• 건축역사연구
• /
• 제14권1호
• /
• pp.151-183
• /
• 2005

All architecture in the history were based on a certain concept of architectural unit that functioned as a base model of architectural design. As we know, such model was not the same in the East and the West, and therefore, their architectures are not the same. This paper aims to identify how and why such base model of the two cultural area are different. As one way of discussing this issue, the concept of particle and field, as two representative idea of the West and East respectively, the employed. This kind of discussion can not follow the way of scientific verification as method of argument. However, the understanding of such concept of unit model is crucial for the understanding of the architecture of the culture in general. In basic sense, the tradition of Western architecture is rooted in the model of particle, where, architecture is conceived to be as a independent unit standing on earth as if it is a box like object. While, the tradition of Eastern architecture is rooted in the model field, where, architecture is conceived to be a part of field organization. In present days, we are used to the model of particle as if it is the only possible model of architecture. But, in fact, what man need to achieve in their architecture and city, is the balance between the two models.

• 한국과학교육학회지
• /
• 제41권5호
• /
• pp.359-370
• /
• 2021

본 연구에서는 과학 교과에 메이커 교육을 융합한 프로그램의 특징을 파악하고 학생들에게 발현되는 메이커 역량을 탐색하고자 한다. 이를 위하여 과학 개념에 기반한 메이커 활동 프로그램을 개발하여 H 대학교 1학년 학생 20명을 대상으로 일반화학실험 강좌에서 적용하였고, 활동 자료를 분석하였다. 과학 개념에 기반한 메이커 활동의 분석 결과는 다음과 같다. 첫째, 학생들은 '아이디어 제시', '아이디어 선정 및 계획', '프로토타이핑'의 과정을 거쳐 활동을 수행하였고, 특히 프로토타이핑은 '부분 프로토타이핑'과 '전체 프로토타이핑' 활동의 단계로 이루어졌음을 확인할 수 있었다. 둘째, 활동의 특징으로서, '메이커 활동 과정에서 코딩을 위한 로직으로 과학 개념의 사용', '과학 개념에 대한 심층 이해', '학습의 주도성 이양을 통한 높은 성취감 및 흥미 유발'이 나타났다. 셋째, 활동 과정에서 협업과 메이킹 수행 역량이 많이 발현되었으나, 인간 중심 역량군은 거의 발현되지 않았다.

• Acta Via Serica
• /
• 제8권2호
• /
• pp.53-78
• /
• 2023

The paper presents some new results illustrating some developments related to the concept of the Silk Road and subsequent methodological reflections. New laboratory results of scientific analyses of plants, minerals, and human remains in combination with more conventional methods of research contribute to a better understanding of the multidirectionality of exchanges in Pre- and Protohistory. Unsuspected long-distance transfers of items, especially of metals (tin) and biological materials (plants, pathogens, etc.) are discovered. Adding ancient DNA and petroglyphs to the vexed question of the Indo-European migrations across Eurasia complexifies the familiar linguistic, historical, and archaeological research landscape. Recent excavations show the impact of the adoption of artistic elements adapted from the Achaemenid arts, far in the steppe world, and up to China. Multidirectional (including North-South lanes) and multidisciplinary approaches leave space and hope for more rigorous scientific modelizations for the archaeology of Eurasia and the Silk Road.

• 수완나부미
• /
• 제4권2호
• /
• pp.17-32
• /
• 2012

This study explores the concept of postmodernism in literature. There are many ideas which have conflicted with each other, but now postmodernism is real concept. We cannot deny. By researching papers of Jean-François Lyotard, Jean Baudrillard, Jacques Derrida, Michel Foucault, Julia Kristeva, Roland Barthes, Ihab Hassan etc. we find out many characteristics of postmodernism. From that, we propose a conceptual understanding of postmodern literature as follows: Starting from the late 1910s with the poetry of Dadaism (1916), Franz Kafka's prose (Metamorphosis 1915) and drama by Samuel Beckett (Waiting for Godot 1953), postmodern literature coexists with modern literature and is a thriving form from 1960 on. Postmodernism is opposed to modernism in nature in that it accepts nothingness, chaos, games and intertextuality. It tries to solve some difficult problems of modernism making use of science to free people from a life of darkness and dogma. Postmodernism is associated with the information technology revolution, an economic, scientific and technological boom and rapid urbanization.

• 한국초등과학교육학회지:초등과학교육
• /
• 제40권4호
• /
• pp.480-497
• /
• 2021

본 연구는 천문 영역 초등학교 과학 교과서의 내용 및 조직의 특징을 천문학적 공간 개념 이해라는 관점에서 탐색하고자 한다. 이를 위해 2015 과학과 개정 교육과정에서 '우주' 영역 성취기준의 해당 단원을 초등학교 교과서에서 찾아 텍스트, 삽화, 탐구 활동을 중심으로 귀납적으로 도출한 공간 개념 분석 준거에 따라 중등학교 교과서와 비교하여 분석하였다. 연구 결과 초등학교 과학 교과서는 학습 내용의 적정화를 준수하고자 실생활과 연계된 관찰 가능한 천체를 대상으로 개념보다는 현상 위주로 내용을 조직하였다. 그러나 관찰과 현상 위주의 실생활과 연계된 천체 관측 학습 내용이 초등학생의 호기심과 상상력을 자극하고 학생들의 지적 참여를 격려하기 위해서는 '왜'라는 질문에 대해 학생 스스로 답을 찾을 수 있도록 공간 개념에 대한 이해가 뒷받침되어야 한다. 단순히 과학적 실행을 통해 학생들이 관찰한 현상을 정확하게 기술하여 결과를 제시하는 것에 주목하기보다, 과학적 실행 과정에서 발생할 수 있는 다양한 질문에 답할 수 있도록 전이 가능한 공간 개념을 중심으로 핵심 개념에 대한 내용 조직이 이루어져야 할 것이다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제28권1호
• /
• pp.24-34
• /
• 2009

The purpose of this study is to examine the effects of background knowledge on problem solving. To achieve this aim, I proposed the model which shows problem solving process centering around background knowledge, conducted the lessons concerning the concept 'weightlessness' on pre-service elementary teachers, and then classified the pre-service elementary teachers into several groups by the difference of the results presented in the process of solving the problems on weightlessness. And I examined qualitatively the effects of background knowledge on problem solving through the interview with 11 volunteers. On the cause of the failing the problem solving, the failure of acquiring or activating the background knowledge related to the learning concept was most frequently, secondly the use of the background knowledge unrelated to the learning concept, and thirdly the failure of understanding the teaming concept. To acquire or activate the background knowledge related to the teaming concept was more difficult than to understand the new teaming concept, and the cases that use the background knowledge unrelated to the learning concept failed to solve problem. The result of interview, all interviewee understood the learning concept correctly, but all of them who fail to acquire or activate the background knowledge related to the learning concept, or use the background knowledge unrelated to the learning concept, could not solve the problem.

• 한국초등과학교육학회지:초등과학교육
• /
• 제37권3호
• /
• pp.267-284
• /
• 2018

This study analyzed the types of scientific humors made by scientifically-gifted elementary school students and their perceptions of making scientific humor. For this, 77 students from $4^{th}$ to $6^{th}$ graders of gifted science education center in Seoul National University of Education were selected. Scientific humors made by the students were analyzed according to the number and types. Their perceptions of making scientific humor were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that most of scientifically-gifted students made more than 2 scientific humors, and the number of scientific humor for each students varied from 0 to 11. The most types they made were the descriptive type and the pun using pronunciation type, but they made various types without any special type to be biased. And They made more the dialogue type than the narrative type, especially the riddle type. They used scientific knowledge that preceded the knowledge of science curriculum in their grade level over two or more years. The scientific knowledge of chemistry was used more than physics, biology, earth science and combination field. The name utilization type was more than the characteristic utilization type and the principle utilization type. Scientific humors in the everyday situation were more than humors in artificial situation. The students had various positive perceptions in making scientific humor such as increase of scientific knowledge, increase of various thinking abilities, deep understanding of science concept and principle, increase of interest and motivation about science and science learning, and increase on sense of humor. They had also some negative perceptions related to difficulties in the process of making scientific humor, lack of fun, and lack of time in the class.

• 한국초등과학교육학회지:초등과학교육
• /
• 제24권2호
• /
• pp.130-137
• /
• 2005

Elementary preservice teachers' understanding about the insect molt and metamorphosis was examined. Data were collected through the paper-pencil test of 448 junior students at a National University of Education. The instrument used was developed by Son(2003) and modified for the test. The results are as follows: First, Only 3.1$\%$ of students had a scientific concept on the molt periods in the insect life cycle. Students had an alternative conception that molt occurs either only in the larval period (29.9$\%$) or only in the period from pupa to adult (22.3$\%$). The percentage of the students thinking that molt occurs in the period from larva to pupa was low. Second, 98$\%$ of students stated that molt has to do with the larval growth, but 39.1$\%$ of students had an alternative conception that molt occurs after the larval growth at each instar. 25.1$\%$ had a conception that molt is related with the larval growth, but did not show any further understanding. Third, most students understood the correct meaning of metamorphosis. 34..2$\%$ of students had an alternative conception that metamorphosis occurs only in the period changing from pupa to adult, and only a few thought that it occurs in the period from larva to pupa. 24.8$\%$ of students had a scientific concept on the periods in which metamorphosis occurs. Fourth, some students understood the hatching process as molt in the sense that the egg shell is taken off (21.0$\%$), and as metamorphosis in terms of the appearance change from egg to larva (25.0$\%$). Fifth, 35.5$\%$ of students selected bees as an insect of incomplete metamorphosis, and 35.3$\%$ responded 'I have no idea', showing that they had poor understanding about the insect life cycle.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권4호
• /
• pp.567-575
• /
• 2010

The purpose of this study is to investigate the effectiveness of academic achievements, science process skill and scientific attitude. The subjects of this study were 68 fourth-grade elementary school students who were 33 students for the 5E learning cycle instruction and 35 students for traditional instruction. The control group was taught with traditional teaching method, while the experimental group was taught 'the change to the volume of material due to heat' unit of 4th grade with the developed learning cycle model. The results were as fellows: First, the learning cycle instruction is more effective for understanding of a concept related to the change to the volume of material due to heat. Second, the learning cycle model seems more effective for the expansion of both scientific inquiry ability and scientific attitude.

• 대한지구과학교육학회지
• /
• 제4권2호
• /
• pp.89-101
• /
• 2011

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students' conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students' conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students' conceptual understanding using an engineering design activity, called 'Save the Penguins', and study on how each step in an engineering design process in this activity enhance students' conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.