• Journal of Science and Technology Studies
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• v.17 no.1
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• pp.71-115
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• 2017

In 1953, theoretical physicist George Gamow attempted to explain the process of protein synthesis by hypothesizing that the base sequence of DNA encodes a protein's amino acid sequence and, in response, proposed the nucleic acid-protein information transfer model, which he dubbed the "diamond code." After expressing interest in discussing the daring hypothesis, contemporary biologists, including James Watson, Francis Crick, Sydney Brenner, and Gunther Stent, were soon invited to join the RNA Tie Club, an informal research group that would also count biologists and various researchers in physics, mathematics, and computer engineering among its members. In examining the club's formation, growth, and decline in multidisciplinary research on deciphering the genetic code in the 1950s, this paper first investigates whether Gamow's idiosyncratic approach could be adopted as a collaborative research forum among contemporary biologists. Second, it explores how the RNA Tie Club's research agenda could have been expanded to other relevant research topics needing multidisciplinary approach? Third, it asks why and how the RNA Tie Club dissolved in the late 1950s. In answering those questions, this paper shows that analyses on the intersymbol correlation of the overlapping code functioned to integrate diverse approaches, including sequence decoding and statistical analysis, in research on the genetic code. As those analyses reveal, the peculiar approaches of the RNA Tie Club could be regarded as a useful method for biological research. The paper also concludes that the RNA Tie Club dissolved in the late 1950s due to the disappearance of the collaborative research agenda when the overlapping code hypothesis was abandoned.

• Journal of the Economic Geographical Society of Korea
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• v.20 no.3
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• pp.307-330
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• 2017

This paper attempts to elaborate on features of cross-border interaction conducted on Dan-dong, the main city of China-North Korea trade. Through the deep interview with some trader or firms and also questionnaire survey, this paper can reveal the supremacy of informal or non-market mechanism in the cross-border trade and inter-firm linkages, and also trader and firm's rent-seeking behaviour. These features show the uniqueness of border regime between China and North Korea. Even though it is getting more porous than before, I argue that China keeps the stance toward quite controlled borderland. As the proof of this argument, I show that main tenet of China's bordland policies is the borderland stability rather than the development. The striking one is the 'Prosperous Borders, Wealthy Minorities Program(??富民行???)'. In spite of the program's title, its utmost purpose is to secure the 'borderland stability and territorial integrity' rather than to enhance the border's openness and borderland's development.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.733-767
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• 2005

During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.473-486
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• 2001

The study aimed to evaluate an activity-oriented extracurricular science program as informal science education through the assessment of opinions of student participants and lead-students and lead-teachers who organized the program. An 'Exciting Science Fair' was designed by science teachers and students and provided for 857 students for two days in early 1998. Students chose a course of science activities designed by different levels of student knowledge and interests. During their own science activity courses, the participating students were grouped as pair of two students and guided and facilitated by lead-students. A survey instrument was developed by researchers and asked respondents' opinions of 121 participating students, 72 lead-students, and 19 lead-teachers to the significance of program goals, degree of goal achievement, and program planning and management system before and after the program. It was found that most student participants, lead-students and lead-teachers satisfied with the efficiency of the program. However, it was recommended that the program should place more emphases on engaging student participants in science activities, strengthening scientific inquiry through activities, and increasing science content related to student daily life. It was also suggested that advertizement of the program be publicized in advance through media, an effect teaching-learning strategy for lead-students be developed, and collaboration among lead-students and lead-teachers be improved.

• The Journal of Fisheries Business Administration
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• v.14 no.2
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• pp.15-68
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• 1983

From the economic point of view the fishing port is the complex of installations on land, organized to serve the fishing fleet and its cargo, and is the main link in the production chain of all components of the fishing industry, with the aim of achieving the planned targets with the minimum cost. Fishing port investment decisions have had significant impact on the development aims of Korean fisheries. Fishing port investments in Korea are made mostly by public or semipublic port authorities. Such investments should be judged not purely on the basis of financial profitability but rather on the extent to which they serve the development aims of the fishing industry. This makes the economic appraisal process more complex and presents certain problems in correctly quantifying the economic costs and benefits of the fishing port projects. This study concentrates more on the theoretical economic appraisal models than on the purely financial aspects of fishing port investments and points out the difference between the two approaches. In the result, there is clearly an element of judgment as to whether or not a shadow price needs to be used in estimating economic benefits and costs. From this viewpoint, some attempts are made to provide definitions of the possible economic benefits and costs, and methods for estimating and evaluating them in Part III and IV. Especially queueing theory is applied in the calculation of economic benefits. When a project is contemplated and analysis shows it to Lave a positive NPV, one question that arises is whether it should be implemented now or delayed. In this paper, the first year rate of return method is regarded as a more concise way of solving the timing of investment, At the end of Part IV, risk analysis of fishing port investments is considered. It can be handled in a number of ways, ranging from informal judgment to complex statistical analyses involving large-scale computer models, This paper recommends that evaluators of fishing port investments use the sensitivity analysis indicating exactly how much NPV will change in response to a given change in an input variable, other things held constant. Decisions regarding the amount of capacity to provide must be made in fishing port investments. Providing too much service would involve excessive capital costs. On the other hand, not providing enough service capacity would cause the waiting line of fishing vessels to become excessively long at times. Therefore, in Part V, the optimal number of berths and berth productivity in fishing port are defined as follows: Minimize E(TC) ＝ E(WC)＋E(SC) The minimum of this function is the solution and that is the optimal number of berth and berth productivity in fishing port.

• The Journal of Korean society of community based occupational therapy
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• v.6 no.1
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• pp.1-11
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• 2016

Purpose : By confirming the relationship of the Social Network Service(SNS) strength and social participation, it tries to present the basic data of the social participation of the university students. Method : Students that department of Occupational Therapy in K University was done to target 136 people. SNS strength was measured to be stored in the mobile phone SNS friends and KakaoTalk average call times. measurement tool of social participation was used Maastricht Social Participation Profile(MSPP) as modifed by Godelief et al.(2009). MSPP is composed of formal social participation(undertaking) and informal social participation(contact with friends and acquaintances and contact with family) item. Results : The study shows a significant correlation between the number of SNS friends and Undertaking item and between KakaoTalk average call times and Contact with friends and acquaintances item(${\alpha}=0.05$). Conclusion : College student SNS strength and social participation showed a correlation. Therefore, The higher the SNS strength and social participation is determined to have a positive impact on the daily life of college students.

• Journal of Science Education
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• v.36 no.2
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• pp.329-340
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• 2012

The purpose of this study is to analyze the terms which were described in panels for astronomic article on exhibition at the Gwacheon National Science Museum, and to clarify that the terms were appropriate and easily understandable or not. In research, totally, 965 terms were collected in 52 panels(14 panels in planetarium, 17 panels in national history part, and 21 panels in traditional science part). All terms were categorized to 4types, as 1.Standard/Scientific terms, 2.Non-Standard/Scientific terms, 3.Standard/Non-Scientific terms, 4. Non-Standanrd/Non-Scientific casual words, based on 'Dictionary of Standard Korean' and 'Terminology of Astronomy'. And questionnaires survey was done to 24 in-service teachers at elementary school, middle school, and high school to clarify that the level of the terms are appropriate to students. The results of this study show that accurate scientific terms were 68.5%, and many of students had difficulty in understanding those scientific terms in the panels because of unfamiliarity. Therefore, in order to make students get more interest and better understanding, it is proposed to minimize scientific terms and to substitute them to casual terms which were related with practical life.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.255-279
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• 2014

This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In this study, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests in Korea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were interviewed formally before and after conducting the experiment and interviewed informally two times, and the recordings were audio-typed.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.

• School Mathematics
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• v.9 no.2
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• pp.197-222
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• 2007

The study aims to reflect the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands in the light of the results from recent researches in geometry education and the direction of geometry standards for school mathematics of the National Council of Teachers of Mathematics in order to induce implications for improving korean geometry curriculum and textbook series. In order to attain these purposes, the present paper reflects the history of elementary school geometry education in the Netherlands, sketches the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands by reflecting general goals of the mathematics education, the core goals for geometry strand of the Netherlands, and geometry and spatial orientation strand of Dutch Pluspunt textbook series for the elementary school more concretely. Under these reflections on the documents, it is analyzed what is the characteristics of geometry strand in the Netherlands as follows: emphasis on realistic spatial phenomenon, intuitive and informal approach, progressive approach from intuitive activity to spatial reasoning, intertwinement of mathematics strands and other disciplines, emphasis on interaction of the students, cyclical repetition of experiencing phase, explaining phases, and connecting phase. Finally, discussing points for improving our elementary school geometry curriculum and textbook series development are described as follows: introducing spatial orientation and emphasizing spatial visualization and spatial reasoning with respect to the instruction contents, considering balancing between approach stressing on grasping space and approach stressing on logical structure of geometry, intuitive approach, and integrating mathematics strands and other disciplines with respect to the instruction method.