• Herbal Formula Science
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• v.32 no.3
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• pp.325-343
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• 2024

Objective : To understand how Chungsangboha-tang (CSBHT) is being utilized in clinical practice and research in Korea, clinical studies related to CSBHT published in domestic academic journals were analyzed. Methods : The search was conducted using the following six databases: Korean Traditional Knowledge Portal, Oriental Medicine Advanced Searching Integrated System, ScienceON, Research Information Sharing Service, Koreanstudies Information Service System, and The Journal of Internal Korean Medicine. After selecting relevant literature published before June 24, 2024, the studies were classified and analyzed according to their research design. Results : The final selection comprised 20 studies categorized as follows: 1 non-randomized controlled trial and 10 before-and-after studies in prospective clinical research, along with 7 case reports and 2 retrospective chart reviews in retrospective clinical studies. Among the 233 participants included in these studies, 169 had asthma, 53 had chronic cough, and 5 had chronic obstructive pulmonary disease. Additionally, other conditions reported included Churg-Strauss syndrome, pulmonary Langerhans cell histiocytosis, non-tuberculous mycobacterial pulmonary disease, bronchiectasis, and pulmonary hypertension. CSBHT was administered as a decoction in 13 studies, as granules in 6 studies, and both in one study. The most frequently used assessment tools were pulmonary function tests and quality of life evaluations. For safety assessment, liver function test results and adverse events were reported. Conclusion : To enhance the utilization of CSBHT in Korean medicine clinical practice, continuous accumulation of domestic clinical research is essential. Moreover, meticulously designed randomized controlled trials are necessary to elevate the level of evidence.

• Asia pacific journal of information systems
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• v.22 no.3
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• pp.53-74
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• 2012

A challenge in fostering virtual communities is the continuous supply of knowledge, namely members' willingness to contribute knowledge to their communities. Previous research argues that giving away knowledge eventually causes the possessors of that knowledge to lose their unique value to others, benefiting all except the contributor. Furthermore, communication within virtual communities involves a large number of participants with different social backgrounds and perspectives. The establishment of mutual understanding to comprehend conversations and foster knowledge contribution in virtual communities is inevitably more difficult than face-to-face communication in a small group. In spite of these arguments, evidence suggests that individuals in virtual communities do engage in social behaviors such as knowledge contribution. It is important to understand why individuals provide their valuable knowledge to other community members without a guarantee of returns. In virtual communities, knowledge is inherently rooted in individual members' experiences and expertise. This personal nature of knowledge requires social interactions between virtual community members for knowledge transfer. This study employs the social capital theory in order to account for interpersonal relationship factors and identity theory for individual and group factors that may affect knowledge contribution. First, social capital is the relationship capital which is embedded within the relationships among the participants in a network and available for use when it is needed. Social capital is a productive resource, facilitating individuals' actions for attainment. Nahapiet and Ghoshal (1997) identify three dimensions of social capital and explain theoretically how these dimensions affect the exchange of knowledge. Thus, social capital would be relevant to knowledge contribution in virtual communities. Second, existing research has addressed the importance of identity in facilitating knowledge contribution in a virtual context. Identity in virtual communities has been described as playing a vital role in the establishment of personal reputations and in the recognition of others. For instance, reputation systems that rate participants in terms of the quality of their contributions provide a readily available inventory of experts to knowledge seekers. Despite the growing interest in identities, however, there is little empirical research about how identities in the communities influence knowledge contribution. Therefore, the goal of this study is to better understand knowledge contribution by examining the roles of social capital and identity in virtual communities. Based on a theoretical framework of social capital and identity theory, we develop and test a theoretical model and evaluate our hypotheses. Specifically, we propose three variables such as cohesiveness, reciprocity, and commitment, referring to the social capital theory, as antecedents of knowledge contribution in virtual communities. We further posit that members with a strong identity (self-presentation and group identification) contribute more knowledge to virtual communities. We conducted a field study in order to validate our research model. We collected data from 192 members of virtual communities and used the PLS method to analyse the data. The tests of the measurement model confirm that our data set has appropriate discriminant and convergent validity. The results of testing the structural model show that cohesion, reciprocity, and self-presentation significantly influence knowledge contribution, while commitment and group identification do not significantly influence knowledge contribution. Our findings on cohesion and reciprocity are consistent with the previous literature. Contrary to our expectations, commitment did not significantly affect knowledge contribution in virtual communities. This result may be due to the fact that knowledge contribution was voluntary in the virtual communities in our sample. Another plausible explanation for this result may be the self-selection bias for the survey respondents, who are more likely to contribute their knowledge to virtual communities. The relationship between self-presentation and knowledge contribution was found to be significant in virtual communities, supporting the results of prior literature. Group identification did not significantly affect knowledge contribution in this study, inconsistent with the wealth of research that identifies group identification as an important factor for knowledge sharing. This conflicting result calls for future research that examines the role of group identification in knowledge contribution in virtual communities. This study makes a contribution to theory development in the area of knowledge management in general and virtual communities in particular. For practice, the results of this study identify the circumstances under which individual factors would be effective for motivating knowledge contribution to virtual communities.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.169-179
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• 2017

The aim of this study is to see school science education from the perspective of CoP (Community of Practice) and to explore the possibility of strategic CoP in Korean school settings. To do this, we conducted a survey using SCaCoP instrument with more than 1600 students from 14 science core schools (SCSs), which were selected across the country, and analyzed their school curriculum, which can be summarized as follows: First, compared to other tracks in SCSs, like the Nature and the Humanity Classes, students of the Science Core Class (SCC) showed significantly higher scores of CoP features for all five factors of SCaCoP (i.e. responsibility of learning, common interest, mutual relationship, open participation, and practice). Second, students of SCC considered activities that require interaction and collaboration among community members (like experiments, hands-on activities, club activities, project works, R&E) to be very positive. Third, SCC students thought that the educational activities of SCSs were not only effective to CoP aims (i.e. self-driven learning, sharing learning outcomes, peer collaboration) but also positive to general aims of science education (i.e. acquiring knowledge, understanding scientific concepts, science-related attitudes). In other words, it appears that educational activities that were effective in vitalizing the CoP have positive effects on ordinary science education, too. These features of SCSs illustrate its possibility of forming strategic COPs in the context of often government-driven Korean education and of bringing in the innovations of school science education.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.15-24
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• 2008

Teaching is communication between instructor and students. The learning outcomes can be enhanced by active learning of students. However, there are many obstacles to effective learning below, such as lecture notes authored by instructor, passive student participation, and paper-based homework. In this paper, we propose an effective method for enhancing learning effect through constructing learner ontologies in which knowledge discovered by students is conceptualized and organized. The learning ontology is composed of a teacher ontology and many learner ontologies. The learning ontology is used in discussion, visual presentation, and knowledge sharing between instructor and students. We used the learning ontology in two lectures in practice and learned that the learning ontology enhances learning effect through analysis of feedbacks of students.

• Korean Journal of Social Welfare
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• v.59 no.3
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• pp.5-32
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• 2007

Using a national survey data conducted by the Beautiful Foundation, this study attempts to examine the bilateral relationships between philanthropic effort and social trust and between volunteering effort and social trust by using simultaneous equation model. This study also attempts to examine the socialization effect and intergenerational effect of philanthropy and volunteering in family, school, and community. This study found that both philanthropic effort and volunteering effort have a bilateral relationship with social trust. The bilateral relationship between giving and volunteering and social trust suggests that not only can social trust affect the increase of giving and volunteering but giving and volunteering can also influence social trust. Thus, by strengthening trust and facilitating giving and volunteering, we can construct and promote culture of sharing in our society. On the other hand, in the analysis on individual's educational experience in giving and volunteering during school years and individual's family experience (parental practice) in giving and volunteering during school years, it was found that family experience was statistically significant on philanthropic effort and volunteering effort. The result suggests that considering the validity of intergenerational effect in giving and volunteering, it is strategically vital for our society to facilitate and promote family practice in giving and volunteering throughout diverse programs and social marketing. Although this study has a limitation due to the limitedness of the original data, it made a significant contribution to advancing knowledge on the relationship between giving and volunteering and social trust by using elaborate analysis methods. This study emphasizes the necessity of continuous research; more advanced and systematic study based on a more elaborate model and solid data such panel data should be continued for a better understanding of philanthropic and volunteering behavior that can be an important soil for the development of nonprofit human service organizations. Finally, based on the results of the study, this study discusses research directions and practical implications to deepen and broaden the culture of sharing in Korea.

• 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 Korean Medicine Rehabilitation
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• v.31 no.4
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• pp.129-143
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• 2021

Objectives This study was aimed to evaluate clinical practice guidelines (CPGs) of traffic injuries, which has already been developed at domestic or outside of country, and to explore the Korean medical treatments included in the CPGs. Methods Twelve electronic databases (PubMed, Cochrane library, China National Knowledge Infrastructure [CNKI {Chinese Academic Journals, CAJ}], Research Information Sharing Service [RISS], Oriental Medicine Advanced Searching Integrated System [OASIS], KoreaMed, Korean Medical Guideline Information [KoMGI), National Guideline Clearinghouse [AHRQ], Core Outcome Measures in Effectiveness Trials Initiative Website [COMET], Turning Research into Practice [TRIP], The National Institute for Health and Care Excellence [NICE], and Medical Research Information Center [MedRIC]) up to July 2021 were searched. Only systematically developed CPGs for traffic injuries were selected and appraised. The appraisal was conducted by using Appraisal of Guidelines for Research & Evaluation (AGREE) II tool. Results Six CPGs were included and evaluated. All CPGs were appraised as highly recommended because they exceeded 60% in more than 4 among 6 domains of AGREE II, including domain of 'rigor of development', and 30% in the rest. Recommendations related to Korean medicine treatments such as on manual therapy related to Chuna were given in 6 CPGs, 4 for acupuncture, 1 for Qigong and 1 for Taping. Conclusions The 6 CPGs were developed up to now through a systematic development methodology and there were many recommendations for Korean medical treatments related to manual (Chuna) treatment, acupuncture and Qigong. However, the evidence for the side effects and risk factors of Korean medical treatments was scantly reflected in CPGs. Therefore, it is considered that balanced CPG with benefits and risks should be developed, covering Korean medical diagnosis, treatment and prognosis.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.77-96
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• 2022

This study investigated how collaborative reflection between novice secondary science teachers promoted the development of teaching professionalism. We intentionally selected research participants who shared sufficient rapport. Data were collected by videotaping the classes taught by participants, pre-talk, post-interviews and nine collaborative reflection processes. All data were transcribed and analyzed. Results indicated that all three teachers showed changes in teaching practice. Minyoung's practice involved a teacher-led lecture, but through collaborative reflection, she could create a learning environment to enhance students' power and ownership in her class. Emphasizing academic rigor, Soyoung used to teach content outside the scope of the curriculum, but through collaborative reflection, she became more considerate of students' understanding. Finally, in Jiyeon's classes inquiry activities and theoretical explanations were separated from each other. However, she repeated her efforts to improve her class after collaborative reflection, allowing students to construct explanations through activities. In this study, three factors that promoted the development of teachers' pedagogical content knowledge through collaborative reflection were identified. First, the different teaching orientations of the three teachers who participated in this study, promoted sharing of opinions through collaborative reflection. Second, reflection based on teaching practice enabled practical feedback on the class, which enhanced the development of teachers' pedagogical content knowledge. Third, the equal status and formation of rapport between the three teachers created an environment for productive reflection. These results suggest that future teacher education programs should target communities that can promote collaborative reflection based on teachers' teaching practice.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.731-744
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• 2014

Extracting students' own culture and resources as main sources in science class, we begin a research to explore teaching and learning settings that are more responsive to adolescents. This study has been designed to explore the funds of knowledge that students bring into middle school science class. It also focused on the features of teaching and learning settings that stimulated the autonomous inflow of students' funds of knowledge as resources of science learning. Data from participant observations and in-depth interviews with 7th grade students were qualitatively analyzed based on grounded theory. We found that students' funds of knowledge were formed from their family life, neighbor communities, peer group, and pop culture. The funds of knowledge based on peer culture emerged as the most salient factor of students' enhanced participation and utterance. Common features of classes that stimulated the inflow of funds of knowledge were analyzed to be: (1) hybrid spaces for learning designed in advance: (2) sharing and enlargement of the funds of knowledge that has been brought into the class: and (3) common orientation of the community of practice for knowledge co-construction and shared outcomes. From these findings, this paper discussed the educational implications for promoting students' potential resources to actual sources of science class. It also discussed students' development of participation specifically among the generally marginalized students. Science classes based on the funds of knowledge of students offer an increased possibility of knowledge co-construction through the hybridized interactions of student's everyday lives and science knowledge and lead to more meaningful learning experiences.

• Journal of Christian Education in Korea
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• v.62
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• pp.285-311
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• 2020

Many people are suffering from the economic crisis and poverty that are deepening due to the recent spread of the COVID-19 epidemic. In this situation, this study focuses on the biblical Jubilee in order to seek how "Jubilee justice" can be realized in the modern context. The Law of Jubilee consists of four contents: the liberation of slaves, debt remission, land return and fallow. Ultimately it aims to prevent human slavery and preserve equality. Nevertheless, the thought of Jubilee has been distorted theologically and situationally, and as a result, it has been overlooked in the field of Christian education, and there is a limit in Christian practice for social justice. The thought of Jubilee, however, can be an alternative to overcome various problems of modern society such as the issue of the privatization of Christianity or the deepening of polarization caused by neoliberal globalization and can contribute positively to the practice of social justice. In other words, the thought of Jubilee can act as a biblical initiative in reforming wrong laws and establishing institutions for the poor on the institutional level; on the personal level, it can be a great motive in terms of the change of perception and the practice of the sharing economy. Jubilee education, which aims for Jubilee justice, helps to break the misconceptions and change the existing meaning perspectives on the basis of various interdisciplinary knowledge and supports social behavior for transforming social structure through activation of public opinion and fund raising at the practical level. Therefore, the learners of Christian education can play a public role in transforming the unjust society.