays its purpose on examining the effects of lessons with the application of drawing tasks on changes in conception among gifted science students. The lesson with the application of drawing tasks means the lesson where students express key concepts regarding lesson subjects in drawings which are then applied to the lessons to develop conception among the learners. This study analyzed the effectiveness of lessons by comparing conception scores before and after experiments between an experiment group with the application of drawing tasks and a control group with normal lessons for the gifted in general for 8 months from March to October, 2008. In addition, the researcher examined how the effectiveness of the developed lessons show differently according to levels of meta-cognition, creative problem-solving abilities, and scientific inquiry skills among the gifted students. The results from this study are as the following. First, lessons with the application of drawing tasks were effective in changing conception among the gifted science students. It is possibly because in the process where one student compare his/her own drawings with the others' ones and discuss them, changes in conception occurred effectively among the learners. Second, it was revealed that lessons utilizing drawing tasks have equal effects on changes in conception among both student groups irrespective of their levels of meta-cognition. Accordingly the lesson for changing perceptions utilizing drawing tasks developed in this study is a program which can be applied to all gifted science students in order to change conception among them. Third, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of creative problem solving abilities. Fourth, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of scientific inquiry skills. Putting these results together, it is thought that if lessons utilizing drawing tasks are applied to gifted science students, not only their concepts would be changed effectively but also their attitudes toward science would be changed positively.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.603-646
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• 2009

This paper explores in depth Gaston Bachelard's theory of imagination so as to establish the philosophical bases of creativity. While he had begun his studies on imagination to eliminate unreliable subjectivity hampering objectivity of philosophy of science, he was fascinated to become a philosopher of imagination by its unlimited power. Since his theory of imagination marked a prominent spot in the history of Western idea, this paper will seek its significant implications that will also shed light on the philosophical grounds of creativity. The best way to approach his theory is to differentiate whether imagination is the power of forming images or that of transforming them. If not misguided by surface simplicity of the aforementioned differentiation, it will be revealed that it has accrued strata in the history of Western idea. The power of forming images is related to theory of mimesis or of representation, and to ocularcentric and logo-centric structures. Bachelard strongly opposes to the theory of imagination as power of forming images, since, if it is so, its expansion and development are not possible. He thereby constructs the theory of imagination as power of transforming images. The force of movement lies at the core of his theory. Imagination as an ability to intuit movement is directly related to the problem of change in the history of Western idea. If an entity is incessantly changes itself, it becomes a crucial role of imagination to capture the force perse in the perpetual movement without distortedly and abruptly fixing it at a still point of time and space. Bachelard criticizes such a method that makes movement a controllable entity consisting of partitioned moments of space; instead, he constructs theory of imagination that reveals the true power of indispensable movement. Furthermore, it will be revealed that Bachelard's theory has more affinities with Kantian imagination and reflective judgement of aesthetics than the past researches on Bachelard showed. This paper, by means of the above investigation, will transcend the superficiality of defining what are Bachelard's formal, material, and dynamic imaginations; simultaneously, it will bear philosophical conditions of possibility that makes us experience imagination fully. These conditions also become the philosophical foundations of creativity. It will draw to a provisional close its imaginative journey of everlasting movement by making ontological and ethical dimensions of imagination and creativity.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.78-98
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• 2011

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.141-160
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• 2017

At present, the whole world is characterized by openness, cooperation and integration as a society with information and the world, and it requires creative talents for this. The competitiveness of the nation depends on the cultivation of creative talents. It demands anthropological value by improving the competitiveness of the nation through cultivating creative talents to share and care, not to cultivate creative talents for personal desires and accomplishments. The purpose of this study is to develop a teaching - learning process to develop integrated creative talents by applying the characteristics of integrated education curriculum at the base of the 2015 revised curriculum. To do this, we first extracted the content elements of the Clothing Life area of the revised curriculum from the 1st to 2015 and the contents of the Clothing Life area of the technology and home Economics textbooks to which the 2009 revision curriculum was applied. Five topics were extracted according to content selection criteria And The Theme of 'The selection and management of clothing' was selected. Researcher developed a integrated thematic instruction Home Economics Education Clothing Life teaching - learning process (hereinafter referred to as "the process") focused on the theme of 'selection and management of clothing'. The Process was composed of 5 basic classes [basic inquiry - content 1 - content 2 - depth study - application]. The process considers integration within the curriculum and interdepartmental integration, and aims to improve the personality, creativity, and problem solving ability of consideration and sharing in the course of the integrated class. In detail, the curriculum goals of the home Economics Education curriculum and ITI goals are presented separately in the curriculum developed for each process. At the stage of the class, the element of creativity and the element of personal education were exposed and applied to the class. In Korea, new curriculum has been revised and announced from time to time, making it difficult for the teacher to carry out the class in accordance with the paradigm of change. Home curriculum is closely related to real life, so it is an appropriate subject for an integrated subject. It has the educational significance of the subject in that it allows students to integrate the creative and personal elements that are limited in other subjects. ITI process will be helpful to teachers who need to implement the 2015 revised curriculum in which the theme-centered integrated home Economics education teaching-learning process is newly introduced. It is necessary to follow - up research to verify the effectiveness of how to improve students' problem - solving ability and cultivate creativity.

• Korean Journal of Heritage: History & Science
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• v.48 no.4
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• pp.24-43
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• 2015

Since 2011, when Oegyujanggak Uigwe(Records of the State Rites of the Joseon Dynasty) were returned from France, which were looted in 1866 by the French Navy, national attention to our cultural properties abroad was explosively increased and public pressure has been mounting that those cultural properties should be returned in Korea. According to the statistics of "Overseas Korean Cultural Heritage Foundation" Korean cultural Properties, which exist in foreign countries, amounts 160,342 in total 20 countries. Among them about half of them are estimated to be illegally exported cultural property, these are to be restituted. However, in reality it is not so easy to restitute illegally exported cultural properties. For this, it needs to be established a long-term and systematic plan for return of cultural properties from other countries. This paper starts from such a critical mind and tries to find legal policy measures for the return of illegally exported cultural properties. To this end, the author first describes motive and aim of this research in chapter I. and overviews basic understanding and current situation of export of cultural property as well as means and methods of return of cultural property in chapter II. and then deals with international and national norms that are involved in the dispute concerned return of cultural properties in chapter III. Based on this research, in chapter IV., which can be considered as a key part of this paper, the author proposed nine legal policy measures for restitution of cultural properties from foreign countries. That is, actual condition survey of cultural properties in foreign countries, unified management and implement of export ID on cultural properties, fund-raising for the diversification of means of return of cultural properties. local utilization of cultural properties, joining in the multilateral conventions and expansion of the bilateral agreements, restitution and cooperation through international organizations, restitution through lawsuit and arbitration, training experts on restitution of cultural property and networking with foreign experts. Finally, the author summarized his opinion in chapter V. which comprehended researching the above.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.107-122
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• 2014

The purpose of this study is to investigate trends in research studies on scientific argument and writing in Korea. 118 research studies published from 2004 to 2013 have been collected and analyzed. Many of the research studies focused on developing teaching strategies, analyzing contents of scientific argument and writing, and effects on student learning. More than half of the studies were conducted with elementary and middle school students while studies with pre-service, in-service teachers or high school students were relatively rare. Most research studies were conducted within regular school hour context and participants were given relevant information/education prior to argument and writing activities. Many research have analyzed student growth in scientific attitudes and we would suggest that further studies should investigate student growth in scientific concepts, scientific inquiry, and critical thinking. The structure and process of argument or the content and form of writing have been analyzed. The quality of argument and scientific concepts embedded in argument and writing should be investigated more in future researches.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.193-217
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• 2012

The purpose of this study was to investigate and suggest directions and assignments of elementary school counseling based on positive psychology. For this purpose, the goal, contents, techniques and effects of counseling based on positive psychology were examined. Based on this review, the suggested implications for directions and assignments of elementary school counseling as follows; In connection with the directions of elementary school counseling, first, it was suggested that problem-focused counseling approaches centered a small number of problem children should be changed to strength based counseling approaches facilitating all children's whole development, happiness and well-being. Second, it was suggested that continuous and systematic counseling helps should be served to all children so that they can aware, experience and use their character strengths in their all lives at the inside and outside of their school. In connection with the assignments of elementary school counseling, first, increasing children's understanding on happiness, developing counseling programs for enhancing happiness and verifying their effects were discussed. Second, developing effective applying plans of positive counseling techniques and verifying their effects were discussed. Finally, making researches on our children's character strengths and interventions for developing their character strengths were discussed.

• Journal of Digital Convergence
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• v.13 no.8
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• pp.21-31
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• 2015

The Journal of Digital Policy & Management. This space is for the abstract of your study in English. Recently, advancements in voice recognition technology lead to a new oral cultural era. Text based on new oral cultures, can bring about a cultural revolution. This research is rooted within the humanistic approach, including oral and text. The goal of the research is the humanistic measurements in regards to these cultural issues. Just like the complementary relationship between oral and text for the future. First of all, we will discuss the aspects that have resulted in the change between a text culture to an oral culture. After checking these changes with regards to voice recognition technology, we will be able to discuss the possibilities and problems of this cultural change. We discussed expected outcomes, such as the complementarity of speaking and writing, the expansion from the private culture to the public culture, the possibilities of a simultaneous concurrency. We also discussed the necessity such as a new semiotic approach of the voice and preparation for the expansion of the world of life. Specifically, the necessity for the advancement and control of the Korean culture against the dominance of a global corporation will be explored. In this study, basic research will be undertaken to look at the possibility of the new voice recognition technology and cultural changes, that are expected to be able to be effectively utilized and continue into more detailed research.

• Korean journal of communication and information
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• v.62
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• pp.30-50
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• 2013

Exploring the relationship between body and technology in gender studies, this paper argues that 'being women' as an analytical concept is not fixed but progressing, that is, 'becoming women.' In the age of neo-liberalism, gender and identity politics raised critical questions regarding the relations between women and technology. Understanding these dynamic relations asks us to reconsider the concept of 'body.' Thus, this study begins with a review of the discourses of body in feminism and gender studies. Then, it continues to the meaning of technology in body and gender relations, arguing that body is the discursive and material site where gender identity and being are simultaneously constructed. An introduction of cyberfeminism, which focuses on the triangular relations among body, gender, and technology follows, discussing the significance of technology in 'becoming women.' Finally, it is argued that finding the meanings of technology in becoming women requires reconsidering the discursive and performative construction of body. 'Becoming women' can be achieved through exploration of the articulations and processes of body, gender and technology, which allows us to figure out the (re)construction of gender identity.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.151-161
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• 2020

The 'core concepts', 'generalized knowledge', and 'skills' are newly introduced in the 'contents system' of the 2015 revised national curriculum, and the 'skills' are not clearly defined in the science curriculum. There is a problem of uniformly presenting 'skills' in all 'areas' of science subjects. In this study, it was intended that the teachers' clear understanding of the 'skills' and the philosophy of the revised curriculum would be applied to the school classrooms through the critical problem recognition and consideration of 'skills' newly introduced in the 'contents system' of the 2105 revised science curriculum. First, we reviewed 'science and engineering practice' in the NGSS, which was a reference to the introduction to the curriculum, and identified the problems of 'skills' presented in the science curriculum. It also analyzed critically by comparing 'skills' and 'practices' with other subjects and previous curriculum. Based on this critical analysis, we suggested the following. First, introduce 'skills' items that can implement scientific key competencies, and clearly define each item. Second, present 'skills' that are appropriate according to the subject, 'area', 'core concept', and grade(group) and describe in detail how to apply 'skills' and, third, present 'skills' directly in 'achievement standards'.