• (The) Research of the performance art and culture
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• no.37
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• pp.365-389
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• 2018

This research aims to study Michael Chekhov's acting techniques scientifically, because his techniques has been studied only theoretically or empirically. Especially, this study focuses on 'imagination' and 'Psychological Gesture' from the perspective of cognitive psychology. Chekhov thought 'imagination' as the basis and core of all the works of acting. In cognitive psychology, it is called as 'imagery' and means 'a representation of the mind of the object not communicated by the sensory organs currently'. This study starts with defining imagery and takes a brief look at the features and kinds of imagery. Then the researcher will prove scientifically the possibility of training acting using imagery as Chekhov's assertion. For the proof of the validity of imagery, we'll look for the theoretical evidences-functional equivalence hypothesis, psychoneuromuscular theory, symbolic learning theory, psychophygiological information processing-and experimental ones-measurements of cerebral blood flow or event-related potential, experiments with fMRI(functional magnetic resonance imaging) or PET(positron emission tomography). As a result, we can see that imagery is functionally identical to perception and improves fulfillment of cognitive and physical tasks. As proving physical changes can draw out psychological changes(feeling) on the medium of imagery, we can also see the validity of Psychological Gesture. From the above research, even if Chekhov developed the acting techniques only on the basis of his experience, his techniques can be thought as having scientific validity. Though insufficient, this study can be a help for actors or students as they using Chekhov's techniques.

• Journal of Digital Convergence
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• v.17 no.9
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• pp.97-104
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• 2019

With the development and spread of smart devices, the proportion of mobile shopping is gradually increasing, and the market for mobile gift certificates is also increasing. This study examines the usage status and acceptance attitude of mobile gift certificates for university students who are major customers of mobile gift certificates. Also, based on the extended integrated technology acceptance model (UTAUT2), the results of the analysis of the mediating effect of the intention of the user on the relationship between acceptance of mobile vouchers and recommendation intention were presented. As a result of the analysis, it was shown that the effort expectation, hedonic motivation, price utility, and habit had significant influence on the intention to use the mobile gift certificates. Also, the intention to use mobile gift certificates has mediating effects between effort expectation, hedonic motivation, price utility and recommendation intention. The results of this study can be applied to strategic marketing such as recruitment of new customers through mobile gift certificates while explaining customers' acceptance of technology to mobile gift vouchers or future prospective customers.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.770-782
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• 2022

This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.276-290
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• 2023

The purpose of this study is to analyze the characteristics and specific elements of successful science classes that pre-service elementary school teachers think. For the study, 61 pre-service elementary school teachers (47 females, 14 males) were recruited as research participants. The data used in the study are mutual evaluation papers prepared during class performances by group and individual. The amount of data was a vast amount of qualitative data with a total of 150 pages, and the research results were derived by inductively categorizing this data through qualitative analysis. The summary of the research results is as follows. First, the factors constituting a successful science class were analyzed into 7 categories (14 sub-categories, 33 sub-elements). The elements that make up a successful science class in detail were analyzed as science subject contents, class management, selection of teaching and learning methods and organization of class contents, teaching and learning materials, understanding of students, understanding of teaching situations, and class-related efforts. Second, it was possible to describe the practical classes of pre-service teachers by collecting the details of the elements that make up a successful science class recognized by pre-service teachers. As seen in the above research results, the characteristics and specific elements of successful science classes recognized by pre-service teachers were identified, and based on this, pre-service teachers will be able to develop support for effective science class operation, and continuous analysis should be conducted.

• Journal of Yeungnam Medical Science
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• v.14 no.1
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• pp.183-196
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• 1997

An experimental study was performed to investigate. The subjects drank (0.5g/kg ethanol and performed 7 items of SPES(simple reaction time, color word stress, digit classification, finger tapping speed, numerical ability, symbol digit coding, memory digit span). 20 students of medical college participated in the study during August, 1996. After ethanol intake, performance of 4 items(simple reaction time, digit classification, finger tapping speed, symbol digit coding) significantly showed to be decreased. The function of perception-response speed and steady movement were found to be more sensitive to ethanol than that of short-term memory, numerical ability and specification of color. No significant association were found between smoking, alcohol drinking, BMI(body mass index) and the effects of ethanol on neurobehavioral performance.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.64-75
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• 2008

The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.373-387
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• 2009

The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.2
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• pp.96-107
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• 2016

This study is an attempt to trace the origins of Korean botanical gardens prior to the construction of the botanical garden in Changgyeonggung Palace. We trace the time period during which Korean intellectuals first understood and appropriated botanical gardens based on accounts found in travel journals. These were written by members of delegations sent to Japan, Russia, and Great Britain and by students who had studied abroad, such as Tchi-Ho Yun and Kil-Chun Yu, during the open port period from 1876 to 1910. This study shows that the term "botanical garden" did not appear in any of the travel journals and the delegations did not show much interest in them until the 1880s. Japan had planned to introduce the different types of botanical gardens to the delegations from the Joseon Dynasty, but the delegations left no official records or related accounts regarding their visits. In contrast, members of delegations who were sent to Russia, Europe, and America after the 1890s began to pay attention to botanical gardens. They considered botanical gardens as a representative and essential part of Western culture and attempted to introduce them in Korea as essential tools for academic development as well as for enlightenment. Although many Korean intellectuals' opinions about the necessity of a botanical garden did not actually lead to its construction during the open port period, such a movement was significant in that it strengthened the botanical garden's image as a symbol of civilization. Apart from tracing the origins of the botanical gardens in Korea, this study serves as fundamental research material for understanding the establishment of the Changgyeongwon Botanical Garden in 1909.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.115-127
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• 2012

This is a survey research which investigated perceptions of 85 elementary and secondary school science teachers on inter-disciplinary teaching in general. It is expected that the results of this survey will help to find out the necessity, the appropriate time, the proper approach and the obstacles of inter-disciplinary education. Results indicated that 49.5% of the teachers were aware of inter-disciplinary teaching and 61.2% of the teachers agreed with the necessity of implementing inter-disciplinary strategy. However, considering difficulties in objective assessment and burdens of college entrance exam preparation, they responded that inter-disciplinary teaching could be more appropriate and feasible to be implemented for lower graders at elementary schools than secondary school students. Of the answers to the integrated approaches, 57.6% of teachers chose the theme-based approach, and 16.5% chose the problem-based approach. When they chose the theme-based approach, they stated the reason of educational readiness. On the other hand, when they chose the problem-based approach, they stated the reason of educational obligation which assumes that a problem solving needs inter-disciplinary approach. The teachers also selected 'lack of knowledge on other subjects' and 'lack of time to prepare teaching materials' as major predicaments in implementing inter-disciplinary approach. This suggests that there needs a clear and specific teaching strategy along with a guidance to teaching materials for inter-disciplinary teaching.