• Korean Institute of Interior Design Journal
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• v.19 no.1
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• pp.37-45
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• 2010

Children likes to play and learn by playing at anywhere as a psychological trait. Children's museum is designed for limited age of 'children,' they learn more actively by playing at the museum with interactive display. In this paper, we analyze Movement of Based on the Psychological Characteristics of Children and Analysis of Preferred Experience of Children's Museum according to Piaget's cognitive development process. It is significant study to investigate user's needs space proposal by grasping user's mentality. After itinerary tracking, we found children's preferred and non-preferred experience displays and as a result, we divided children's Museums into three types, M museum is represented by preoperational period, called 'Go around play' type ; Y museum is represented by 'concrete operational period', called 'Smart road play' type ; and H museum is represented by 'formal operational period' called 'Open search play' type. The conclusions are children's cognitive development stages depending on the age discrimination that the development of play, and preferred plays are different by children cognitive development process. In order to take advantage of children playing in the children's museum by taking into account the developmental aspects will have to be designed. Efficient for viewing by age should be different on the basis. This study has shown that, when planning a children's museum, Planners should discriminate the movements of children and analysis of preferred experience of children's museum according to three museum types friendly to children's cognitive development process.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.447-455
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• 2007

The Research works published in the field of Korean science education in relation to the theories of 'J. Piaget', 'D. P. Bruner' or 'J. S. Ausubel' have been analyzed and their general pattern of study were determined. Specifically, based on science education related articles published in several Korean journals, the pattern of research about the three scholars' theory is identified with the classification of the specific kind of journal, year of publication, key word, field of study, field of research, and grade of school. The journals subjected to the present study include 'Journal of the Korean Physical Society', 'Journal of the Korean Chemical Society', 'Journal of the Korean Biology Society', 'Journal of the Korean Earth Science Society', 'Journal of the Korean Association for Research in Science Education', and 'Journal of the Korean Society of Elementary Science Education'. It is determined from the present study as follows: First, the total number of related articles published in said journals is 97, and 'Journal of the Korean Association for Research in Science Education' ranks first in numbers. In terms of time period, it is found that most of the researches has been carried out during the mid 90s, and is still popular today. In addition, our key word search revealed that the 'cognitive development' by Piaget is most widely studied in the articles and biology is the area that has been most frequently studied. As to the field of research, teaching study was the one that has been most widely studied. Further, many articles have focused their studies on middle school. In conclusion, it is found that the Korean research works so far made for the theory of 'J. Piaget', 'D. P. Bruner' or 'J. S. Ausubel' are rather limited to a certain area and field, etc.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.83-99
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• 2000

This paper purposes to provide a new perspective for better development of geography texts. For this purpose, we have applied spatial cognition development theory to children's drawings. We have suggested that children's spatial operation ability has three development stages according to their age: topological space, projective space, euclidean space. This study turns out that Piaget and Inhelder's spatial concept development theory is on the right track. However, we make clear that their division according to the age is not always accurate due to children's individual differences. These findings have educational implications as the following: First, it is dubious that most children can understand pictures, pictorial maps and illustrations in the third grader's textbook. Second, current textbooks require pictorial map understanding and drawing to third grade students and map drawing to fourth grade students. However, according to this study, the placement of these tasks are not fit for children's developmental stage because both tasks correspond to euclidean space operation. Therefore, we should remove them from the textbook for children at the age.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.6
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• pp.57-64
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• 2011

This study is the spatial characteristics of child education facilities through the cognitive development of child. Early childhood is the most important period in every human developmental stage; physical, emotional, and mental parts. Thus, the education in early childhood should be conducted naturally by a variety of experiences, sensibility, and physical activities, not by knowledge-oriented education which has been conducted until today. The education based on experience has been adapted, not only domestically, but internationally, and the early childhood education focused on child's development is especially emphasized in Europe. It's because the industrialization started earlier in Europe than in other countries, and it leaded to the entry of women in public affair. Consequently, early childhood education was taken charge of by the nation. While it has gone through trial and error, and Now it leaded to the better way. This study checks the common factors which shows the spatial characteristics based on experience and the relationship between the features of infants and concept of space in Piaget's theory. And then, I am going to systemize the relationship of each factor and suggest the design plan so that it could be applied methodologically when the space is designed for child education facilities beyond the current education only focused on programs.

• Journal of Korean Philosophical Society
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• v.126
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• pp.79-108
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• 2013

Is the development of linguistic competence due to the learning process or the maturational process? According to Piaget, its development is a genuine learning process involving authentic constructions with gradual disclosure of new possibilities. But According to Chomsky, the acquisition of linguistic competence is due to a genetically conditioned maturational process. So it merely involves the actualization of a set of possibilities existing from the beginning Consequently, Piaget supposes that interaction with the environment plays a shaping role, while Chomsky allows it to have a mere triggering role. In broad respective, Chomsky supposes the rationalism that knowledge is largely inborn, while Piaget in the constructivist position which strives to find a middle course between radical rationalism and radical empiricism. In the one hand, an ultra-rationalistic concept such as 'fixed nucleus' supposed by Chomsky is, in my eye, nor plausible. In the other hand, if Piagetian constructivism is to be sustained, it must be sustained independently of its dubious biological fundament, and merely as a developmental psychological theory. In one word, we need to synthesize Piagetian cognitive approach and Chomskian syntactical, in order to explain exactly the source of human linguistic competence.

• Journal of Christian Education in Korea
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• v.64
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• pp.145-171
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• 2020

Christian communities have long sought to find what type of moral judgment is appropriate and what the Christian behavior is, by taking the church's ethical norms and behavior patterns as objects of reflection. In the same context, Christian education also tried to base the psychological rationalism of J. Piaget and L. Kohlberg, but the reason-centered structural development theory was not the answer. In fact, the structural development theory, which emphasized autonomy while excluding emotions from the moral judgment process, over-emphasizing cognition or reason, eventually led to moral relativism, unlike what was intended. In addition, it was criticized for not being able to adequately elucidate the gap between human moral reasoning and behavior, and for attempting to interpret morality excessively within the context of social culture. Recently, these limitations of structural developmental theory have been reinterpreted by neuroethics, especially moral psychology theories, which claim that moral judgment ability is physically wired in the brain and relies heavily on networks between cortical and limbic system. The purpose of this paper is to review some of the newly emerged research themes of neuroethics, and then to discuss two main theories that explain morality in the perspective of neuroethics and the implications that Christian education should pay attention to.