• 교육녹색환경연구
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• 제17권1호
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• pp.12-22
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• 2018

본 연구는 초등학교 현장에 창의 인성교육을 보다 효과적으로 지원할 수 있는 공간조성 계획방향을 제시하고자 하였다. 이를 위해 실제 창의 인성교육 프로그램을 운영하고 있는 학교의 공간조성 현황과 공간 활용 실태를 조사하였다. 또한 창의 인성 교육측면에서 학교공간에 대한 사용자 만족도 및 요구도 등을 조사, 분석하였다. 그 결과 첫째, 창의 인성교육 프로그램이 이루어지고 있는 주요 공간별 총 23가지의 구체적인 디자인 기준(Design Criteria)을 도출하였다. 둘째, 학교 현장에서 창의 인성 교육을 위해 교사들이 많이 이용하고 있는 공간들의 우선순위와 만족도를 조사하였다. 셋째, 학생들의 창의 인성 함양을 위해 새로이 필요한 공간의 종류와 우선순위로 조사하였다. 넷째, 창의 인성 교육을 위한 14가지의 구체적인 공간계획 방향을 제시하였다.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2006년도 춘계학술대회 학술발표 논문집 제16권 제1호
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• pp.71-74
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• 2006

The purpose of this paper is to establish the common fixed point theorem in the intuitionistic fuzzy metric space in which it is a little revised in Park [11]. Our research are an extension of Jungck's common fixed point theorem [8] in the intuitionistic fuzzy metric space.

• 한국지능시스템학회논문지
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• 제16권3호
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• pp.321-325
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• 2006

The purpose of this paper is to establish the common fixed point theorem in the intuitionistic fuzzy metric space in which it is a little revised in Park [11]. Our research are an extension of Jungck's common fixed point theorem [8] in the intuitionistic fuzzy metric space.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제17권3호
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• pp.205-209
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• 2010

We introduce the concept of semi-compatible and weak-compatible in $\cal{M}$-fuzzy metric space, and prove some fixed point theorem for four self maps satisfying some conditions in $\cal{M}$-fuzzy metric space.

• 대한수학회논문집
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• 제24권4호
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• pp.561-564
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• 2009

A holomorphic function space in the unit disc D satisfying $\int_D|f'(z)|^p(1-|z|^2)^{p-1}dA(z)$<$\infty$ is quite close to $H^p$. The problems on the existence of the radial limits are considered for this space. It is proved that the situation for p > 2 is totally different from the situation for p $\leq$ 2.

• 한국초등과학교육학회지:초등과학교육
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• 제40권1호
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• pp.55-65
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• 2021

The purpose of this study was to investigate the effects of application of maker education program in school maker space on the creative problem solving ability and self-directed learning ability of elementary students. For research, we secured 18 periods of creative experience activities with 5 categories appropriate for elementary students, and integrated these activities into an elementary maker education program in school maker space. Pre and post tests were done before and after application of this maker education program to assess the changing in participants' creative problem solving ability and self-directed learning ability. The results of this study can be summarized as follows: First, the maker education program meaningfully improved the creative problem-solving abilities of elementary school students. Second, the maker education program meaningfully improved the self-directed learning abilities of elementary school students. From interview with the students, we could know that this program made the students have self-confidence and gave them favorable impression.

• International Journal of Fuzzy Logic and Intelligent Systems
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• 제9권2호
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• pp.137-140
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• 2009

In this paper, we introduce and formulate the definitions of Banach operator type k and Banach operator pair on intuitionistic fuzzy metric space. Thereafter we prove some properties and theorems on intuitionistic fuzzy metric space.

• 호남수학학술지
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• 제30권2호
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• pp.335-341
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• 2008

In this paper, we use the convexity of distance function between geodesics in a singular Hadamard space to generalize Hadamard-Cartan theorem for 2-dimensional metric spaces. We also determine a neighborhood of a closed geodesic where no other closed geodesic exists in a complete space of nonpositive curvature.

• 대한수학회보
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• 제50권3호
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• pp.787-799
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• 2013

In this paper, we compute the sectional curvatures and the scalar curvature of the Siegel-Jacobi space $\mathb{H}_1{\times}\mathb{C}$ of degree 1 and index 1 explicitly.

• 교육시설 논문지
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• 제23권1호
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• pp.3-12
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• 2016

This thesis examines the shape, organization, background, and significance of the classroom space in highly appraised elementary schools since the inauguration of public education in modern times in the fields of education or architecture. This thesis acknowledges that classroom shapes comprise an auditorium-like space for a large-scale study group, a square-shaped classroom designed for simultaneous teaching for single class, and bent and L-shaped classrooms for various learning activities. Whereas the square-shaped classroom for simultaneous teaching which has lasted until now evolved around 1870, the post-1930s era witnessed the emergence of a composition in which classroom and outside space are associated, of an atypical classroom, and of Functional Unit where common space and classrooms are assembled. It is deemed that the emergence of the atypical classroom comes from the reinterpretation of learning and space pursuant to progressive pedagogical philosophy and child development theories and functional architecture theories. Thus, this thesis verifies that school construction and learning space can be newly created and the synthesis between education, child development studies, and architecture is a prerequisite to such a creation.