• Journal of Korean Academy of Nursing
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• v.30 no.5
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• pp.1145-1155
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• 2000

The purpose of this study is to explore the concept spirituality and to gain understanding of nursing intervention that may improve spiritual well-being. The concept analysis framework developed by Walker and Avant (1995) was used to clarify the concept. In the study, 'Harmonious interconnectedness', 'Transcendence', 'Integrative Energy' and 'Purpose and Meaning in Life' emerged as the critical attributes of spirituality. The first attribute, 'harmonious Inter- connectedness', has three categories including intrapersonal, (self), interpersonal (others/ nature) and transpersonal (the Supreme Being). The second attribute, 'Transcendence', is defined as the ability to extend one's own self beyond the limits of usual experiences and to achieve new perspectives. This attribute is demonstrated by 'coping with situations', to 'self-healing', and 'transformation'. The third attribute of spirituality is 'Integrative Energy', which integrates all dimensions and acts as a creative and dynamic force that keeps a person growing and changing. 'Integrative Energy is also defined as an inner resource that gives a sense of empowerment. Therefore the highly spiritual person demonstrate 'inner peace', 'growing', 'inner strength,' and 'well-being'. The fourth attribute 'Purpose and Meaning in Life' represents a sense of connectedness with one's inner values and with a greater purpose in life. It is demonstrated by 'hope' and 'a powerful life'. In this study, the antecedents of the spirituality represented as 'spirit' and its potential enablers were 'Introspection/reflection', 'Interconnectedness with all living things', and an 'Awareness of a Higher-Power'. The consequences of this concept may be described as 'physical, psychosocial, and spiritual well-being'. Empirical referents of this are 'purposeful life' 'self-worth' 'hope' 'love' 'service' 'forgiveness' 'trust/belief' 'inner peace' 'self-actualization' 'religious practices' 'transformation' 'inner strength' and 'coping'. In conclusion, spirituality can be defined based on these critical attributes. Spirituality is a dynamic, integrative energy based on a feeling of harmonious interconnection with self, others and a higher power. Through it, one is enabled to transcend and to live with meaning and purpose in life.

• Journal of Korean Medical classics
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• v.29 no.4
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• pp.17-36
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• 2016

Objectives : This paper seeks to study the provenances of 10 Symptoms of Para-cold damage from Yixuerumen, and discovers the rationality and originality of para-cold damages recognized by Li Chan. Methods : The paper looks through the books referenced by Yixuerumen to investigate the source text for Yixuerumen's Para-cold Damage chapter, and the contents of the referenced books will be compared to that of Yixuerumen. Results : The sources of the 10 symptoms of para-cold damage from Yixuerumen Chapter of Cold Damage can be traced to Leizhenghuorenshu (expectoration, indigestion, rising temperature due to lack of energy, and beriberi), Wang Zhen's Shanghanzhengzhimingtiao Xinzengxuleishanghansizheng(the infection in a boil, blood sattis, caused overexertion, and pox), and Liu Chun's Yujiweiyi's chapter on Common Cold. Here, Li Chan made his own addition of internal damage and damage of overworking. Li Chan seems to have considered para-cold damage not as a type of cold damage but as a "concept relative to the broader range of cold damage." In reflection of this understanding, Li Chan limited the number of categories to ten in accordance with the developmental trace leading from Leizhenghuorenshu to Shanghanzhengzhimingtiao. When we understand para-cold damage as a "concept relative to the narrower range of cold damage," it could be used as a mean as for "Wenbin diagnosis," but Yixuerumen's para-cold damage is only utilized for the "diagnosis of a broader concept of cold damage." Conclusions : Li Chan deserves credits for his academic rationality and originality displayed by the method he used to form para-cold damages where he used real cold damage and para-cold damage as principles, by the division of para-cold damage symptoms into ten provenances, by the creation of the concept of para-cold damage, and by his broad collection of prescription and treatment corresponding to each type.

• Science of Emotion and Sensibility
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• v.17 no.1
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• pp.13-28
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• 2014

Considerable research in dieting has examined the goal priming effect that promotes successful dieting. However, priming literature found that the process of which priming is led to behaviors involves not only the priming construct itself but the momentary self-concept activated by the priming. Based on this notion, studies examined whether the active self-concept as an "unsuccessful dieter" or "successful dieter" determines the priming-to-behavior effect in dieting. Study 1 used contexts of the prime as manipulation for participants' active-self following the prime and measured their chronic self-concept in dieting (rated on the Perceived Self-Regulation Success [PSRS] in dieting scale) as a moderator. The result supported the active-self account for the effect of the dieting prime. The interaction of the PSRS scores and the priming contexts was found in the dieting behavior of participants. Participants whose chronic self-concept in dieting is unsuccessful (the low PSRS) showed the goal-congruent priming effect only in the condition where the priming context reminded them of their self-concept in favor of dieting success. In the context where their dieting failure in the past became salient, however, the participants with the low PSRS were more likely to succumb to tempting food. In contrast, eating behaviors of the high PSRS participants were independent of the contexts. Study 2 tested a possible mechanism from the active-self to the behaviors. It is concluded that the active-self operates in the priming process by influencing anticipatory thoughts rather than automatic responses toward foods. The implications for understanding repeated dieting failures and designing practical interventions to help dieters are discussed.

• Research in Community and Public Health Nursing
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• v.15 no.2
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• pp.266-276
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• 2004

Purpose: This study purposed to supply basic data for nursing intervention plan for middle-aged women healthcare and for finding solutions to nursing problems through understanding middle-aged women's depression, and to examine whether middle-aged women's depression is related with self-concept, self-efficacy, physical condition and social support. Method: The subjects were 200 middle-aged women aged between 35 and 60 and living in Daejon city and K city in Chungcheongnam-do, and the questionnaire survey was conducted from the 15th of August to the 18th of September in 2003 using a structured questionnaire. Collected data were analyzed through descriptive statistics, t-test, ANOVA. Pearson's correlation coefficient and stepwise multiple regression. Result: Middle- aged women's depression was found to be in a negative correlation at a statistically significant level with self-concept (r=-.679, p=0.000), self-efficacy(r=-.489, p= 0.000), physical condition(r=-.650, p=0.000) and social support(r=-.526, p=0.000). The most significant variables of middle-aged women's depression was self-concept(46.2%). Combining with physical condition(13.2%) and self-efficacy(0.9%), the three variables together explained 60.3% of middle-aged women's depression. Conclusion: The results show that middle-aged women's depression is closely related with self-concept, self-efficacy and physical condition. Thus this study suggests that the goal of nursing intervention for middle-aged women to overcome depression should be to help them to have positive self-concept, high self-efficacy and sound physical condition.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.369-379
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• 2000

The purposes of this study is to identify the misconceptions on atmospheric pressure and to investigate the effect of conceptual change of the cognitive conflict teaching models. The subjects are 184 students in girls' high school and divided into the controlled and test group. Before instruction on atmospheric pressure concept, their concept types were identified and their conceptual changes were compared after instruction by the traditional and the cognitive conflict teaching models. The results of this study are as follows; 1 ) The students' understanding level on the atmospheric pressure was low before instruction and they had some misconceptions. But the concept levels related to their everyday life experieces and memorized concept were high. 2) The cognitive conflict teaching model were more effective than the traditional teaching model in the formation of atmospheric pressure concept. 3) Though there were some differences among the test items, the cognitive conflict teaching model was identified to be more effective than the traditional teaching model in terms of the durability of atmospheric pressure concept.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.33-46
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• 1998

This study researched the concepts that elementary school students have after having learned volcano and earthquake. The reacher collected and adjusted the journals related to this study, and sampled the concepts included in Chap. One "Moving Earth", the first term of the elementary school sixth year. The students' descriptive responses were analyzed after subjective questions on the basis of above were developed and put into. After the contents described in the answer sheets were categorized by key words and the types of concept were made out by qualitative analysis, it was showed what was differences between the sexual, regional and achievement levels. The results of this study were as follows; first, though the types of concept about volcano and earthquake were found variably, it was showed that wrong preconception was not corrected, especially the exact understanding about terms not attained to, which led to the trouble in conceptual readjustment of students. Second, though the response rate about the types of scientific concept was found high that volcano was made out of explosion and eruption of magma and lava, there were also children who described not the interior factor of globe but the surface factor. Third, according to the results divided into the interior factor of globe and the surface factor and analyzed about earthquake, there were a great number of children who responded as the surface factor though most of the students responded to the interior factor of globe. Fourth, through some types of concept, it was found that the formation of concept was much influenced by experience of children's life, curriculum, and the method of study. Fifth, In the most test question, the scientific concept was found that boys were higher than girls in the distinction of sex, the children of cities than those of town and island, and the upper group than the lower group in the achievement levels.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.304-322
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• 2010

The purpose of this study is to explore the effects of student-centered instruction using analogies for middle school students' learning of the photosynthesis concept. Participants in this study were 8th grade students at a middle school in Seoul (N=132). The students were divided into two groups for implementation. In the experimental group the teaching materials containing analogies were used while the contents of a science textbook were taught in the control group. The results of this study indicated that student-centered instruction using analogies was more effective than traditional methods of instruction for understanding photosynthesis concepts and the students' attitude toward the science class. Analogies were also found to contribute to developing an understanding of the photosynthesis concept through activating students' prior knowledge, focusing on structural features of the target concept and elaborating knowledge. In addition, analogies play an important role in activating small group discussions, improving students' meta-cognitive skills, and revealing and revising of misconceptions about photosynthesis. Moreover, analogies can help improve students' interests and self-efficiency in science classes.

• (The) Korean Journal of Educational Psychology
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• v.22 no.2
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• pp.461-478
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• 2008

This study attempted to test whether or not students' collaborative argumentation and explanation activity while using concept mapping did improve understanding on texts. Total of 52 college students participated in this study. They were randomly assigned to one of four experimental conditions. The experiment lasted for two or three weeks and students were tested on comprehension level of a text material that they have studied over the period. As a result, with two independent factors of explanation and collaboration, there was a significant interaction effect without main effects. That is, individual did better when they did have to explain what they were doing. However, this is not the case when students collaborate. Students in the paired condition, they did better when they do not have to explain what they were doing with concept maps. This study showed efficiency with using computerized software does not always guarantee higher understanding on text materials. Instructional contexts and variables, collaboration and explanation, needs to be considered. Collaborating with others and explaining their own learning processes should be carefully designed when they are combined with concept mapping contexts. How to minimize learning obstacles from discussing ideas with others are a critical issue for future research.

• The Mathematical Education
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• v.61 no.3
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• pp.419-439
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• 2022

This study is based on Freudenthal's mathmatising process and the didactical phenomenology of linear function concept, I have described and examined the process in which students represent the constant rate of change into tables, graphs and equations and, in this way, how they construct mental objects and essence of the linear function concept. The students used the proportionality as composite units, when they represented the phenomenon with constant rate of change into tables. When representing in graphs, all but one student represented it into a line. There were differences among the students in the level they were using the given conditions, co-variation perspective, and corresponding rules when formulating equations. The students compared the relationship between two variables in a multiplicative way, and under the guidance of teachers they reached to the understanding that its relationship becomes a constant. Moreover, they could construct mental objects of a constant rate of change, understanding the situation where the relationship between time difference and distance difference becomes one value, namely speed. The students had difficulties in connecting the rate of change with the inclination of a line. The students constructed the essence (concept) of linear functions, after building and organizing the image that the rate of change is constant, the graph is linear, and the equation is formulated as y=ax+b (a: inclination, b: intercept).

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.901-917
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• 2018

The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.