• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.215-223
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• 2017

This study aims to find an effective way to present essential science concepts in national science curriculum through international comparisons. Next Generation Science Standard (US), Ontario Science Curriculum (Canada), Australia Science Curriculum, and British/English Science Curriculum were selected for comparison. In science curriculum documents, these countries used terms such as 'Key ideas,' 'Big ideas,' 'Key concepts,' 'Disciplinary core ideas.' and 'Fundamental concepts' to present essential concepts of science. This study reviewed the characteristics of the meaning, the status, and the role of essential concepts country by country. The result shows essential concepts have been used with different meanings and statutes in each case. Furthermore, various roles were performed through essential concepts in order to organize their science curriculum. From these foreign nation's cases, this study proposes several ways to present essential science concepts based on results. First, interdisciplinary integrated concepts were needed to organize an integrated science curriculum. In science curriculum documents of the United States, Canada, Australia and England, two types of terms were used in order to structuralize an integrated science curriculum. Second, essential concepts should include concepts related with function and value as well as scientific knowledge. Third, essential concepts need to be presented in such a way as to show specific contexts. Therefore, selecting appropriate contents and structure are needed to be able to improve the way to present essential concepts in Korea's educational environment.

• East Asian mathematical journal
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• v.19 no.2
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• pp.251-259
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• 2003

The concepts of t-rational extensions and t-essential extensions of modules, where t a preradical for R-Mod, are introduced. The structures of such extensions are determined. Relations between maximal t-rational extensions and other concepts of modules are studied.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.636-646
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• 2010

The purpose of this study is to confirm secondary biology teachers' recognition about cell and gene concepts that should be taught in biology according to each school level and to classify the concepts into essential, optional and non-essential ones. We developed a questionnaire in consultation with 5 biology professors after selecting some biological concepts from some data about the recommendations of BSCS, biology, study for the connection with biological contents in each school level. This survey was conducted to biological teachers in secondary schools (146 individuals) from all over Korea for studying the concepts of the cell and gene in elementary and secondary schools. The results of this study revealed the following: The number of essential concepts in the cell and gene domain increases as the school levels go up. Moreover, secondary biology teacher recognized that there must be much more cell and gene concepts that should be taught in elementary and secondary schools compared to those suggested in the science curriculum and BSCS' recommendation.

• Korean Institute of Interior Design Journal
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• v.21 no.3
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• pp.154-162
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• 2012

As media technology has made rapid progress, cultures in the world have spread fast. In addition, Korea wave spreading toward the world is taking shape as a brand that represents essential Koreanness. Such tendency has led attempts to seek Koreanness in the field of space design. The desire to escape from the absence of humanity that is based on mechanistic nature view has led a variety of ideas and concepts on space. In particular, concept of phenomenological space centering on human body has been emphasized. Merleau-Ponty found concept of phenomenological space that emphasizes awareness through experience of human body. In this thesis, orientation as situation, temporality as body, depth as consciousness, and correlational orientation which are key concepts of Merleau-Ponty's phenomenology were covered. Such concepts were used in analyzing the characteristics of Buseoksa Temple to present essential Koreanness.

• Journal of Korean Academy of Nursing
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• v.24 no.3
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• pp.473-483
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• 1994

In order to prepare for the coming twenty first Century and to meet changing societal dedmands and health needs, it is necessary to develop a new conceptual framework for curriculum the colleges of nursing. The specific objectives of this project were to ; 1) address the problem areas of the existing curriculum which were identified in the first phase of this study ; 2) develop a conceptual framework which will meet faculty, student and societal needs : and 3) identify the content of the curriculum In order to accomplish the objectives, the curriculum committee held 30 weekly meetings during the period of October, 1992 and December, 1993, There also were two workshops with college of nursing faculty members. The Philosophy and objectives of education were revised on the basis of the essential concepts of nursing : human being, nursing, environment, and health. From these basic concepts, six essential components were identified for the conceptual framework. These were nuring process, communication, professional roles, client, and nursing. These six components are interrelated in the curriculum. The complex interrelationship among the six components were presented on horizontal and vertical axes. Concepts related to steady improvement were put on a vertical axis. For example, concepts of client, health, and nursing are included in all levels of nursing curriculum and students are expected to retain and accumulate more complex contents as they progress in curriculum. Concepts on the horizontal axis are nursing process, communication, and professional roles. These concepts are unique to nursing and are common to any level of curriculum. Students are expected to study these concepts through all levels of the curriculum. It is expected that the objectives of the college of nursing will be accomplished when the courses and content of the curriculum are based on this conceptual fremework.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.235-241
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• 2020

Artificial intelligence and machine learning are used in many parts of our daily lives, but the basic processes and concepts are barely exposed to most people. Understanding these basic concepts is becoming increasingly important as kids don't have the opportunity to explore AI processes and improve their understanding of basic machine learning concepts and their essential components. Machine learning educational tools can help children easily understand artificial intelligence and machine learning. In this paper, we examine machine learning education tools and compare their features.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.111-122
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• 1994

This study tried to find the effect to the representation patterns of science concepts upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The representation patterns of science concepts are divided into 4 different types: quantitative and qualitative, verbal and image. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-lest", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist. Intervention-lest period is 30 days and in this period class instruction exist. Post-test period is 15 days and in this period class instruction does not exist. The results showed longer momentum effect on the image-qualitative representation pattern than the other representation patterns. Qualitative concepts is formed better than quantitative. Momentum effects is not artifact but the essential characteristics of science study.

• Journal of Yeungnam Medical Science
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• v.37 no.2
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• pp.79-83
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• 2020

In the 21st-century postmodernism era, which represents diversity and relativity, one of the most essential elements in the field of education is to strengthen individual human values. Accordingly, we must focus on developing capacity in order to adapt to change. It is clear that the medical field maximizes the need for new judgments to solve life-related problems constantly, and this problem-solving capacity is an essential skill for a physician. Problem-solving capacity can be achieved simultaneously with creativity to apply them in an appropriate manner based on standardized expertise and well-trained skills. Creativity is also a key element that medical education is currently pursuing. Many studies on creativity have resulted in confusion and misunderstandings on the concept of creativity due to similar terms and varied definitions, such as creation, innovation, etc. In this study, we attempt to identify the importance of creativity in medical education by comparing and organizing concepts related to creative capacity.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.65-74
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• 2000

Environmentally literated students and adults should be able to use and apply the basic ecological concepts when considering environmental problems and issues. Because ecology forms the foundation of environmental education, a review of the literatures on the degree of students' understanding for ecological concepts can provide useful insights for environmental educators. The purposes of this study were as follows: first, to analyse the parts connected with ecological knowledge of two environmental education books, ‘environments’(middle school) and ‘environmental science’(high school), second, to investigate the level of understanding on ecological concepts by the use of new developed instrument. The 20 most important ecological concepts from Cherrett(1989) and the important ecological concepts' lists from Hungerford and Volk(1990), Ramsey, Hungerford and Volk(1992), Volk(1993) would be recognized and endorsed by most environmental educators as concepts essential to environmental literacy, We referenced these informations and sequenced ecological knowledge as four main categories(communities, populations, ecosystem, man as a component of the nature systems). We have used it as a criterion in the analysis of teaching materials and the development of a new test instrument($\alpha$=0.81). According to the analysed results, the understanding levels for scales and relationships of communities, populations, ecosystem were high but those for individual concepts and differences were low. By the analysis of Korean High School EE book, ‘environmental science’, learning for some concepts(succession, material cycling, niche etc.) has pointed out as one of problems. Environmental educators must pay a careful attention to the concepts that showed high rates of incorrect answer and this work will contribute toward consolidating the basis of EE and help the accomplishment of the ultimate goals in EE.

• Journal of Korean Academy of Nursing Administration
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• v.6 no.3
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• pp.431-449
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• 2000

The purpose of this study is to contribute to a understanding the philosophical foundation of Parse's and Watson's theory of nursing. Parse's human becoming Research Methodology, Principle and main concepts are based on existential phenomenology. And Watson's theory of human care indicate that the optimal method for studying and inquiring theory of trans-personal caring is phenomenological-existential methodology. The chief theme of this study ist to illuminate how ideas and concepts of existential phenomenology are applied to Parse's and watson's theory of nursing. Content of this Study are summarized as follow; 1. Principles, concepts, theoretical structure of Man-Living-Health theory were investigated in Parse's theory of nursing as Human science. 2. Essential assumptions, chief concepts and methodology of human science and human care were investigated in Watson's theory of trans- personal caring. 3. Phenomenological analysis of "Human being" und poetic thinking of truth were described in the context of the Heidegger's fundamental ontology und existential phenomenology. 4. Meaning of existential subjectivity, freedom and choice war interpreted according to Sartre's existential philosophy 5. Phenomenological analysis of perception und function of body were investigated in the context of Merleauponty's existential phenomenology. 6. Ultimately this study provided how ideas and concepts of existential phenomenology war applied to Parse's und Watson's nursing theory und methodology.