• Journal of Korean Medical classics
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• v.26 no.4
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• pp.1-21
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• 2013

Objective : This study is about how theory on seven kinds of prescriptions in Yellow Emperor's Cannon of Internal Medicine(黃帝內經) had been developed and how it had been applied for in prescription books or clinical texts. Method : I made a comparison of this theory between prescription books and clinical texts. After it, I investigated the change or development of it. Result : The first explanation about this was made by Wang Bing(王氷). Yu Wanso(劉完素) made up several varieties and meanings of it, Jang Jahwa(張子和) corrected what Yu Wanso added. Besides, someone for example, Wang Hogo(王好古), Yi Cheon(李梴), and so on added new varieties and meanings of odd prescription and even prescription. Conclusion : Theory on seven kinds of prescriptions in Yellow Emperor's Cannon of Internal Medicine had been constantly changed and developed in prescription books or clinical texts.

• Journal of Korean Medical classics
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• v.33 no.3
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• pp.135-156
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• 2020

Objectives : This paper aims to suggest an integrated explanation for the contrary reinforcing/reducing effects of Shaoyao. Methods : From a list of books on the history of herbology and Chinese Medicine as mentioned in the herbology textbook, main texts were selected for further examination, along with some books of the Four Masters of the Jin Yuan period and some general medical texts. These texts were thoroughly examined with keywords such as Shaoyao, Baishaoyao, Chishaoyao, Baishao, Chishao, out of which contents on reinforcing and reducing were selected and analyzed. Next, explanations of the mechanisms of the contrary effects that were found through categorization of the reinforcing and reducing effects were examined. Among the contrary effects, similarities were uncovered and further studied for deduction of an encompassing higher level mechanism. Results & Conclusions : Overall consideration of the contrary effects of Shaoyao revealed that its working mechanism is to collect qi in the yin-blood part through convergence to control qi among blood, to help smooth flow of blood, eliminate blood stagnation and reinforce blood production which in turn cools down heat.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.1-8
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• 2017

In terms of science learning for students and of scientific literacy for the general public, understanding science terminology is very important. Aside from the science language education delivered in schools, we assumed that supplementary materials are necessary to search and study the meaning of science terminologies for students or the general public. This study aims to investigate whether explanation texts of portal dictionary, Pyojun Korean Dictionary, and science textbooks are easy to read or understand for students and how the students perceive the explanations they present. The results show that science textbooks are easier to read and understand for students than the portal dictionary or Pyojun Korean Dictionary. However, all three materials have very low level of readability compared with students' average level. There definitely are rooms for improvement to increase their readability.

• Journal of Korean Medical classics
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• v.25 no.2
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• pp.141-168
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• 2012

Objective : The objective of this paper is to study the characteristics of the categorization of acupuncure points of the Lung Meridian(肺經) based on Hwangdineijingmingtang(黃帝內經明堂). Method : This paper examines several texts regarding the Lung Meridian. Result and Conclusion : Out of Yang Shangshan(楊上善)'s work, the theoretical aspects are presented in Hwangdineijingmingtang, whereas contents regarding acupuncture points are presented in Hwangdineijingmingtang. This is due to Yang's position as an imperial doctor(太醫侍御). In Hwangdineijingmingtang, Yang explains the characteristics of Metal(金) based on Hwangdineijingmingtang followed by an explanation of the acupuncture points of the Lung Meridian, which shows his emphasis on the relationship between the meridian as the main branch and the viscera. Along this medical logic, Yang must have included LU1(中府) into the Lung Meridian. This is Yang's unique point of view, distinguishing itself from other texts regarding the Lung Meridian. Apart from the means of explanation of the Lung Meridian by Yang, the verse 'made a volume for each 12 meridian' in the introduction of Hwangdineijingmingtang, discussion of the main treatable diseases of Hwangdineijingmingtang, contents on pathways of Lingshu Jingmai(靈樞 經脈), the start and end points of the meridians in Lingshu Maidu(靈樞 脈度) points to the assumption that each acupuncture point's belonging meridian known to us today was fixated by Yang.

• Journal of Korean Medical classics
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• v.27 no.2
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• pp.97-107
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• 2014

Objectives : This study aims at exposing interaction between socio-cultural influence on medicine, and the strong quest for rational explanation concerning the evil-spirit(鬼邪) related disease, namely Sasu(邪祟), in medical history. Methods : In order to apprehend the change of perception, Chinese medical classics referring directly to Sasu(邪祟), as well as Korean medical classics from Joseon dynasty were reviewed. Results : In Chinese medical texts, discriminating pseudo-sasu(類似邪祟) from evil-spirit related sasu had been one of the main concerns. And Chinese were more inclined to specify treatment plan for pseudo-sasu than handling evil spirits. On the contrary, Korean medical texts show common interests in eliminating evil spirits throughout Joseon dynasty. Conclusions : Since medicine is under the influence of socio-cultural condition, it cannot escape from the epistemology of corresponding society. Evil-spirit related disease therefore could remain within the sphere of medical discussion until very recently. If we observe the disease under the frame of culture, we not only can obtain broader view on dynamic nature of medical conceptions, but also gain better insight to understand medical classics.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.367-378
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• 2007

The purpose of this study is to investigate the features of science language in Earth science textbooks and Earth science research articles. We examined two Earth science textbooks and two Earth science articles using the taxonomy of scientific words, the text structure analysis of explanations, the analysis of conjunctive relations and reasoning, and the function of conjunction. The results showed that school science language revealed in Earth science textbooks had high proportion of naming words and the text structures in which definition/exemplification structure and description structure were dominant. Also, internal relations that showed additional arrangement rather than logical inference, were predominant in Earth science textbooks. However, scientists' science language revealed in the Earth science articles had more proportion of process words and concept words than the Earth science textbooks and the schematic structure of explanation texts, such as orientation - implication sequence - conclusion. In addition, the text structures in each sentences of implication -sequence showed cause/effect or problem-solving after description structures. Also each sentences expressed causal or abductive reasoning through the internal relations using verbs or adverbial inflection. It is necessary that we bridge the gap between the two languages for students' authentic use of science language. For the bridging, we propose "interlanguage", which mediates between school science language and scientists' language.

• Journal of the Korean Chemical Society
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• v.51 no.6
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• pp.560-568
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• 2007

The aim of this study is to investigate the terminology of chemically unclear ‘heavy metals' which were expressed in the Korean secondary science textbook in terms of the definition, the type and the meaning. Initial results showed that six of ‘Chemistry I' textbooks among these texts defined a heavy metal with the density and described it as a metal which is hazardous and continuously accumulated in the human body. Specifically, cadmium, lead and mercury were presented as examples of the hazardous metal in all of the eight textbooks but non-metals such as arsenic and absolutely essential metals including chrome, manganese, iron, cobalt, nickel and copper were also given in the texts. Most of the texts described the hazardousness and toxicity of the metal too simple to understand the mechanism of its intoxication despite considering all of the factors including its oxidation state, residual amount and reactivity with biomolecules of the human body. Such an ambiguous definition and explanation may excluded in the textbook because the chemically undefined chemical vocabulary leads students to cause an alternative conception of the heavy metal, which means that the metal could be identical with toxins.

• (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.

• 한국전산유체공학회:학술대회논문집
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• 1995.04a
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• pp.38-43
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• 1995

Effect of visualization as a tool for the education of fluid dynamics is mainly discussed. Visualized images are much more understandable compared to the explanation using equations and texts. Several examples are presented to clarify this statement. Then, the software system for teaching fluid dynamics using the results by the numerical simulation is discussed. Two important issues on what is needed in the system are given. First, such systems should be capable of animating images. Second, such systems should be interactively used by students. Changing parameters, coefficients, equations, etc. themselves and watching the difference are important for them to understand the nature of physics underlying the equations. The teaching system with visualization is no doubt a good tool for introducing fluid dynamics.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.785-797
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• 2010

This study identified the linguistic features of Earth science treatises through the analysis of the register. Data included three Korean treatises that were in geology, atmospheric science, and oceanography. The register of Earth science treatise was as follows: First, there were semantic, referential connections between Themes and Rhemes, that the messages and main points of the texts were expressed coherently and cohesively. Second, some predicates were used which were related to deductive inference, abductive inferences, or causal relation according to the genre elements of each text. The logical relations were not represented by the conjunctions but by the types of predicates. Third, most texts in the treatises showed interpersonally weak relationship using mental predicates related to possibilities, which meant scientists expressed indirectly their interpretation, explanation, or arguments. From these results, we argued that some activities of unpacking the language of science be included in science curriculum in order to improve students' literacy of science texts and understanding scientists' knowledge construction.