• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.549-558
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• 2014

Integrated concepts that are broad enough to embrace facts, principles, laws, and concepts of multiple disciplines could become the core of integrated education. Integrated concept-centered education enables effective and practical learning. In this study, the Delphi Method was implemented targeting experts in science (physics, life science, chemistry, and earth science) and humanities (history, geology, economics, ethics, and politics) to find out the integrated concept that can be used to design the concept-centered integrated education in the Republic of Korea. 124 experts participated in this survey. Delphi survey was conducted for three rounds. In the first round, an open questionnaire was given to experts to collect feasible integrated concepts in each major field. Then, in the second round experts were asked to select integrated concepts that could be used practically in the field of their major. In the third round, the integrated concept with selection frequency over medium value were given. They were asked to evaluate the applicability of integrated concepts by using the Likert-scale questionnaire. Through this process, content validity was analyzed. As a result, five integrated concepts (change, interaction, space-time, energy, and equilibrium) were selected for the inter-science integration. And thirteen integrated concepts (conflict, community, relationship, structure, power, diversity, culture, change, society, interaction, freedom, justice, and equality) were chosen for the inter-humanities integration. Finally, for the science-humanities integration, seven integrated concepts (structure, diversity, change, interaction, cycle, system, and environment) were determined.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2006.11a
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• pp.3-16
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• 2006

In the age where the Internet changes everything, even the earth has become flat. The boarders between nations, locations, times, and industries are not maningful, and no single company can do the whole process well. Therefore, various types of 'Value network' and 'Relation web' emerge for moving first and fast learning. Bort the relationship maturity model (RMM) proposed and the partnership management initiatives at SKT demonstrate that the concept is important, and that the final goal can be reached only through a series of critical outcome at each phase. In particular, recognizing as core infrastructures various online/offline channels, deep trust, and rich communications is an important finding for a successful relationship management. Also, related literatures suggest the following key factors to be influential in more that two phases: professionalism including expertise, similarity, channel capacity. Based on these findings, future efforts need to be put on the research & development of related measurement and management tools. We do hope more people dance with their partners through these efforts.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.330-343
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• 2020

In this study, STEAM program on the subject of 'atmospheric circulation and surface current' was produced based on data and applied to 106 first-year high school students to analyze its effect and problem-solving processes. This program was organized to collect, refine, visualize, and analyze data and to allow communication processes to proceed based on these results. Using this, the concept of circulation in daily life was expanded from a global perspective to identify problems about circulation around the world. As a result of the application of the program, significant changes were identified in knowledge information processing competency. Also, significant changes were made in terms of convergence and creativity, which are sub categories among STEAM core competencies. It also sought to obtain suggestions for data-based STEAM education by analyzing students' responses in the form of a Text network.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.201-220
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• 2021

The objective of this study is to increase awareness and interest regarding polar science and thereby aid in establishing the concept and future direction of polar literacy. To analyze the current status, textbooks based on the common school curriculum pertaining to polar topics were reviewed. Six countries that actively conduct polar science, namely Korea, France, Japan, Germany, the United States, and the United Kingdom, were chosen. Subsequently, 402 cases in 110 science and social studies (geography) textbooks of these countries were analyzed through both quantitative and qualitative methods. Based on the obtained results, the importance of polar research in geoscience education and the need for spreading awareness regarding polar research as an indicator of global environmental changes were examined. It was found that the primary polar topics described in the textbooks are polar glaciers, polar volcanism, solid geophysics, polar infrastructure, and preservation of geological resources and heritage. This demonstrates that the polar region is a field of research with important clues to Earth's past, present, and future environments and is also a good teaching subject for geological education. However, an educational approach is needed for systematically laying emphasis on polar research. The implications of this study are manifold, such as the establishment of a cooperative system between polar scientists and educators, extraction of core concepts for polar literacy and content reconstruction, discovery of new polar topics associated with the curriculum, diversification of forms of presentation in textbooks, and development of an affective image that is based on correct cognitive understanding. Furthermore, through the continuance of polar topics in textbooks, students can improve their awareness regarding polar literacy and polar science culture, which in turn will serve as the driving force for sustainable polar research in the future.

• Archives of design research
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• v.13 no.3
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• pp.59-68
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• 2000

This thesis is about design spirit demanded by the 21st century vehicle design studied in consideration of city commuter. First of all, going over the transition of the last century vehicle design led to the arrangement of the changes in vehicle models. Even though the invention of vehicles brought about immense improvement in living standard of the people, it also brought about other factors that were harmful for human living. Through this realization the main fact that should be emphasized is that the vehicles in 21s1 century should not be a threat to the human life or be the main cause for the environmental pollution of the earth. With the question as to whether the vehicles development direction at the beginning of the year 2000 like the Retro design and Hybrid-Compact car development is appropriate to these demands, the development of City Commuter vehicle (the most human and environment-friendly concept which can also serve as the connecting means in transportation system) and its case studies were compared. Through this, the design spirit that should be inherent in environment and vehicle human and vehicle relationships and the design factors needed for the continuous development of the vehicles were arranged.(classified) Rather than suggesting a new direction for the specific style for vehicle design, this thesis is to emphasize that to improve the standard living of the people with vehicle as a product that will be continually produced in the 21st century, the morals and the mission of the designers about the environment and humanity recovery should be the core of the active movement and education of vehicle design.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.302-318
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• 2023

The purpose of this study was to study to the effect of presenting SBF questions on the level of conceptual achievement and eye movement of elementary students in seasonal constellation learning that requires systems thinking. In this study, the effectiveness of SBF questions was divided into experimental groups and comparison groups, and scientific texts with different question types were presented to analyze the level of conceptual achievement and differences in eye movement of sixth-grade elementary students. Data analysis quantitatively analyzed the pre- and post-test results of the developed concept test paper and the eye movement data when learning scientific texts related to seasonal constellations. As a result of the study, first, the SBF question was a valid learning strategy for learning seasonal constellations. The SBF question showed a statistically significant difference (p<0.05) in the pre- and post-test between groups, and a statistically significant difference (p<0.001) in the pre- and post-test within the group. Second, SBF questions had a positive effect on students' learning by inducing learners with low preconceptions to area of interest that help them achieve concepts. In other words, when presenting SBF questions with visual data from a space-based perspective, it was confirmed based on the results of eye movement analysis that there was a significant difference in total fixation count (p<0.01) of learners. On the other hand, for learners with high scientific preconceptions, the effect of exploration was not significant because the preconceptions of the learners themselves acted as a hard core rather than the effect of SBF questions. This study is different from existing seasonal constellation learning studies in that it provides quantitative data through pre- and post-test and eye movement analysis in the seasonal constellation learning process, and can help elementary students learn seasonal constellations.