• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.307-319
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• 2009

Current school mathematics introduces addition/subtraction between natural numbers, fractions, decimal fractions, and square roots, step-by-step in order. It seems that, however, school mathematics focuses too much on learning the calculation method of addition/subtraction between each stages of numbers, to lead most of students to understand the coherent principle, lying in addition/subtraction algorithm between real numbers in all. This paper raises questions on this problematic approach of current school mathematics, in learning addition/subtraction. This paper intends to clarify the fact that, if we recognize addition/subtraction between numbers from the viewpoint of 'measuring' and 'common measure', as Dewey did when he argued that the psychological origin of the concept of number was measuring, then we could find some common principles of addition/subtraction operation, beyond the superficial differences among algorithms of addition/subtraction between each stages of numbers. At the end, this paper suggests the necessity of improving the methods of learning addition/subtraction in current school mathematics.

• Journal for History of Mathematics
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• v.28 no.6
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• pp.349-363
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• 2015

In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.309-331
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• 2007

Mathematics education starts from learning the concept of number. How the children at the beginning of school age learn the concept of natural number is therefore important for their future mathematics education. Since ancient Greek period, the concept of natural number has reflected various mathematical-philosophical points of view at each period and has been discussed ceaselessly. The concept of natural number is hard to define. Since 19th century, it has also been widely discussed in psychology and education on how to teach the concept of natural number to the children at the beginning of school age. Most of the works, however, were focused on limited aspects of natural number concept. This study aims to show the best way to teach the children at the beginning of school age the various aspects of natural number concept based on activistic perspective, which played a crucial role in modern mathematics education. With this purpose, I investigated the theory of the activistic construction of knowledge and the construction of natural number concept through activity, and activistic approaches about instruction in natural number concept made by Kant, Dewey, Piaget, Davydov and Freudenthal. In addition, I also discussed various aspects of natural number concept in historical and mathematical-philosophical points of view. Based on this investigation, I tried to find out existing problems in instructing natural number to primary school children in the 7th National Curriculum and aimed to provide a new solution to improve present problems based on activistic approaches. And based on activistic perspective, I conducted an experiment using Cuisenaire colour rods and showed that even the children at the beginning of school age can acquire the various aspects of natural number concept efficiently. To sum up, in this thesis, I analyzed epistemological background on activistic construction of natural number concept and presented activistic approach method to teach various aspects of natural number concept to the children at the beginning of school age based on activism.

• Journal of the Korean Society for Library and Information Science
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• v.22
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• pp.259-304
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• 1992

This paper examines 'Religion Class' in the scheme of the DDC. The major findings of the study are summerized as follows. 1. The first edition of DDC was published in 1876 in order to classify Amherst College Library collections. In spite of the continuous study and revision of the experts, the frameworks of the DDC systems are still kept unchanged. Only their subdivisions, reflecting those developments in the academic world, are developed and detailed more sophisticatedly. 2. The division of 200 does not function as generalities for all class of religion. Therefore, it is necessary to amend the division of 200 to serve generalities for all the religions of the world. 3. Standard subdivision for the christian religion and for the non-christian religion is different. So, the mnemonic nature has become weakened due to the dual standard subdivisions and the classification number becomes much longer and complicated. Therefore, one standard subdivision for all religions of the world is required. 4. Religion science was organized in late 19 C and developed continuously, but the DDC does not accomodate the religion science as a science. Accodingly, the DDC should be revised recognize religion science as a science not the christian science. 5. The deployment of classification scheme in Dewey's 200 is severely biased. That is to say, 9 division were assigned for christian religion, whereas only 1 division was assigned for non-christian religion. Therefore, an adjustment should be made to allocate subdivisions equally to all religions of the world. 6. General classification order of religion is prehistoric, primitive, ancient, modem and world religion in religion science. But, DDC does not accept this general classification order of religion, sticking to the biased expansion towards christianity. Therefore, DDC must adopt the general classification order of religion in the religion science. 7. Lastly, because of the limitation of decimal notation in DC, DDC does not accomodate new subject equally and classification number becomes longer. Therefore, centesimal expansion is proposed in order to make the classification number short, to enlarge its capacity of inclusion of new subject and to maintain consistency in the scheme.

• Journal of the Korean Society for information Management
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• v.31 no.3
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• pp.7-27
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• 2014

Constructions and Architecture fields were divided into Architecture engineering and Architecture in the 5th edition of Korean Decimal Classification (KDC), but those were combined in the 6th edition of KDC published in 2013. The purposes of this study are to find problems and to suggest modifications through comparing and analyzing the 5th and the 6th editions of KDC, Dewey Decimal Classification, Nippon Decimal Classification and Universal Decimal Classification. The necessity of reclassification, a long classification number for History of Architecture and addition of categories of traditional building and architectural engineering are required to improve the 6th edition of KDC and the improvements and modifications of those problems are suggested.

• Microbiology and Biotechnology Letters
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• v.23 no.5
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• pp.536-543
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• 1995

Multicopy integration vector is a very useful vector system in that they can be integrated into chromosomal DNA in several copies and stably maintained under non-selective conditions. To develop a multicopy integration vector system in the yeast Yarrowia lipolytica, P-type ribosomal DNA was cloned from Y lipolytica. A HindIII-BglII fragment of the cloned rDNA and a promoterless URA3 gene were inserted into pGEM1, generating multicopy integration vectors, pMIYL-1 and pMIYL-2. The rDNA fragment is for targeted homologous recombination between the vector and the chromosomal DNA of Y. lipolytica, and the promoterless URA3 gene is a defective selection marker for inducing multicopy integration. pMIYL-1 and pMIYL-2 have an unique restriction enzyme site, KpnI, and two unique restriction enzyme sites, KpnI and EcoRI, repectively, which can be used for targeting of the vectors into the rDNA of Y. lipolytica chromosomal DNA. After transformation of the vectors into Y. lipolytica, copy number and stability were analyzed by Southern hybridization. The vectors were found to be present in less than 5 copies per cell and were stably maintained during growth in non-selective media.

• Journal of Korean Society of Forest Science
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• v.26 no.1
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• pp.13-18
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• 1975

This study was intended to clarify interrelations among seven characters of bamboo and their influences upon its culm-volume. The analysis of covariance was used to obtain phenotypic correlations, genotypic correlations and environmental correlations among some characters of Phyllostachys bambusoides Sieb. et Zucc., and thereby path-coefficients were calculated based on Dewey's method. The characters considered here included the breast height diameter, culm-height, clear-length, subterranean stem, number of bamboo joints, butt-end diameter and culm-volume of bamboo. Average values, standard errors, variances and standard deviations for the characters mentioned above are shown in Table 1, and phenotypic correlations, genotypic correlations and environmental correlations among seven characters are shown in Table 2, according to the results, there are highly significant relationships among lines but not among some replications. According to Table 4, heritability values in the breast height and butt-end diameters are higher than those in other characters mentioned above. On the other hand, environmental correlations among general characters appear to have lower values than phenotypic and genotypic correlations do. It also appears that the butt-end diameter and breast height diameter are highly correlated with the culm-volume of bamboo. The path-coefficients of individual characters to the culm-volume of bamboo are computed from the correlations (Table 4) and presented in Figure 1 and Table 5, where it could shown the direct and indirect effects on the bamboo culm-volume of each character.

• Journal of Science Education
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• v.46 no.3
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• pp.278-292
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• 2022

Researchers in science education have recently focused on service learning as an important educational approach to address environmental challenges including climate change. However, there are a limited number of studies focused on service learning in science education in Korea. In this study, based on existing related literature, the theoretical background of service learning is introduced and a conceptual framework that can be applied in the science education environment in Korea as a new approach to address environmental challenges is proposed. Given this, 112 relevant academic documents collected by searching a global database were analyzed. As a result, the theoretical background of service learning rooted in Dewey's experiential learning is introduced. Specifically, service learning is defined as a form of experiential learning that supports students in helping communities with structured services related to learning content, while at the same time fostering their in-depth understanding of content and engaging in civic and social responsibility as members of their community. In addition, a conceptual framework for service learning to address environmental challenges that can be applied to the science education environment in Korea is proposed. The proposed framework classifies the members of service learning into schools, students, and communities, and presents knowledge, experience, and learning through critical reflection as its core elements. It is important to actively implement service learning in science education to address various environmental challenges including climate change, biodiversity loss, air pollution, and deforestation, as just a few pressing challenges. Therefore, based on the proposed conceptual framework for service learning, studies that apply and verify diverse forms of educational approaches to addressing environmental challenges in local communities at school sites are needed.

• Journal of Sericultural and Entomological Science
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• no.12
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• pp.13-16
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• 1970

The studies were intended to clarify the correlations between the characters and the influences upon yield of mulberry trees. The analysis of covariance was used to obtain the genotypic correlations and phenotypic correlations among the eight characters namely branch length, node number, branch diameter, branch number per stock, total branch weight, old branch weight, new shoot and leaf weight, etc., and path-coefficients were calculated by Dewey's method (5). The results obtained are summarized as follows： 1. Genotypic correlations were slightly higher than the corresponding phenotypic correlations between tile characters as shown in Table 1. It could be indicated that hight leaf yield was genetically correlated with almost all characters studied except branch diameter. 2. Leaf yield of mulberry trees was mainly associated with the characters such as node number per branch, total branch weight and old branch weight, etc. 3. Branch length, branch diameter, branch number per stock and new shoot weight had little direct influence upon yield but it had rather considerable indirect in fluence upon yield by increasing the node number and total branch weight per stock. As a result, it can be concluded that total branch weight is primarily determined by branch number per stock and old branch weight, and in turn the leaf yield of mulberry trees is secondary determined by the node number by increasing the branch diameter and length which are positively correlated with branch number per stock and new shoot weight of mulberry trees.

• Journal of Korean Library and Information Science Society
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• v.34 no.2
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• pp.143-161
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• 2003

This study intends to analyze the library classification of agriculture in DDC, from the Int edition to the 21th edition. Since Dewey Decimal Classification(DDC) was the first published in 1876, number of total items increased significantly a newly-organized and subdivision of them in the 8th, 10th and 12th edition. According as the discipline developed and was specialized, the agricultural division in DDC was fractionized, and new subjects were continuously added to it. After that time the first edition, the major changes arranged an class and order in the 15th and 17th edition. That is to say, ‘Farm economics’ in 631.1 was relocated to 338.1 in the 17th and ‘Veterinary sciences’ in 619 was relocated to 636.089 in the 15th. Especially, up to now ‘Farm Economics’ deals with an important branch in the science of agriculture. Here the matter of argue heatedly arranges it from economics to agriculture.