• Journal for History of Mathematics
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• v.17 no.1
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• pp.33-42
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• 2004

In this paper, we identify the essential ideas of Fundamental Theorem of Arithmetic(FTA). Then, we compare these ideas with several theorems of Euclid's Elements to investigate whether the essential ideas of FTA are contained in Elements or not. From this, we have the following conclusion: Even though Elements doesn't contain FTA explicitly, it contains all of the essential ideas of FTA. Finally, we assert two reasons why Greeks couldn't mention FTA explicitly. First, they oriented geometrically, and so they understood the concept of 'divide' as 'metric'. So they might have difficulty to find the divisor of the given number and the divisor of the divisor continuously. Second, they have limit to use notation in Mathematics. So they couldn't represent the given composite number as multiplication of all of its prime divisors.

• Journal of Fashion Business
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• v.21 no.3
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• pp.58-66
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• 2017

This study investigated the key role of sketches in creative fashion design by observing the cognitive process of idea development through a professional's design problem solving using the medium of hand sketching. The three-part semi-constrained design experiment with a professional designer, in which the participant designer was provided a source of inspiration image and asked to design a small collection of outfits, identified a fashion designer's idea development process as involving two phases of sketch processes: lateral and vertical transformation. Analysis of the video/audio recording and corresponding interviews validated lateral transformation in the designer's use of sketches to represent interpretation of the provided inspiration source. Through sketching, the designer transferred fuzzy ideas onto paper. Vertical transformation was observed through the designer's modification of previous ideas after reflecting on earlier sketches, with various ideas divided, manipulated, discarded, regrouped, and combined through sketching activities. The designer's sketching process is valuable design knowledge that facilitates the idea development process and ultimately triggers generation of creative ideas. Understanding it may benefit practitioners and educators.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.506-521
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• 2020

This study aims to develop a scientific creativity task which science-gifted elementary students can conduct on a field trip to a botanical garden, and to analyze the results from conducting the task. For this, 38 science-gifted fifth-graders from the Science-Gifted Education Center, located at the Office of Education, participated in a field trip to a botanical garden, as a part of their program. Prior to the program, researchers developed a scientific creativity task for outdoor education program, along with science education specialists and teachers. The tasks were to observe plants, and to create something new and useful, or, in other words, scientifically creative, based on the plants' characteristics. The students could submit at most three ideas. Also, they assessed their own ideas, and selected an idea that they thought was the most creative. The results were analyzed by using the scientific creativity formula. The main findings from this study are as follows. First, it was found that the scientific creativity formula had an upward bias in assessing originality. Second, the students tended to assess the usefulness of their own ideas more generously. Third, the correlation between self-assessment results and scores from the scientific creativity formula for originality was r=.43. Fourth, in formula-based assessments, the correlation between originality scores and usefulness scores was relatively high, at r=.56. Fifth, the correlation between a student's scientific creativity score and the number of his or her ideas was very low, at r=.23. Sixth, when the ideas chosen as the most creative by students were compared with the ideas that had the highest scores in formula-based assessments, it was shown that 8 out of 19 students (42.1%) did not choose the idea that appeared to be the most creative when graded by the formula. This study is concluded by discussing the lessons from the scientific creativity task analysis for primary science education and gifted education.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.123-133
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• 2019

The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.

• Korean Journal of Construction Engineering and Management
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• v.10 no.3
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• pp.13-21
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• 2009

The ideas created by the execution of Value Engineering(VE) during design phase are usually proposed in a scattered way due to the characteristic of brainstorming. Because of this process, it is likely that similar ideas are proposed duplicatedly, and the created similar overlapping ideas may lead to different analyses and evaluations respectively. The efficient analysis/evaluation of the such similarly created ideas are not easy and the verification of the adequacy and objectivity of the ideas becomes harder and the objective evaluation gets more difficult as well as consumes much time. In spite of the perfect executions of preparatory step for idea creation, the difficulties in managing the similarly created ideas in quantity systematically result in the reduced reliability of the VE activities during design phase. Thus, this study proposes a process model for the efficient idea creation and management of the VE activities during design phase.

• Cross-Cultural Studies
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• v.20
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• pp.113-148
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• 2010

This paper examines the American role in shaping South Korean nation-building during the early Cold War by considering how the United States attempted to form South Korea's education and how Koreans responded to these efforts. It looks at education as an arena where "American" ideas such as democracy and liberalism were received, transformed, and utilized by Koreans. This study pays particular attention to the gap between American intentions and Korean expectations, as well as to the competition between American and Japanese systems, which explains the contradictory role America played in South Korean nation-building. In order to better assess the role of the United States in shaping South Korean education, this article considers the complex dynamics between the Japanese legacies, American influence, and Korean actors. Americans had exerted a great effect on Korean education since the beginning of their relationship. American missionaries, U.S. military government, and educational mission teams had all contributed to the expansion of educational opportunities for Koreans. Through the educational institutions that they established or helped establish, Americans tried to spread "their" ideas. In this process, Americans had to struggle with two obstacles: Korean nationalism and the legacies of Japanese colonialism. Many Koreans used American missionary schools for their own purposes and resisted U.S. military government's policies which ignored their desire for self-determination. American education missions had limited effect on Korean education due to the heterogeneous Japanese system that was still influencing South Korea even after liberation. The ways in which Americans have influenced the democratization of South Korea have not been simple. Although "American" democratic ideas reached Koreans through various routes, Koreans understood the "American" idea within their own historical context and in a way that fit their existing socio-political relations. Oftentimes suspicious of "American" democracy, Koreans developed their own concept of democracy. The overall American influence on Korean democratization, as well as on Korean education, was important but limited. While Americans helped Koreans build educational infrastructure and tried to transfer democratic ideas through it, Koreans actors and Japanese colonial legacies limited its impact.

• Journal of architectural history
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• v.1 no.1 s.1
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• pp.218-227
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• 1992

What is Deconstruction which is now the focus of the current architectural discussion? In order to know the Deconstruction properly, we should review the background of Modernism and Post-Modernism in architecture. As we know, the 1968's serial uprisings of democratic movement in Paris changed human concepts about art dramatically. As the result of that movement new ideas such as Structuralism, Post-structuralism, Deconstruction, and Semiotics arose. In architecture some ideas like construotioniem were not practised fully in 1920's and only the Modernism has been realized as the idea expressing the modern Utopia. In Korea situation to interprete architectural ideas into real buildings are different from those of other developed countries. Korean architects are seemed to use Deconstructionist vocabularies as fashionable styles without being concious of the root and history of Deconstruction. For Koreans the contexts are different. Although Modernism and Functionalism have been practised vigorously in Korea as other countries, the situations are ambiguous and complicated in applying new ideas introduced after Moderism. So they are in chaos. What could be our orthodox ideology to be worth pursuing in arthitecture? There are several sample works of Deconstruction in Korea done by Jo, Geon young, Kim, In Chul and Bae Byung-Gil. Aithough their works cannot be interpreted as real Deconstruction in European or american view-points, I think they are good examples of Korean Deconstruction that express contemporary Korean architecture and its social background.

• Journal of Korean Medical classics
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• v.21 no.3
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• pp.103-117
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• 2008

At first, we explained concepts of Oseong(五聲) in "Akhakgwebeom(樂學軌範)" and then compared them with O-eum(五音) in "Hwangjenaegyeong(黃帝內經)". In that progress we can have recognized the commonness and differences between two texts, and became familiar with ideas of sounds in minds of ancients. That ideas are concerned with true nature of human and cosmos. Based on that ideas, we could return to stasis of mutual understanding with each other, it means a condition of harmony. For that purpose we must understand detail meanings of O-eum(五音) and Oseong(五聲), and this analysis lead clinical music therapy to do an important thing as methodology of treating human body and minds. The ideas of O-eum(五音) in "Akhakgwebeom(樂學軌範)" are not exactly corresponded to vocalization of Hunminjeongeum(訓民正音) that is Korean characters, and Oseong(五聲) in "Hwangjenaegyeong(黃帝內經)". But this dissonancy is a problem of methodology, on the contrary, there are many common concepts and possibilities of application to practical uses between them.

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.55-62
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• 1999

Through our elementary school mathematics, measurement is a critical topic since measurement helps connect ideas within areas of mathematics and between mathematics and other disciplines. In grade 4, students should understand angle, time, perimeter and area of figures by active involving. The paper gives ten ideas about teaching these concepts.

• Korean Institute of Interior Design Journal
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• v.13 no.6
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• pp.74-81
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• 2004

Much evidence points to the fact that Korean traditional architecture has long reflected traditional Korean philosophy. If what this evidence points to Is true, there is much more insight to be gained about this connection. It is important to begin with the idea that Korean culture stemmed from Confucianism, Buddhism, and Taoism. All three share similar ideas, and this study will set out to prove that topology, an anti-Euclidean school of thought created at the end of the 19th century, shares many of the same core ideas as the three mentioned above. Transitively, if Korean traditional culture is reflected in Korean traditional architecture, and topology shares many of the same core ideas, it seems that topology should be accepted into the mainstream of architectural design. This study will aim to interpret space structure forms and space constructions of the Korean traditional architecture from the topological perspective.