• 대한한의학원전학회지
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• 제20권4호
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• pp.187-210
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• 2007

Dunong(鈍翁), Yun-Ji had born by a concubine, and his dream didn't come true for the restraint of his social position, so he tried to train younger men. His writings still remain 4 volumes of "Dunongyeonsocheonjimundap" and "Dunongdongmongmundap(鈍翁童蒙問答)", which may be called its primer. "Dunongyeonsocheonjimundap" is written in question-and-answer form between Chal-Hye-Ja(察慧子) who has a meager knowledge and Sim-Gyeong-Ong(心耕翁) who search for the truth. It is progressed from the law of nature to human's cultivation of the mind so as to reconfirm the recognition of the unity between the heaven and human beings and lead the interpretation and practice of the metaphysical proposition. It is characterized by making use of metrical compositions to induce plain tone of argument. "Dunongdongmongmundap", whereas, uses archaic writings to describe natural science including astronomy to the beginners. Dunong's scholarship is characterized by these: He explained the metaphysical propositions by approaching usual things including oriental medicine practically; He comprised the Confucian concepts intensively to examine the Oriental studies closely; He groped for the outlooks on the world of taking serious view of human being or human body. And his medical thought is characterized by these: He attached importance to the theory of viscera and bowels based on yin-yang and five phase theory; He suggested the concrete yin-yang theory with a viewpoint of qi-blood theory; He considered the concept of 'six' only as mutual rooting of yin and yang and five visceras and six vowels, and denied the traditional six qi concepts; He explained the ghost theories of the metaphysics based on the yin-yang theory to analogize points of sameness between the oriental medicine and the metaphysics; He emphasized restore yang theory. Therefore, we can say that he regarded the human body as small heaven-earth and grafted the abstract propositions into the actuals so as to put the metaphysical propositions in practice.

• 한국과학교육학회지
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• 제29권3호
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• pp.329-347
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• 2009

Science curriculums for elementary schools were, traditionally, developed to be balanced in content and contain equal proportions of the four branches of science: physics, chemistry, biology, and earth science. To develop a successful science curriculum, we asked some questions about how elementary students recognize these branches and about what they think of the domains of science in the science curriculum. Our study was designed to investigate how elementary students classify the domains of science in the curriculum. Previous research (Lee et al., 2001) seemed not to be successful, because verbal expressions in that research might be inappropriate for elementary students who were unaccustomed to the technical language of science. For this reason, instead of using only words, we developed image card instruments, made of picture duplicates of the introductory covers of each unit in the 3$^{rd}$, 4$^{th}$, and 5$^{th}$ grades' science textbooks. We asked students to classify these cards into their own categories and record the reasons for classifying them. The ratio and distribution of the units was then analyzed to identify their view of the science domains. 30% of the 4$^{th}$ grade students created the following categories: 'nature,' 'observation,' 'seasons,' 'living things,' 'sounds,' 'separating,' and 'the things necessary for everyday life'. In the case of the 5$^{th}$ grade, over 30% created the categories of 'living things,' 'weight,' and 'water.' Over 30% of the 6$^{th}$ grade created the categories of 'nature,' 'light,' 'water,' 'living things,' 'solution,' 'fire,' 'properties of an object,' and 'experiment.' Upon scrutinizing the above results, we discovered that the science domains selected by students into three types of domains: academic contents and concepts; activities related to a science class; and lessons and experiences in students ' lives. The last category was a new, complex kind of domain. We concluded that students did not utilize the four branches of science when constructing their own domains of science. Instead, they created many alternative domains, which reflected students' thoughts of and their experiences. The educational needs of elementary students suggest that when organizing science curriculum as 25 % allocation of the four science branches, newly-created domains should be considered.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.152-163
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• 2015

In this study, to raise the interest and curiosity of students and at the same time to learn science concepts meaningfully for students, the teaching and learning program was developed by applying the Frayer model. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Frayer model on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Seogwipo-city was selected the experimental group (26 patients). And the other 6th grade classroom in the same school was selected to the comparative group (27 patients). The experimental group was conducted applying the Frayer model. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Frayer model had the effect of to improve the scientific motivation. In particular, attention (p <.01), association (p <.01), confidence (p <.01) in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Frayer model applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Frayer model was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups (p <.01). The above findings, Elementary science class which applied Frayer model can be concluded to be effective in science and science achievement motivation. Therefore, applying the Frayer model of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Frayer model classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• 한국지구과학회지
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• 제42권1호
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• pp.88-101
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• 2021

이 연구의 목적은 학생들이 그린 그림이 야외지질답사와 모델링 기반 순환 학습에서 어떤 의미를 갖는지 질적으로 탐색하는 것이다. 서울의 한 대학 부설 영재교육원에 재학 중인 10명의 학생이 참여하였다. 한탄강 형성과정이라는 것을 주제로 야외지질답사와 3차시 모델링 3차시 수업을 진행하였다. 각 차시별 학생들이 작성했던 모든 기록장(글, 그림), 연구자 필드노트, 학생들이 참여한 모든 영상 자료 및 음성 녹음, 전사한 인터뷰 자료 등을 연구진과 공유하였다. Hatisaru (2020) 그림 표상화를 야외지질학습의 맥락에 맞게 수정하여 그림의 유형을 분류하였다. 학생들의 글(text, memo)을 포함한 그림의 특징을 분석하기 위해 연연적 내용 분석(deductive content analysis)을 사용하였다. 또한, 그림이 모델링 기반 순환 과정(자료 수집 관찰, 모델 생성, 모델 발달, 자연현상의 구체화) 속에서 어떤 역할을 하는지 분석하였다. 그 결과 학생들의 그림 유형은 지질학적인 개념을 포함한 상징적 이미지, 지형학적으로 외형을 묘사한 외형적 이미지, 학생들의 심리적인 영역을 표현한 정의적 이미지가 있었다. 특징은 설명, 생산화, 정교화, 증거, 일치, 심상(心狀)으로 분류하였다. 그림의 유형과 특징은 모델링 기반 순환 학습 과정에서 연속적으로 나타나며 학생들의 모델 발달 과정 속에서 학생들의 인지적인 영역에 관한 특성과 학업에 대한 긍정적인 태도와 감정을 반영하였다. 학생들이 그린 그림은 야외지질답사와 모델링 과정 모두에 있어서 학생들의 사고와 의사표현을 반영할 수 있는 도구로써 의미를 있음을 밝힘으로써 과학교육 관계자들에게 학생들의 그림 그리기 활동의 중요성을 역설하였다.

• 한국과학교육학회지
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• 제4권2호
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• pp.64-73
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• 1984

This study aimed at identifying the characteristics of current science curriculum in several countries in terms of its format, aims and objectives, contents and guidelines and discussed about therm. The curricula were collected from 9 countries- The United States of America(5 states), Canada(4 Provinces), England, West Germany, France, Australia, Newzealand, Japan and the republic of China. Each country had her own characteristics of science curriculum, but there also common characteristics among several countries. First, the format of science curricula in eastern countries were very different from those of western countries. The western countries had the curriculum format which included characteristics and needs of science education, philosophy and background, aims and objectives, contents, characteristics of learners, teaching and learning strategy, teaching materials, guide of experiments, evaluation methods, and other concrete informations while eastern countries had the curriculum format which included only objectives, contents and guidelines. I think that the format of science curriculum in western countries is more recommendable than that of eastern countries. Second, the aims and objectives of science curricula in eastern countries focused on scientific knowledges and concepts, while those of countries emphasized scientific methods and attitudes. Third, the contents of science curricula were very similar regardless of eastern countries or western countries. In other words, all the countries in this study emphasized life science and earth science at lower grade level and physical science at upper grade level. Especially the observation and concrete learning activities were suggested at lower grade level and logical reasoning was emphasized at upper grade level. I think that the integrated (topic-centered) science curriculum is more recommendable than our current non-integrated science curriculum in lower grade levels. Finally, the guidelines of science curriculum in eastern countries did not suggest specific information about teaching contents, experimental methods, teaching-learning activities, evaluation methods, teaching and learning meterals, while those of western countries provided more specific information which teachers could utilize very effectively.

• 한국초등과학교육학회지:초등과학교육
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• 제24권3호
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• pp.214-225
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• 2005

The purpose of this study was to examine the content relevance of the 7th national primary science curriculum and textbooks. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, Californian science standards, the national science curriculum of England and Japan, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey to gather opinions from students, teachers, and professors of teachers colleges about the relevance of the science curriculum and textbooks. Main findings of this study are as follows: First, the science contents at each grade level should be determined by the students' characteristics, not by an equal portion rule among physics, chemistry, biology and earth science. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoid. Third, the number of topics at each grade level should be reduced, and the similar topics and themes should be integrated for students' deeper understanding. Fourth, the number of science concepts and activities should be reduced to an appropriate level considering the time allotment for science classes, teachers workload, laboratory conditions, etc. Fifth, differentiated curriculum, such as in-depth and supplementary course, should be described not in science contents, but in teaching and learning strategy.

• 과학교육연구지
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• 제33권1호
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• pp.56-68
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• 2009

이 연구는 암석과 지각, 판구조론에 대한 학생들의 존재론적 범주화를 분석한 것이다. 연구에는 고등학교 1학년 169명의 학생들이 참여하였으며, 연구 영역에 대한 학생들의 존재론적 범주화 경향을 밝히기 위해 질문지를 개발하고 부호화 틀을 제작하였다. 그리고 모든 학생 결과물들은 부호화 틀에 따라 4 단계(물질, 전환, 초기적 과정, 완료적 과정)의 범주로 부호화하였다. 연구 결과에서 다음과 같은 결과를 얻었다. 첫째, 연구 영역의 개념들에 대한 학생들의 존재론적 범주화는 암석 영역의 개념들에서 62%로 그리고 지각 영역의 개념들에서 75%로 우세하게 물질과 전환 범주로 분류되었다. 판구조론 영역에 대한 개념들의 존재론적 범주화 경향은 65%가 과정 범주로 부호화됨으로써 비교적 과정 지향적 관점을 가지고 있는 것으로 해석되었다. 둘째, 학생 개개인의 영역별 개념들에 대한 존재론적 범주 배정 경향은 모든 영역에서 과정 범주와 물질 범주로 부호화된 학생의 비율이 각각 17%, 30%로 확인되었다. 응답 분석 결과에서 물질 범주로 부호화된 대부분의 학생들은 세계를 단순한 물질의 조합으로 보는 경향이 많은 것으로 확인되었다. 그리고 지식 구조를 형성하는 개념들에 대하여 현상이나 사건 자체로만 사고하는 존재론적 신념을 지니고 있는 것으로 나타났다.

• 대순사상논총
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• 제20권
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• pp.169-191
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• 2009

The Four Tenets of Daesoon thought are the Creative conjunction of the virtues of Eum and Yang, the Harmonious union of divine beings and human beings, the Resolution of grievances for the mutual beneficence of all life and the Realization of the Dao in the world. This article compares the concepts of the "Creative conjunction of the virtues of Eum and Yang", the "Harmonious union of divine beings and human beings" and the "Resolution of grievances for the mutual beneficence of all life" with "EumYangDaeDaeRon", "ShinMyonKiDeok", the Theory of Mutual Giving Life / Mutual Destruction (SangSaeng/SangGeukRon) of the Book of Changes and analyzes their common and different points. The conclusion is that Daesoon thought and the philosophy of the Book of Changes share common fundamental standpoints. However, the Daesoon thought defines the world of SeonCheon (the state before the Heaven and Earth have been created) as Mutual Giving Life (SangSaeng), and the world of HuCheon (the state after the Heaven and Earth have been created) as Mutual Destruction (SangGeuk). According to Daesoon thought the Mutual Destruction (SangGeuk) is seen as negative, while according to the philosophy of the Book of Changes the Theory of Mutual Giving Live/Mutual Destruction (SangSaeng/SangGeukRon) is viewed as a positive relationship of EumYangDaeDae. This is a point of difference between the Daesoon thought and the philosophy of the Book of Changes. According to EumYangDaeDae relationship theory the contradictory "other" is viewed not as an enemy, but as a necessary element that assures one's existence. When Buddhism and Christianity first came to existence, they did not belong to a main stream. Later, through continuous theorization and systematization they became generally accepted religions. The case of Confucianism was not much different. During Song dynasty in China Buddhism has contributed to the systematization and establishment of Neo-Confucianism; in the middle of 20th century the Confucian scholars of Hong Kong and Taiwan interpreted and defined Confucianism a new in the light of Western philosophy. Thus the "Modern Neo-Confucianism" came to existence. That's why the history of Confucianism is also called "the history of advancing and developing a concept". From this point of view the critical acceptance of some elements of Confucian, Buddhist, Taoist etc. traditions, as well as modern philosophy, by Daesoon, in order to achieve the systematization of Daesoon thought, is a very important process. As a part of this process, this essay explains the Daesoon thought from the point of view of the Book of Changes, which may be said to present the original East-Asian view of the world. Daesoon's emphasis of human dignity, the equality of sexes, the critics the hierarchical society etc. are rather "modern" and should be examined from the point of view of social science. Besides, leaving the boundaries of "modern philosophy", the concepts of "Harmonious union of divine beings and human beings", viewing the universe as one organism etc. should be approached from the point of view of Post-Modernism.

• 과학교육연구지
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• 제42권1호
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• pp.27-48
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• 2018

이 연구의 목적은 우리나라를 포함한 5개국(캐나다, 뉴질랜드, 싱가포르, 미국, 한국)의 과학과 교육과정에 대한 연계성의 비교 분석을 통해서 우리나라 2015 개정 교육과정의 연계성에 대한 시사점과 제안을 도출하는데 있다. 국가교육과정정보센터(NCIC)에서 수집한 각 나라의 교육과정 문서를 분석 대상으로 핵심 개념인 '시스템'과 '에너지'의 내용 요소와 종적 횡적 연계성을 비교 분석하였다. 연구 결과에 따르면 핵심 개념인 시스템과 에너지는 국제적으로 교육과정 연계성을 위해 적용되고 있다. 대부분의 국가에서 시스템은 과학과 기술 또는 다른 내용과 통합하기 위한 틀로 사용되고 있다. 특히, 지구와 우주과학 내용 영역의 횡적과 종적인 연계성을 강화하는데 적용되고 있다. 핵심 개념인 시스템에 대한 비교 결과는 뉴질랜드의 경우 수준을 토대로 학년과 교과 사이의 연계성을 위해 시스템과 인간 활동 간의 상호관련성, 시스템의 상호작용, 시스템의 특성에 초점을 두고 있다. 캐나다나 싱가포르의 경우, 과학과 기술 내용에 대한 연계성을 강화하기 위해 통합적으로 구성되어 있다. 그러나 2015 개정 교육과정은 시스템과 에너지 개념이 특정 학년과 내용 영역에만 한정되어 있어서 연계성의 부족한 것으로 나타났다. 교육과정은 그 수준에 따라 다양한 학년을 위해 체계적으로 개발되어 있지 않다. 결론적으로 한국의 과학과 교육과정은 충분한 학생의 학습에 대한 충분한 이해와 학습발달과정과 연계성에 대한 연구가 필요하다. 아울러, 학생들의 핵심역량과 능력을 배양하고 과학 교육을 향상시키기 위해 횡적과 종적인 연계성을 기초로 교육과정을 구성하는 것이 중요하다.

• 동의생리병리학회지
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• 제23권1호
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• pp.34-40
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• 2009

After a research on appearance diagnosis and fish, bird, horse, and turtle types, this study concluded as following. Appearance diagnosis is a technique that exams five jang organs by color and shape of eye, nose, mouth, and ear. Four HyungSang types-including fish, bird, horse and turtle types-are evaluated upon the external shape that are created while type of seed changes. Appearance diagnosis focuses on five jang organs. Four HyungSang types focus on external shape, but are eventually related to five jang organs. Thus, two different techniques possess a point in common; five jang organs. The assignment of nose, eye, ear and mouth to the Five elements varies between two techniques. On the viewpoint of formation, appearance diagnosis assigns them to metal-water-wood-fire-earth and movement, and four HyungSang types do to wood-fire-earth-metal-water and constitution. On the viewpoint of body/use and static/dynamic, appearance diagnosis assigns them to metal-water-wood-fire-earth and constitution, and four HyungSang types do to wood-fire-earth-metal-water and movement. If nose, eye, ear, and mouth are assigned by on four HyungSang types, which are based on external shape, the assignment can be utilized in diagnosis. If, however, they are assigned by appearance diagnosis, it can be focus on treatment. Five jang organs and six fu organs are affected by internal conditions because they are located inside of human body, while four HyungSang types are affected by external conditions because it deals with external shape. If a disease occurs in the developed part of the body, it would be difficult to be cured because four HyungSang types depend on external shapes.