• Korean Institute of Interior Design Journal
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• v.17 no.6
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• pp.111-119
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• 2008

This thesis is to make it clear that simulacre concept of is an important factor that provides the motive to make spaces and to make it clear that yard in Korean traditional architecture has more meaning of a container that contains the simulacres of life than formal aspects. Namely, focusing on the simulacres, among existing important factors that cause changes in architectural spaces such as structure, function, beauty, I shall make it clear that simulacre concept, which is a creation thinking of post-structuralism philosopher, Deleuze, is a logic that builds and changes spaces. Also, the purpose of this research is to investigate successive circularity of yard spaces with the mutual relationship between simulacre concept that has virtual multiplicity and yard in Korean traditional architecture, a space of infinite emptiness. When certain simulacres occur in the yard, the ambivalence of simulacres provides meanings to yard by affiliating numerous simulacre factors, then by combination among those meanings, yard get mutual dependence. This is an important core point that I have focused on the beginning of this research. This research has found out the successive circularity of yard based on the relationship between simulacres and the essence of yard. The meaning of this research is to have found out that yard has the meaning of "a bowl that contains the simulacres of life," going over the simple meaning as a space between door and fence. Also, the simulacre concept is thought to be discussed as a motive for creation of various spaces from now on.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.86-101
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• 2005

In this study, a brain-basrd model for science teaching and learning was developed based on the natural processes which human acquire knowledge about a natural object or on event, the major domains of science educational objectives of the national curriculum, and the human brain's organizational patterns and functions. In the model, each educational objective domain is related to the brain regions as follows: The affective domain is related to the limbic system, especially amygdala of human brain which is involved in emotions, the psychomotor domain is related to the occipital lobes of human brain which perform visual processing, temporal lobes which perform functions of language generating and understandng, and parietal lobes which receive and process sensory information and execute motor activities of body, and the cognitive domain is related to the frontal and prefrontal lobes which are involved in think-ing, planning, judging, and problem solving. The model is a kind of procedural model which proceed fiom affective domain to psychomotor domain, and to cognitive domain of science educational objective system, and emphasize the order of each step and authentic assessment at each step. The model has both properties of circularity and network of activities. At classrooms, the model can be used as various forms according to subjects and student characteristics. STS themes can be appropriately covered by the model.