• 디지털융복합연구
• /
• 제17권2호
• /
• pp.303-312
• /
• 2019

본 연구의 목적은 동료자살 이후 소방공무원이 경험하는 외상 후 성장의 의미체계와 과정을 기술하기 위함이다. 이를 위하여 상징적 상호작용주의에 바탕을 둔 근거이론 방법을 적용하여 분석하였다. 연구 참여자는 동료의 자살사망을 경험한 소방공무원 7명이며, 자료 수집은 2015년 10월 1일부터 11월 30일까지 심층인터뷰를 통해 이루어졌다. 연구 결과 동료자살 이후 소방공무원의 외상 후 성장 경험은 '조금씩 단단해져 감'이 핵심범주로 분석되었고 4개의 범주와 9개의 하위 범주가 도출되었다. 본 연구의 결과를 토대로 다양한 외상사건에 노출되는 소방공무원의 외상 후 성장을 도모하기 위한 융복합 중재 프로그램 개발이 필요하다.

• 대한수학교육학회지:수학교육학연구
• /
• 제11권2호
• /
• pp.273-289
• /
• 2001

Given that the culture of the mathematics classroom has been perceived as an important topic in mathematics education research, this paper deals with the construct of sociomathematical norms which can be used as an analytical tool in understanding classroom mathematical culture. This paper first reviews the theoretical foundations of the construct such as symbolic interactionism and ethnomethodology, and describes the actual classroom contexts in which social and sociomathematical norms were originally identified. This paper then provides a critical analysis of the previous studies with regard to sociomathematical norms. Whereas such studies analyze how sociomathematical norms become constituted and stabilized in the specific classroom contexts, they tend to briefly document sociomathematical norms mainly as a precursor to the detailed analysis of classroom mathematical practice. This paper reveals that the trend stems from the following two facts. First, the construct of sociomathematical norms evolved out of a classroom teaching experiment in which Cobb and his colleagues attempted to account for students' conceptual loaming as it occurred in the social context of an inquiry mathematics classroom. Second, the researchers' main role was to design instructional devices and sequences of specific mathematical content and to support the classroom teacher to foster students' mathematical learning using those sequences Given the limitations in terms of the utility of sociomathematical norms, this paper suggests the possibility of positioning the sociomathematical norms construct as more centrally reflecting the quality of students' mathematical engagement in collective classroom processes and predicting their conceptual teaming opportunities. This notion reflects the fact that the construct of sociomathematical norms is intended to capture the essence of the mathematical microculture established in a classroom community rather than its general social structure. The notion also allows us to see a teacher as promoting sociomathematical norms to the extent that she or he attends to concordance between the social processes of the classroom, and the characteristically mathematical ways of engaging. In this way, the construct of sociomathematical norms include, but in no ways needs to be limited to, teacher's mediation of mathematics discussions.

• 성인간호학회지
• /
• 제17권5호
• /
• pp.719-731
• /
• 2005

Purpose: This research was conducted to explore the experience of middle-aged women parting with their children and to develop a grounded theory. Method: The participants were 11 women in their 50's who had experienced parting with their children due to schooling, military service and marriage. The grounded theory methodology based on symbolic interactionism was used. Results: 106 concepts, 30 subcategories and 14 categories were derived from the analysis through processes of open coding, axial coding and selective coding. The central phenomenon was 'happy but sad' and the core category was a process of 'independence that is sorrowful yet delightful'. Four types were identified; the independent-type; submissive -type; family-reliant-type ; and fragile-type; based on the attachment to the child, state of mind, satisfaction of the situation, family support system and self-achievement. Conclusion: This research identified that the modern Korean middle-aged women who are considered to be the 'sandwich generation' since they have experienced a turbulent history and the change from a confucian parent-child lifestyle to a couple-oriented one, moved away from an attitude dependent on children in parting with them and started preparing for an independent late life. Based on the results, the verification research is advised on the variables that affect the experience of parting with children.

• 대한가정학회지
• /
• 제31권1호
• /
• pp.137-151
• /
• 1993

This study presents an appraisal of current theorizing process through the review of family studies. Also it shows the outlines of five sociological general theories and how to apply them to family studies. The field of family studies entered a new stage in the middle of the twentieth century. Especially the decade of the 1970s was a period of rapid development in family theories because middle-range theories were developed. Currently identified major conceptual frameworks of family studies are five sociological general theories. Exchange theory was utilized in several studies and the problems could have been conceptualized in a way that would have tested the general theory of rewards, costs, and profits, but in most instances the theory was developed at a limited substantive level. Symbolic interactionism is the most useful in understanding precarious human relationships, such as courtship processes, intergenerational relationships family roles, and powers. General systems theory have been provided generalizaitons useful for understanding the characteristics of the family systems and also useful in describing the interactions with the environment, and the functioning of a family along a continuum of open to closed. Conflict theorists point that the basic units of society comprise all persons who share a sense of status equality and there are continual struggles in society for various goods. This theory attemps to account for the development within the family of norms of equity, or fairness. Phenomenology becomes available when we cease to treat an object as real, and begin to treat the object as meant, as intended, as it appears. Therefore the formulation of an adequate and complete description of family is important. Family theorists must be urged to do a number of things including continuing to improve existing theory and continuing to develop metatheory and methodologies of building theory.

• 한국HCI학회:학술대회논문집
• /
• 한국HCI학회 2009년도 학술대회
• /
• pp.926-932
• /
• 2009

최근 연구보고에 의하면 많은 박물관, 미술관 등은 작은 모바일 기기를 활용하여 좀 더 깊이 있는 전시 정보를 제공할 뿐 만 아니라, 더욱 개별화된 학습 공간과 협동 및 발견학습이 가능한 참여 미디어로 활용이 확대 되고 있다. 모바일 기기의 다양한 특성과 기능들을 활용하여 전시 정보를 제공하면서도 유의미한 학습 체험을 유도하고 인터넷 등의 기능을 활용해 사회적 참여소통 경험을 유도할 수 있는 교육 시스템으로의 활용 가능성을 모색하고 있다. 이 에 본 연구는 박물관에서 사용되는 모바일 시스템이 박물관내의 전시물에 대한 안내라는 제한적인 사용성과 사용자와의 일방적인 상호작용 외에도 더욱 다양한 각도에서 사용자가 필요로 하는 서비스를 제공할 필요가 있음을 전재하고 있다. 학교 밖에서의 경험을 학습으로 끌어 들이는 참여 미디어로서의 교육적 도구로 활용될 수 있는 시스템이 필요하다는 사용자의 요구를 반영한 박물관 안내 시스템의 인터페이스 개선 프로토타입을 개발하기 위한 전략과 연구방법에 대해 제고하였다. 본 연구는 프로토타입을 개발하기 위해 도입한 질적연구 방법과 양적연구방법과정을 실제 상황 안에서의 관찰과 인터뷰(contextual observation & inquiry), 그리고 설문 결과 등 사용자의 요구를 수용할 수 있는 다양한 데이터를 수집한 결과와 과정에 대해 구체적으로 설명하고 이를 반영한 인터페이스 디자인 전략을 제시하고자 한다. 관찰에서 파악된 사용자와 시스템간의 상호작용, 인터뷰를 통해 언급된 사용자의 요구와 불편사항 등을 분석하였다. 본 연구는 박물관 안내 시스템을 사용하는 초등학생과 중학생들의 요구사항과 불편사항을 끌어내어 좀 더 사용자 친화적인 모바일 인터페이스 설계 방안을 모색함으로써 기술 중심의 (technology-driven)에서 벗어나 사용자 중심의 참여미디어를 가능하게 하는 교육용 시스템 디자인 요소를 추출하고 프로토타입을 개발하는 과정을 제시하는데 그 의의가 있다.