• Journal of the Korean Institute of Rural Architecture
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• v.6 no.2
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• pp.21-30
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• 2004

The purpose of this study is to consider critically the conceptural meaning and the arch itectural planning-techniques of environment-friendly architecture in Korean contemporary architecture. The related conceptual meaning and design-techniques on environment-friendly architecture are proposed by considering items in relation with adapting to natural environment, human life, historical imagination. These items are adapting technical methods to architectural design in a narrow sense. We have to reconsider its wide application. Through this consideration, this study is proposed a right direction of environment-friendly architecture in the future.

• Journal of the Korea Society of Computer and Information
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• v.25 no.3
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• pp.251-260
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• 2020

In this paper, we propose to understand the conceptual structure of programming elements that learners form during the prototyping theory. To do this, we reviewed previous studies on the meaning of conception and prototype theory and conducted a course of problem-solving programming for 33 university students who had no prior experience in programming, and collected transcription materials through conceptual metaphorical writing. The conclusions of this study are as follows: 1) Identifying the conceptual structure of learners as a conceptual metaphor can enhance the effectiveness of programming education. 2) Learners need to reinforce the experience of forming abstract attributes to form mature programming concepts. 3) The concept of programming differs in the structure of multi-level concepts that students, teachers, and professional programmers have in each group. 4) Programming elements should intentionally block misconception risks in the meaning of symbols. 5) Concept evaluation tools should be developed to check whether various attributes can be applied.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.287-307
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• 2003

This study analyzed the concept of equal symbol(=) that is the most symbol used in learning of mathematics and investigated students' understanding of that. The equal symbol is endowed with the 'same', 'equal', and 'equivalent' meaning, represented by =, but students interpret the meaning of equal symbol according to the mathematical con text. Thus, we analyzed the equal symbol on the basis of the theory of conceptual fields. In the theory of conceptual fields, concept is a three-tuple of three sets of situation, operational invariants and symbolic representations, and the operational invariants are the concept-in-action and the theorems- in-action. With the analysis contents, we investigated how students read = by korean, what equals in the expression containing = or by what meaning students used =, and which they could correct the error for =. This study imply that we should consider the symbol notation agreed by mathematical society, the meaning, and the situational context that it used, when we teach the mathematics symbols.

• The Research Journal of the Costume Culture
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• v.5 no.4
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• pp.44-53
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• 1997

The purpose of this study is to analyze dress meanings painted by elementary school girl. As in language, the dress is the symbol and form of non-verval communicator its wearer by means of the mentalistic semantics. Also it is to analyze meanings of dress by applying the semantics of Geoffrey Leech. The followings are the findings of the analysis 1. The conceptual are the findings of the analysis 2. The social meaning is indicating the feminine image. 3. The offective meaning is indicating the aesthetic value.

• Child Health Nursing Research
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• v.23 no.1
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• pp.37-47
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• 2017

Purpose: The purpose of this study was to explore the experience of the meaning in life for elementary school students. Methods: The conceptual framework was based on the five main concepts (meaning in life, creativity, experiences, attitudes, choice and responsibility) of logotherapy. Data from 1,600 higher grade elementary school students were analyzed for content of meaning in life. Results: The experiences of meaning in life were identified as follows: Important things in my life (people close to me, things that brings me happiness, to live in earnest, surrounding environment), Activities I like to do (relaxing, achievements, family relationships), Experiences that made me feel like I am loved (taken care of by family, material recompense, being respected), Times when I feel grateful (receive love and care, health), Importance of choices (consequences of bad choices, result of good life choices). Conclusion: These results suggest that elementary school students can understand meaning-centered health education and this kind of education is necessary to promote their wholistic health.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.119-131
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• 2002

Constructivism is defined in a variety of ways (e.g., constructivist research paradigm, sociological constructivism, and philosophical constructivism) and applied in vastly different contexts. Among the various usages and interpretations of constructivism, one is educational constructivism that embodies an epistemological view of knowledge and learning that is an alternative to naive empiricism or classical behaviorism. To represent the full range of stances taken by educational constructivists, three versions of educational constructivism were considered in this study: individual constructivism originating in the work of Piaget, the radical version of constructivism associated with von Glasersfeld, and the social constructivism of Vygotsky. I investigated preservice teachers' meaning construction about constructivist epistemology as they went through their preservice teacher education program using in-depth interviews. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Features of preservice teachers' internalized meanings of educational constructivism include: (1)traditional pedagogy as the default, (2) Literal interpretation of constructivism, (3) Individual constructivism as conceptual change learning, (4) Radical constructivism as a strong individualistic philosophy, (5) Social constructivism as being too ideal to be practical. A compilation of the teachers' own statements about how to implement conceptual change learning and their projected role as constructivist teacher is also provided.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.210-222
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• 2007

Regarding Korean psych-adjectives and their -e ha- counterparts, e.i., [psych-adjective + -e ha-] constructions, what is at issue is how to capture the semantic difference and similarity between the two. Concerning this issue, one of the most controversial and difficult problems is whether the psych-construction has Action (Agency) as part of its meaning. The purpose of this paper is to solve this problem by answering the question why psych-constructions are much more natural when they are used as negative imperative than when they are used as positive imperative. First, in order to figure out why positive imperative is not allowed, we show that.e ha- adds the meaning of non-volitional action to psych-adjectives, using Jackendoff's Conceptual Semantics. Secondly, in accounting for why negative imperative is so natural, we show, with Talmy's Force Dynamics theory, what the speaker requires from the hearer is internal volitional action.

• The Mathematical Education
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• v.42 no.5
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• pp.637-646
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• 2003

Visual representation is very important topic in Mathematics Education since it fosters understanding of Mathematical concepts, principles and rules and helps to solve the problem. So, the purpose of this paper is to analyze and clarify the various meaning and roles about the visual representation. For this purpose, I examine the status of the visual representation. Since the visual representation has the roles of creatively mathematical activity, we emphasize the using of the visual representation in teaching and learning. Next, I examine the errors in relation to the visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. Finally, I suggest some examples of problem solving via the visual representation. This examples clarify that the visual representation gives the clues and solution of problem solving. Students can apprehend intuitively and easily the mathematical concepts, principles and rules using the visual representation because of its properties of finiteness and concreteness. So, mathematics teachers create the various visual representations and show students them. Moreover, mathematics teachers ask students to design the visual representation and teach students to understand the conceptual meaning of the visual representation.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.293-302
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• 2007

The present paper targets on the excessive structural article dao in the "$X^1$ + dao + si" phrases, aiming to see the possible generation of the excessive meaning. The generation of excessiveness will be analyzed from the aspect of cognition, including conceptual structure and metaphor. It will be concluded that the position indicated by si in concept plays a crucial, which then tells the importance of collocation. What is more, the comparison of dao and Southern Min kah will be made to see the degree of grammaticalization of dao.

• Korean Journal of Social Welfare
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• v.64 no.3
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• pp.79-100
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• 2012

This paper aims to analyze the meaning and conceptual tension contained in the definition of social services prescribed by recently amended Framework Act on Social Security(FASS) by examining various terminologies of social services in Korea. In Korea the term of social services has had at least four meanings since it has begun to be used during Participatory Government. Of these, the meaning of social services in FASS is closest to 'social serives as social-jobs'. While, as has this meaning, social services in FASS is defined as very comprehensive one, it also has its conceptual tension. On the one hand, FASS comes to have the orientation to include immensely wide fields such as welfare, health, employment, housing, culture and environment within social service. However on the other hand FASS still has the orientation to limit social services to traditional social welfare services. Unless re-amending the recently amended FASS, the conceptual tension resulted from these two conflicting orientations will be likely to continue. And this might raise the need both to reform the organization of Ministry of Health and Welfare and exiting delivery systems of social services and to develop theoretical and practical principles providing basis for tailored social services, which in turn poses important challenges to social welfare discipline. To meet these challenges it is necessary to cooperate between micro and macro approaches.