• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.102-116
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• 2008

In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: 'Authority of Curriculum(textbook)', 'Disappointment at external support', 'Students' interests and safety', 'Students' unscientific and inert attitude', 'Difficulty of showing expected results', 'Generalization through experiment', 'Knowledge acquisition and authentic inquiry'. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.

• Journal of Applied Tourism Food and Beverage Management and Research
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• v.12 no.2
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• pp.97-117
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• 2001

The Influences of the Ecotourism Motive, on the Attitude, Resource Interpretation and Satisfaction of Tourist Ecotourism has been recently introduced to maintain the relation of mutual dependence between the tourism and the natural environment. However it is adversely used and creates the destruction of ecosystem. It is Important that the ecotourism is a tourism which tourists can experience and enjoy themselves on site rather than a tourism which they only see and hear, understand. It is assumed that a method should be found to maximize toursist' satisfaction and that the presentation of interpretation of the tourism resource may satisfy the tourist's satisfaction. The results offer the suggestion points as follows. 1. By providing the interpretation of tourism resource as well as the recreational object, the ecotourism can be activated with a sound recognition of nature and the reservation of environment, and furthermore, the development policy may be based on not only the area of ecotourism but also all of the tour area. 2. By providing the interpretation service of tourism resource for tourists, the satisfaction can be maximized by the high cognition of tourist. 3. By providing the information about the tourism destination and resource, it will contribute to the side of education, it will contribute the preservation of resource and the reservation of environment. Ecotourism, Tourism Motive, Tourism Attitude, Tourism Resource Interpretation Tourist Satisfaction.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.143-150
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• 2021

International economic and legal cooperation can ensure the transition of agriculture to the trajectory of sustainable development. The paper considers in detail the set of common goals and problems of an international nature, the solution of which is aimed at global legal regulation of cooperation between states. It is also noted about the impact of information technology on agricultural development. The following methods of scientific cognition are used: a historical, systematic approach to research, method of analysis, and synthesis. Research results: a scientific idea of the importance of international cooperation in general and global collaboration in the field of agricultural production in particular. It is stated that states are obliged to cooperate, regardless of differences in their political, economic, and social systems, in various areas of international relations to maintain international peace, security and promote worldwide economic stability and progress, the common good of peoples. It is emphasized the need to build such relations in the agricultural sector, which take into account the interests of all states.

• Journal of the Korean Society of Costume
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• v.18
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• pp.291-306
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• 1992

From the mid-1980s '91s, remarkable Ethnicism and Primitivism in the Europe fashion trend could be represented as an exotic taste longing for secenery and emotion of non-europe area in the West. These phenomenon could be found out in connection with Acculturation, which means when two different cultures or more were contacted they were identified or merged in process of diffusion and change of them. This point of view was the culture anthropologic one that make a comparison and analysis of sameness and difference between cultures. The purpose of this study was to illuminate exotic taste represented in costume in the cluture-anthroplogic aspect, to compare with beauty of costume that each culture of costume and the meaning of the times due to those differences. an aspect of the exotic taste and character in the western costume that was inspected by dividing into 'Primitivism', 'Oriental element' and 'the element of a national costume in the East European bloc ' were as follows; First, Primitivism had something in common with what was pursued in the trend of Modern Art, through the late 19th century to the early 20th century. In fashion fettered by technique, the creation expressed in a free was and showed simple beauty of costume. At the same time, pure emotion expression, creative power and witty strong expression give the cognition of transcendency breaking the routine and the cognition of complexity of an included conception. Those are garments showing not only the primitive thought and mysticism but a fancy, an abstraction, and a life. Colors and accessaries which described nature and matched simple costume composition to the expression of various material or patterns transmitted the image of the primitive strongly. Second, "Drental element" which had an effect on western custome historically in a long time had outstanding luxurios adornmental beauty of custome. Extending from the Arab stated India, China, Korea, Japan, each national costume with a gay national culture became one of motif. Various ornamental factors expressed on Trapez Line, Sime Line and Drape, or Raied style, which did not restrict the body. Those were not only functional Easy Look, but were also satisfying human's ornamental desire. Third, national factors in the East European bloc are theme that begins to be embossed in the late 80's. In view of a political change and cultural situation with a double character of Europe and Orient, it was estimated that national factors have great importance in fashion. Item concerned with new concern appeared at Autumn & Winter collection. It shows elegant and graceful beauty of costume by adding a fur or jewel to simple form. These national factors in the East European bloc are simple form, but shows the difference in more cubic formation than form expressed in Primitivism or Oriental factors Exotic taste appeared form 80's to 91's, is thought to create an forgotten romantic emotion and traditional fashion

• Journal of the Korean Institute of Landscape Architecture
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• v.18 no.4
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• pp.45-71
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• 1991

The landscape systems in Korean island settlements can be recognized as results of ingabitants' ecological adptation to the isolated environment with the limited natural resources. Both the fishery dominant industry in island society and ecological nature of its environments seem to have influenced on inhabitants' environmental cognition as well as the physical landscape of island villages such as its location, spatial pattern in each village, housing form and so on. This study was done mainly by both refering to the related documents and direct observations in case study areas, and results of the study can be summarized as follows. 1. In general, the landscape of an individual island seems to take more innate characteristics of island's own, corresponding to the degree of isolation from mainland. That is, while the landscape of island in neighboring waters takes both inland-like and island-innate landscape character at the same time, the one in the open sea far from land takes more innate landscape character of all island's own in the aspects of village location, land use and housing density etc. 2. The convex landform of most islands brings about more centrifugal village allocation than centripetal allocation in most inland villages. And thus most villages in each island face extremely diverse directions different from the south facing preference in most inland rural villages. 3. Most island villages tend to be located along the ecologically transitional strip between land and sea, so called 'line of life', rather than between hilly slope and flat land as being in most inland village locations. So they are located with marine ecology bounded fishing ground ahead and land ecology bounded agricultural site at the back of them. 4. The settlement pattern of the island fishing villages shows more compact spatial structure than that of inland agricultural villages, due to the absolute limits of usable land resources and the adaptation to the marine environment with severe sea winds and waves or for the easy accessability to the fishing grounds. And also the managerial patterns of public owned sea weed catching ground, which take each family as the unit of usership rather than an individual, seem to make the villagescape more compact and the size of Individual residence smaller than that of inland agricultural village. 5. The folk shrine('Dand') systems, in persrective of villagescape, represent innate environmental cognition of island inhabitants above all other cultural landscape elements in the island. Usually the kinds and the meanings of island's communal shrine and its allocative patternsin island villagescape are composed of set with binary opposition, for example 'Upper shrine(representing 'earth', 'mountain' or 'fire')' and 'Lower Shrine(representing 'sea', 'dragon' or 'water') are those. They are usually located at contrary positions in villagescape each other. That is, they are located at 'the virtical center or visual terminus(Upper shrine at hillside behind the village)' and 'the border or entrance(Lower Shrine at seashore in front of the village)'. Each of these shirines' divinity coincides with each subsystem of island's natural eco-system(earth sphere vs marine sphere) and they also contribute to ecological conservation, bonded with the 'Sacred Forest(usually with another function of windbreak)' or 'Sacred Natural Fountain' nearby them, which are representatives of island's natural resources.

• Journal of Gifted/Talented Education
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• v.10 no.1
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• pp.1-32
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• 2000

Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• English Language & Literature Teaching
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• no.1
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• pp.129-157
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• 1995

I made a careful study of affective variables in foreign language learning Affective variables have not been adequately investigated in the study of second language acquisition. Egoism and inhibition are two egocentric factors which play important roles in foreign language learning. Three sociocultural variables. cultural factors, introversion / extroversion, and aggression may be keys to understanding the social nature of second language learning. And the emerging of cognition and affect in "cognitive styles", which vary within and among individuals, might account for varying degree of success in learning a second language. In the process of learning English. the students new to foreign language come to face the language barrier. though they express the deep interest and feel excited at the beginning stage. Of course, the several reasons can explain this fact. but more specially they can be explained in terms of such personal affective factors as age, aptitude, personality, and first of all, motivation. Also the socicultural factors between language and culture can be considered to the learner's aptitude toward the language. Affective factors of students are involved in personality. and personality and affective factors affect English learning. Affective variables of students affect the will to take part in English learning, and the rate of participation in English learning affect the fluency. If students feel inconvenience in English class, it is rarely that they run a risk. Students who do not run a risk in English class are short of spontaneous participation Consequently, it may have negative influence on the accuracy and the fluency of English. Therefore, teachers must be more influential in motivating students and specially attentive so that the students may not make the negative and inhibitive language learning attitude.

• Korean Institute of Interior Design Journal
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• no.11
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• pp.57-63
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• 1997

In the early 20'c, scientific thoughts make a change the absolute and separate concept of space-time into relative concept of continual entity; a kind of ideal world. It suggests that the meaning of geometry as absolute truth with which has endowed human beings would changed to a relative meaning of accumulation in intellectual work on 'nature'. This cognitive changes appeared into absolute arts in 20'c like Cubism, Superematism or Constructivism. De Stijl movement which had recepted the relative concepts like Einstein's 'theory of relativity' as a developed thought from Newton-Cartesian cognition on the world. Abstration would be adequate method for expressing the dynamics and interrelationship between forms and for giving values to indivisual elements in a compositiov. This method had appeared Modern architectural form, as a common framework. The expression characteristics of geometrical design in Deconstructive and Experimental architecture were summerized in four features through the results of the analysis. First, the relation of architectural element and intertextuality is expressed in discontinuation of context and refusal of functional building. Second, the concept of trace expresses as connection of place, decomposing of excavation of trace, trace of axis, trace of fragments. Third, anti-gravity expression is there to express of open cubic, to outgrow of rectangular system, to outgrow of volume, to separate of ground connectiov. Fourth, the complex composition of abstracted geometric form is these to abstracted geometry about indefinite shape, to layer through the overlap and collage, to de-meaning and amusement of form through the pursuit of uncertainty, to indeterminate of formal meaning through operation and composition of similar form cause to the diverse of meaning.

• The Journal of the Korea Contents Association
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• v.11 no.4
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• pp.253-262
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• 2011

Cognitive-communicative disorders after traumatic brain injury(TBI) and right hemisphere damage(RHD) are different from other neurological disorders in nature. Therefore, it is not desirable to use aphasia tests in evaluating individuals with TBI or RHD. The aim of this study is to review assessment protocols on TBI and RHD, and literature related with them. As a result, it is recommended that individuals with TBI be examined in scope of the cognition including attention, memory, organization, reasoning, as well as the functional communication. Similarly, it is useful to consider high-order language related to various cognitive domains in assessing cognitive-communicative ability after RHD. In conclusion, we need to focus on the overall cognitive-communicative domains in an evaluative process of TBI and RHD. Furthermore, it is necessary to develop multiple items for individuals with cognitivecommunicative disorders for the purpose of differentiating these heterogeneous groups from other neurological disorders such as aphasia, and of making good use of them as a therapeutic manual.