• Journal of Oriental Neuropsychiatry
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• v.20 no.3
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• pp.149-168
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• 2009

Objectives : This study aimed for attain to ideal aspects in medical ethics-clinical medicine, through researching doctor's ethics based on Confucian ideas, Methods : Research materials are datum of Confucian ideas included eastern medical books and the Confucian old books, Stand on above-mentioned, I investigate indispensable ethical condition clinical doctor must have in diagnose and treat. Results and Conclusions : 1. Combination of people-oriented ideas-Confucian and applicative learning-Eastern Medicine, doctor's principle mind is initiated and Confucian physician is the center of that. 2. For practice morality and ethics using the Confucianist's good character, Eastern medical doctor read and acquire the Confucian books. 3. Eastern medical doctor make an effort for application a kind love ideas(perfect religious scholarship ideas of Confucian), serve parents and country as for practice and sublimate into a kind love ideas through practice of integrity and the self-sacrifice. 4. Occasion to examine the female patient, emphasize good manners by Confucian ideas's sexual distinction 5. According to the doctor-doctor ethics, partnership is important due to Confucian faith and good manners 6. Confucian physician often effected by the people around patient and the protector of patient and criticize positive influence by these kind of peoples(傍人) when diagnose and treat. 7. Owing to Confucian's a notion of preferring a son to a daughter(男兒選好思想), come out the methods of convert a son into a daughter(轉女爲男法)-manipulation of sex distinction. this method is criticized aspect of medical ethics.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.123-132
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• 1994

The experimental evidence evaluation of the 11th grade students(N:91) was investigated. Specially, the influence of students' ideas about optical phenomena and presented evidence types on their evidence evaluation, and the influence of students' ideas on their causal inference modes were investigated. After eliciting the students' ideas about shadow phenomena and conformity of their idea, the experimental results with a binary outcome were presented as the evidence. Then the students were asked to evaluate the evidence. Again students' ideas were elicited. Most of students had causal ideas such that the shape of object(96%) and the inclination of screen(75%) were causes of shadow shape, not the shape(70%) and color(92%) of light source. In the case of the shape of object and the color of light source, most students(70%) believed strongly their ideas. Most responses(80%) in the evidence were evidence-based, and 12% of them were theory-based. There was no significant difference of reponses types between students with causal ideas(81%) and students with non-causal ideas(78%), between covariable and non-covariable evidence. But in the case of non-causal ideas, covariable evidence was more likely to yield evidence-based reponses than non-covariable evidence. If students had preconcepts inconsistent(84%) with the evidence, they were more likely to make evidence-based responses than the students with consistent ideas (75%) with the evidence. Especially in the case perceptually biased evidence, this tendency was marked. In the case of covariable evidence, many students made inclusion inferences(40%) rather than uncertainty inferences(32%). In the case of uncertainty inferences(94%), students more likely to make evidence-based reponses than inclusion inferences(83%) and exclusion infernces(88%). In the case of inclusion inferences and exclusion infernces, students tended to make idea-based responses and distort the evidences. In conclusion, when the students evaluate the experimental evidences, their ideas influence the causal inference modes. Especially, according to the conformity of the preconcepts and logical relation of evidences, the inference modes are more strongly depended upon the preconcepts rather than evidences.

• Journal of Korean Society for Quality Management
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• v.36 no.2
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• pp.67-84
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• 2008

Given the industry's unprecedented attention and dedication of resources to voice recognition, this paper introduces and explores a novel idea generation technique whereby ideas are captured directly through verbalization rather than forcing group members to type ideas. A group simulator was used to measure the idea generation performance of individuals who input ideas verbally or via typing in the context of nominal and interacting groups. The results clearly indicate that verbal input represents a more desirable mechanism in a computer-mediated idea generation environment. Liberating group members from the keyboard produces remarkable performance gains. Verbalizing ideas helps individuals focus on analytical thinking and leverage group member ideas, ultimately facilitating the creation of ideas pools that are vastly superior in terms of quantity and quality. These effects were found across nominal and interacting groups. The implications of these results for future research and the design of technologies are discussed.

• Journal of architectural history
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• v.18 no.2
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• pp.65-83
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• 2009

This research was to analyze the direction ideas of residential Feng Shui. In ancient China residential places were been established by Xiangzhai(相宅) and Buzhai(卜宅) usages. And ancient Chinese always considered geographical features of mountains and waters for setting up their living places. Geographical features were also considered importantly ih representative residential Feng Shui books, Zhaijing(宅經) and Yangzhaisanyao(陽宅三要). In Zhaihing, 24 direction ideas are co-related with Fagui(八卦) and GanZhi(千支) theories, and they are most important residential Feng Shiui direction theories. The basic thoughts of 24 direction ideas of Zhaijing were already formed in Qin(秦) dynasty and modified in early Han(漢) dynasty. In Zhaijing, residential places were splited into Yangzhai(陽宅) and Yinzhai(陰宅) according to YinYang's Qi directions. Those were actually formed from meticulous observations on changing processes of YinYangWuXing(陰陽五行)'s Qi(氣). Constantly changed Qi of YinYangWuXing were studied by old chinese people from the observations on the sun, the moon, the five stars, the Great Bear, and ErShiBaXiu(二十八宿). The origin of Zhaijing's direction ideas is the direction system of ShiPan(式盤) in Qin and Han dynasty. On ShiPan TianGan(天干) Dizi(地支) Fagui TianDiRenGui(天地人鬼) were arranged very systematically into four and 24 directions. DongxiSizhai(東西四宅) theories of Yangzhaisanyao had edited more lately than Zhaijing(宅經), and formed according to Fagui(八卦)'s YinYang(陰陽) principles. But the basic ideas is same with Zhaihing's. It proves that residential Feng Shui theories were constantly improved and modified. And both residential Feng Shui direction ideas of Zhaijing and Yangzhaisanyao are the gentral ideas in old china. The point of that ideas is Sky's four or 24 directions are correspndence with the earth's. It came from the traditional thoughts that Heaven, Earth, and mankind are c0-related and influenced each other according to Qi's changing processes. Gather up above mentioned, the direction ideas of residential Feng Shui is a systematic thoughts of old chinese for harmonizing Tian-Di-Ren-Gui, and is their specific methods for harmonizing the nature's Qi, mankind and spirits.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.195-205
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• 2014

The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students' science achievement and science-related affective domains. The analyses of students' argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students' participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.

• Anxiety and mood
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• v.10 no.2
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• pp.163-169
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• 2014

Objective : The aim of this study was to investigate the relationship between interpersonal problems, body dissatisfaction, and suicidal idea. Methods : Two hundred ninety-four participants filled out the self-reporting questionnaires : Body dissatisfaction was measured with Body Dysmorphic Disorder Examination-Self Report (BDDE-SR) ; Interpersonal problems was measured with Korean Inventory of Interpersonal Problem (KIIP) ; Suicidal Ideation Questionnaire (SIQ) was used to assess suicidal idea. A path analysis was conducted to identify the impact of interpersonal problems and body dissatisfaction on the suicidal ideas. Results : 'Socially inhibited (KIIP_C4)', 'overly-accommodating (KIIP_C6)', age, and gender had a direct effect on their body dissatisfaction, and those factors had a indirect effect on the suicidal ideas. Also, 'cold (KIIP_C3)' and body dissatisfaction had a direct effect on the suicidal ideas. Conclusions : These findings can help to identify how interpersonal problems and body dissatisfaction influence the suicidal ideas of people. It would be useful to consider and assess suicidal ideas in the patients with 'cold (KIIP_C3)', 'socially inhibited (KIIP_C4)', 'overly-accommodating (KIIP_C6)'.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.199-208
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• 2015

An enhanced understanding of the nature of scientific knowledge-what counts as a scientific argument and how scientists justify their claims with evidence-has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students' epistemic understanding, especially for students of a young age. This study investigated Korean middle school students' epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students' ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.238-250
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• 2004

For effective conceptual teaching (or teaming) of physics, it needs to know more information about students＇ ideas related to specific topics. The purpose of this study was to investigate 6th grade students＇ various ideas about the actions of force, especially＇ the situation where force is being acted＇, and＇ the situation where force is not being acted＇, through the analysis of their ＇Typically-Perceived-Situation (TPS)＇. The TPSs of 152 6th grade students were collected with a drawing-and-explanation type questionnaire, and their TPSs about the action of force were categorized by the background, the subject, the object, the action, and the result of action, etc. It was found that most of students＇ ideas about ＇force is being acted＇ were related to the situation where the impact by or on human body caused to the change of position in familiar everyday life scene. Thus their ideas were strong related to human body, including sensual factors such as ＇pain＇. And it also was found that most of students＇ ideas about ＇force is not being acted＇ were in a strong relation to familiar everyday life situations there is no change of position because force was not given by a human body, or energy was not supplied. Most students thought that force is similar to energy which should be supplied from outside or generated by itself. These results suggest that the teaching strategies focused on familiar everyday life background including sensual factors and human body need to be explored in conceptual loaming of physics.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.164-180
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• 2011

In this study, pre-service elementary teachers (n=68) participated in an inquiry of exploring children's science ideas as group work. After conducting interviews with children, the pre-service teachers analyzed their science ideas on specific concept and propose a teaching plan based on their findings. This paper aimed to find the positive learning experiences of the pre-service teachers by looking into their inquiry process. Questionnaire, researcher's journal, classroom videos and final reports were collected and analyzed for this multiple case study. Four representative groups were chosen and interviewed after submitting their final reports for in-depth understanding of their inquiry process. The positive learning experiences found in the process of their inquiry into children's science ideas were as follows: (1) exploring children's ideas have brought the opportunity for enhancing pre-service teachers' science content knowledge. (2) the pre-service teachers developed their ability in creating questions that probe into children's understanding. (3) the pre-service teachers recognized that children have various incomplete and unstable science ideas. (4) the pre-service teachers could suggest teaching strategy based on their findings.