• The Mathematical Education
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• v.61 no.4
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• pp.559-579
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• 2022

Research on lexicon and language provides insights into the interests, values and practices of a community where individuals use the language. The International Classroom Lexicon Project, in which ten countries participated, identified own country's mathematics teaching and learning lexicons by investigating mathematics classroom instruction from teachers' perspectives in a speaking-oriented community. This study, as an extension of the International Classroom Lexicon Project research, investigated pedagogical lexicons used in 「Mathematics and Education」 journals specialized for Korean professional mathematics teachers published by the Korean Society of Teachers of Mathematics. Using the text mining approach, we also traced how these pedegogical lexicons have changed quantitatively over the past 10 years with a diachronic perspective. As a results, several novel terms were found in the writing-oriented community, which were not identified in the speaking-oriented community. In addition, we could discover some pedagogical lexicons have increased statistically significantly and some lexicons appeared(increased) rapidly across years. This implies the teacher community's values and zeitgeist by reflecting these changes in the sociocultural, incidental and social changing (i.e., periodical change) contexts. This study has value as a first step in understanding zeitgeist for mathematics education in Korean mathematics teacher community according to changes of times over the past 10 years. Also, this study contributes to the methodological insights: the text mining technique provides a methodological contribution to researching changes in interests, values and zeitgeist according to these changes in the times.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.219-228
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• 2021

The purpose of this study was to examine the experiences of participation in the educational community through cooperative relationships between early childhood teachers and researchers in early childhood mathematics education using storytelling, and to find out the meaning of those experiences. Reputable researchers began with the formation of the educational community on March 14, 2016, and continued until July 26, 2016, and collected transcripts of discussions of educational community meetings, reflective journal data of teachers and researchers, and transcript of individual interviews by teachers. As a result of the study, first, the experience of participating in the educational community in early childhood mathematics education using storytelling shared personal mathematics experiences and mathematical situations, understood and learned mathematics content knowledge through sharing, and communicated through the educational community. Second, looking at the meaning of the experience of participating in the early childhood mathematics education educational community using storytelling, learn together through mathematical errors and learn the direction of better instruction through sharing. Grown up as a teacher who enjoys the mathematics exploration process, and promoted joint practice through cooperation in early childhood mathematics education using storytelling.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.401-415
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• 2020

The purpose of this study was to investigate the factors that affect the maintenance of the effect of mentoring for beginning science teachers. Mentee teachers for this study were ten mentee teachers who took part in the collaborative mentoring from 2014 to 2018. For this study, the videos of the first and fifth classes submitted during the mentoring program, mentors and mentees' journals, the videos of the classes recorded in 2019, questionnaires about reflection on the mentoring program, and interview materials were collected and analyzed. The result of this study is as follows. First, the reflective thinking was sustained after the mentoring program, and this played a crucial role in maintaining the effects of the mentoring. The group that showed the improvement of RTOP score had reflective thinking and made reflective practice on their teaching. Most participants in the group created the classes of constructivism based on self-reflection on their classes. However, no positive changes in the classes occurred to mentee teachers who couldn't have reflective thinking. Second, reflective practices during the mentoring program exerted a strong influence on the teaching method of mentee teachers. The group of the improvement in RTOP score strived to apply student-centered model of instruction to their classes. It was showed that most mentee teachers in the group kept applying the student-centered model to their classes after the mentoring was completed. These results indicate reflective thinking and reflective practice are crucial factors to the effect of the mentoring and its maintenance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.362-373
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• 2021

This is an action research study of mixed methodology design to confirm the implementation process and effects of applying visual thinking and window paning on improving nursing ethics and professional courses. Based on the conceptual model for action research, a quantitative and qualitative approach was taken. The data was collected and analyzed in an integrated manner. The survey analysis was done using the SPSS WIN 23.0 program. The participants were interviewed after experiencing the techniques in class and content analysis was used on the answers. As a result of applying visual thinking and window paning, ethical decision-making confidence (t=6.748, p<.001) and nursing professional intuition (t=-3.52, p<.001) showed statistically significant changes. There was, however, no significant change in biomedical ethics consciousness (t=1.291, p=.199). Qualitative analysis found that they had fresh experience, an unfamiliar but comfortable feeling, feeling of being mine, insufficient time, systematic case study approach based on theory, were able to cultivate cooperation and coordination ability through discussion and experience in various professional fields, pride, ethical responsibility consciousness and were able to apply learning content in the field. Visual thinking and window paning foster diverse competencies in nursing education and help integrative learning. Therefore, based on the results it is proposed that visual thinking and window paning are applied to the improvement of instruction in other courses to develop core nursing competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.90-99
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• 2021

This study was conducted to provide basic data for improving nursing management practice by comparing and analyzing the perceptions of nursing students and clinical instructors about the importance of the learning contents of nursing management and their practical experience. The final 343 copies were analyzed using the Mann-Whitney test and cross-analysis, targeting 4th-grade students and clinical instructors at three universities. Both nursing students and clinical instructors recognized 'communication', 'interpersonal relationship', 'responsibility', 'trust', and 'morality' as important factors in the evaluation items of practice. Among the top 10 most importantly recognized items among nursing-management practice learning content, six items ('infection control', 'nursing record management', 'patient nursing management', 'drug management', 'patient safety', and 'nursing malpractice') were matched in the two groups. Moreover, clinical instructors recognized that interpersonal relationships and relationship ethics were important, while nursing students chose legal responsibility. As a result of the practical experience analysis between the two groups, nursing students had high experience of indirect participation, but the clinical instructors had a high experience of direct instruction. A plan is needed to reduce the difference by establishing an organic partnership relationship between the university and practice institutions and increase the experience of direct practice of nursing students.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.321-353
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• 2018

The purpose of this study was to investigate Korean undergraduate students' metacognitive awareness and preference of effective learning strategies. To achieve this goal, a scenario-based survey was conducted focusing on the metacognitive awareness, preference, and use of seven effective learning strategies (modality effect, static-media presentations, absence of extraneous details, testing, distributed learning, interleaved learning, generation) that were empirically supported. This study also aimed to explore the relationships between grade point average (GPA), metacognitive self-regulation, and the aforementioned variables to investigate which students know about, prefer, and use effective learning strategies. The majority of students were unknowledgeable about four of the seven strategies (modality effect, static-media presentations, absence of extraneous details, interleaved learning). Only half of the students were correctly aware of effectiveness of the two strategies (testing, generation). Moreover, students showed low preference for effective learning strategies. GPA did not show a significant correlation with metacognitive awareness and preference of effective learning strategies; however, it showed a significant positive correlation with the use of effective learning strategies. Only for a few learning strategies, metacognitive self-regulation showed a positive correlation with metacognitive awareness, preference, and/or their use. This study suggests that it is important to teach effective learning strategies to undergraduates with a specific direction of instruction. In addition, this study distinguishes metacognitive awareness from preference, suggesting that these two may reflect different constructs.

• The Journal of Korean Philosophical History
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• no.39
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• pp.143-168
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• 2013

The purpose of this paper is to study the succession and method of five-masters of southern school in transmitting the internal alchemy in Taoism which is established by Zhang Bo-duan. In history, the internal alchemy is divided into a few schools but all of them are under the umbrella of Zhang Bo-duan's alchemy. The five master's method has been consistent from Zhang Bo-duan to Seok Tae to Seol Do Gwang based on three reasons. First, they lived long while practicing the method. Second, they learned the method from their direct master secretly. Third, they kept practicing the individual method while staying in the secular world rather than in a religious body. I limit three of them Zhang Bo-Dan, Seok Tae, Seol Do Gwang as figures who practiced the pure internal alchemy. Thus I argue that the method stayed only for 200 years, arising from the late Dang Dynasty and disappearing in 1911, when Seol Do-Gwang was dead. This method can be instructed only to the appropriate figure, and the specific steps of method are taught through the oral instruction so that this method cannot be wide spread. Based on the fact that the time of practicing method is quite long and it needs intensive and constant efforts, it is difficult for a mundane person to practice and cope with the training. Jin Nam and Baek Ok Seom are believed that they belonged to the school of Shin So. Baek Ok Seom is regarded as a figure that made efforts to unite the school of Wei and the internal alchemy. However, he made lots of fabrication and discrepancy. Thus I state that Jin Nam and Baek Ok Seom need to be out in the succession and method of five masters of southern school in Taoism. Their changed method in quality needs to be organized in a new genealogy.

• (The)Study of the Eastern Classic
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• no.32
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• pp.159-187
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• 2008

This article aims to investigate the change of theories of reading and its historical meaning in the later Joseon period. Three scholar who left major theories of reading are mainly analyzed for the sake of it. Park, Se-chae(1631-1695) was a Neo-Confucianist who had the theory of reading named Dokseo-Gungliron(讀書窮理論). It was totally based on the scheme of Neo-Confucianist instruction and concentrated on mastering the moral principles with relishing the sentences of the Confucian Canons. Jeong, Yak-yong(1762-1836) was a Practical learning scholar and then criticized the moral-centric theory of reading of Neo-Confucianism. He valued much of the Confucian Canons but also focused on erudite reading so as to enlarge practical knowledge. Hong, Gil-ju(1786-1841) was a stylist and presented a severe criticism against Neo-Confucianist theory of reading as much. He thought that what we could realize with reading are the principles of the individual, not of the whole. The change of theories of reading in the later Joseon period as above reveals us the fact that the intellectual history of that period was in the process of dynamical change.

• (The)Study of the Eastern Classic
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• no.62
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• pp.9-35
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• 2016

This study examined Songgye Na-sik's(松桂懶湜, 1684~1765) literary world based on Priest Songgye's Anthology(松桂大禪師文集). In consideration of the insufficiencies of the only previous study on Songgye's literature, this study was focused on his ideological character and its historicity, the trend of literary exchange in the Buddhist circle, and the literary geographical aspect of his literature. Priest Songgye was the head of the Bonghwa-sa Temple in Andong during the years under the rule of Kings Sukjong and Yeongjo, and learned from Hwanseong Ji-ahn(喚醒志安, 1664~1729) and Nakam Eui-nul(落巖義訥, 1666~1737). The priest did not have many students under him nor leave numerous writings. In the process of the development of the Buddhist doctrines in the late Joseon Dynasty, however, he completed the scripture learning courses faithfully and laid the ground of his philosophy. In addition, the afterword of Hwaeomgyeongchilcheogupumhoipummok (華嚴經七處九會品目跋) shows that he compiled the book under his teacher's instruction. What is more, he is known to have devoted himself to belief in the Pure Land in his late years. Given these backgrounds, the priest's life, writings, and ideological tendencies pursued all of Zen, Hwaeom, and the Pure Land together, and at the same time, reflected the characteristics of Korean Buddhism in the 18th century. The priest steadily cultivated himself in poetry and established his own literary world, and all the outcomes were fully reflected in his anthology. Priest Songgye walked the road of a learner throughout his lifetime but, on the other hand, he established his identity as a literary man in the specific time and space of Andong, Yeongnam in the late Joseon Dynasty.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.21 no.2
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• pp.37-47
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• 2011

In the recent years, malicious codes called malware are having shown significant increase due to the code obfuscation to evade detection mechanisms. When the code obfuscation technique is applied to malwares, they can change their instruction sequence and also even their signature. These malwares which have same functionality and different appearance are able to evade signature-based AV products. Thus, AV venders paid large amount of cost to analyze and classify malware for generating the new signature. In this paper, we propose a novel approach for detecting metamorphic malwares. The proposed mechanism first converts malware's API call sequences to call graph through dynamic analysis. After that, the callgraph is converted to semantic signature using 128 abstract nodes. Finally, we extract all subgraphs and analyze how similar two malware's behaviors are through subgraph similarity. To validate proposed mechanism, we use 273 real-world malwares include obfuscated malware and analyze 10,100 comparison results. In the evaluation, all metamorphic malwares are classified correctly, and similar module behaviors among different malwares are also discovered.