• (The) Research of the performance art and culture
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• no.23
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• pp.5-36
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• 2011

The purposes of this treatise are to compare theories of theatre in 'Kwandaega' with theories of theatre in 'Poongjahwajun', to recognize differences of theories between the former and the latter, and to find out the comparative characteristics of theories of Korean theatre. There are four differences between the former and the latter. These are as follows; Firstly, in the aspect of contents, the former is consisted of discussions about nature of theatre, discussions about acting, discussions about staging, and the latter is consisted of discussions about nature of theatre, discussions about acting, discussions about staging, discussions about origin, and discussions about dramaturgy. Secondly, in the aspect of nature, the nature of theatre in the former is recognition and practice as 'homo performans', the nature of theatre in the latter is realization of 'flower[花]'. Thirdly, in the aspect of acting, discussions about acting of the former are consisted of 'Sachae' theory'(Inmulchirae, Sasulchirae, Dekm, Nerumsae), discussions about acting of the latter are consisted of method of training per ages, method of training per role playings, trainings in everyday life. Fourthly, in the aspect of staging, the focus of staging in the former is realization of an endless series of changes[千變萬化], the focus of staging in the latter is realization of 'flower[花]'. There are four characteritics in the theories of Kwangdaega. These are as follows; Firstly, the contents of kwangdaega are consisted of discussions about nature of theatre, discussions about acting, discussions about staging. This theory is theory centered on actor/actress. Secondly, the nature of thestre in Kwangdaega is recognition and practice as 'homo performans', supporting of self-generational values, supporting of folk, new interpretation about secularism. Thirdly, the discussions about acting are consist of 'Sachae Theory'. Fourthly, the discussions about staging are consisted of realizations of an endless series of changes[千變萬化]

• East Asian mathematical journal
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• v.32 no.2
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• pp.291-300
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• 2016

The integration of mathematics education is required Fundamentally discussion about the nature and purpose of mathematics education. After the theoretical discussion of that, Practical approach of that can be correctly realized. However, It is the impression that theoretical discussions and practical action about the current discourse about integration in mathematics education are the wrong order. To understand the practical action for the integrated approach in mathematics education, theoretical discussion of the integrated approach of mathematical education is properly required.

• The Journal of Korean Medical History
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• v.14 no.2
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• pp.25-44
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• 2001

Through the discussions on ascending, descending, in and out of functional activity of Ki, Nature and Life(性命) based on the correlations among essence of life, Ki and vitality, and the Heart which is the complex of heart and place of mental activity, orientation of 'Life(生命)' in "Dongeuibogam" is that heart and body are in a single construction not in two. Although "Dongeuibogam" has the characteristics of substantial discussions about prevalent inner Dan thought in those days in the medical field, it is quoted in the aspect of guiding and leading the Nature and Life(性命). As the nature of heart was developed psycological and physically, we could sense the influences of Confucian-medicine that accounted the Heart which is the place of mental activity and the Sung Confucianism trend of Chosun dynasty.

• Research in Mathematical Education
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• v.3 no.1
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• pp.35-56
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• 1999

The evolution of the function concept was delineated in terms of the 17th and 18th Centuries' dependent nature of function, and the 19th and 20th Centuries' arbitrary and univalent nature of function. According to mathematics educators' beliefs about the value of the function concept in school mathematics, certain definitions of the concept tend to be emphasized. This study discusses three types - genetical (dependence), logical (settheoretical), analogical (machine/equations) - of definition of function and their values.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.749-758
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• 2008

Even though the importance of the nature of science (NOS) and scientific inquiry in science learning have been emphasized by many science educators and science curriculums, the link between the NOS and scientific inquiry has not been discussed sufficiently. In this article, I discussed that various aspects of NOS are already embedded in defining and characterizing the authentic scientific inquiry and that we need to have special concern about how the NOS should be treated and interpreted when introducing it into scientific inquiry. And I summarized two approaches to teach the NOS and scientific inquiry; teaching the NOS through scientific inquiry and teaching scientific inquiry through the NOS. Finally, some next studies based on this article are introduced.

• International Journal of Contents
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• v.12 no.3
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• pp.17-21
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• 2016

The purpose of this study was to obtain qualitative data on Korean-American dry cleaners' concerns about work-related health and safety and their attitudes toward the use of PPE(Personal Protective Equipment). Two focus group discussions were conducted with convenient samples of Korean-American drycleaners in middle-eastern state. A total of 13 individuals participated in two focus groups. Participants had concerns as both owners and workers. As owners, they were concerned mostly about compliance of environmental regulation and economic depression. The participants knew very little about the hazards of chemical exposure and expressed vague concerns about chemical exposure and health. Majority of participants do not use PPE and had no intention of using it in the future because of their limited knowledge about the hazardous nature of chemical exposure. The findings from this study would guide the development of intervention to increase drycleaners knowledge of chemical exposure and use of PPE.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.157-169
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• 2010

Scientific observation has been recognized as one of the fundamental aspects in scientific inquiry. However, more detailed discussions and practical guides for teachers' and students' understanding about the nature of scientific observation have not been conducted. Therefore, based on literature reviews, we described the nature of theory-laden scientific observation as 11 detailed statements. Using theses statements, we investigated science teachers' and students' recognition of each statement. According to results, certain aspects of theory-laden scientific observation were determined as important aspects to be considered for science teachers' in-service programs or for students' learning activities in understanding the nature of science.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.301-311
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• 2017

In this study, we observed the characteristics of students' small group discussions concerning the four friction problems. Participants in this study were 22 students of upper-level mechanics course and their small group discussions have been transcribed. As a result, we found that the phenomenon in this study is well defined by 'common context.' The process of formation of the common context was explicitly observed when students discussed about the identification of the problem situation (especially the movement of A in the second problem), the nature of friction and various forces, inertial frame, and noninertial reference frame. Meanwhile, the formation of common context was tacit when students thought they already had a common context. For example, students did not discuss about the friction rule itself because they had confidence about the knowledge. We also found that the presence of the questioner, receiver, and the other opinion were important for positive group discussions. The result of this study would be meaningful because it analyzed how the theme affects the group discussion beyond the limit of previous studies of just analyzing the form or pattern of discourse.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.183-200
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• 1998

Widespread recognition of the various aspects of science education has been prompted by post-positivist philosophers' discussions of the nature of science and intense debates among constructivist psychologists about learning in science. Their discussions and debates, in turn, have raised the problems associated with teaching/learning of science in the schools. The purpose of this article, basically based on the reviews and analyses of the literature related to philosophy of science and psychology, was to describe the implications of post-positivism and constructivism for current science education in the schools. In this paper, the author defines science education as education of/about science, and education through/by science. He also stresses that scientific literacy and decision-making should be emphasized as the goals of science education, that the ethical dimensions of science and technology must be included in science curriculum, that group discussion and/or cooperative learning are effective teaching strategy for science as interpreted by post-positivists and constructivists, and that the assessment should be focused on the degree to which cognitive structure has been changed through instruction in the school classrooms.