• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.427-439
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• 2019

In this study, we investigated how scientists and teachers engaged in mentoring program are conducting research ethics education and how they are creating an ethical educational environment. A questionnaire survey was given to 32 scientists and 44 teachers conducting mentoring programs for gifted high school students. In the content of research ethics education, most of the respondents opined that they should teach against falsification, plagiarism, and fabrication. Teachers were most likely to teach ethical decision-making in each step of the research process. Most of the scientists said that they should teach how to write research note. For the difficulties, the teachers pointed out the challenging system that focuses only on college entrance exams while the scientists answered that it was difficult to recognize research ethics as the problem of the students themselves. For the teachers, the most affective factor in creating an ethical research environment is the amount of time to teach research ethics while for the scientists, it is the ethics of the mentors. For creating an ethical research environment, the teachers responded with making an atmosphere wherein failure is tolerated, and the scientists responded with increasing the degrees of freedom in results. For the difficulties of creating an ethical research environment, the teachers were constrained by research time while the scientists were pressured about the results. These results provide implications for ways to teach research ethics and for ways to create an ethical research environment in the mentoring program for science-gifted students.

• (The)Study of the Eastern Classic
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• no.70
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• pp.119-156
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• 2018

Suk Dang Kim Sangjeong (1722-1788) was one of the Big Three Noron literati of the mid-18th century, and is an author worth taking note of in that he expressed the duty to pursue the Qin-Han gomoon-ron (古文論) more clearly and radically than anyone else. The literary debates that unfolded in the letters he exchanged with Ahn Doje (安道濟) and Sin Daejeon (申大傳) are the clues that may explain the continual development of Qin-Han gomoon-ron within Joseon. His gomoon-ron is a self-reflection of the Dang-Song gomoon-ron that continued as tradition in the Noron literati after Kim Changhyeop (金昌協), and also reflects his literary and periodical confidence. At the same time, he also makes a distinction with Qin-Han gomoon-ron set forth by the Seven Masters literature from the Ming Dynasty (前後七子) in that he takes precautions against plagiarism and emulation. It has rarely been shown that his sentences plagiarize and excessively cite the classics, or that he abstrusely elaborates sentences. He sorted through things of value worth recording and cleanly reenacted them based on the scenes and conversations, further, delivered applicable normative lessons through allegoric writing. This may be discussed as the portions that are possessed by the Qin-Han gomoon-ron that he pursued, and particularly that have the esthetic and contact point of historical prose. Kim Sangjeong's writing pursued the Qin-Han gomoon-ron of a prior era, and though distinguishable from authors of difficult writings, possesses unique characteristics that make it distinct from the Dang-Song gomoon-ron that focuses on argument. The direction of Kim Sangjeong's antiquarianism seeks after imperial loyalty, and is mutually intelligible with the artistic discourse of the Noron Cheongryu literati such as Lee Yunyeong, Kim Sangsuk, Lee Insang, and Hong Naksun who preferred archaeological finds and classical prose. While their literary tastes are a reflection of their conservative worldviews, they may also have been utilized as a foundation supporting their lives which were devoted to literature.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.32 no.4
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• pp.5-24
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• 2021

The purpose of this study was to investigate and analyze the operating conditions of lecture contents in contactless online classes for University students. First, as a result of analyzing the responses of 93 respondents, 93.3% of the respondents took real-time online lectures (47.7%) or recorded video lectures (45.6%). Second, as a result of analyzing the contents used as textbooks, it was found that e-books (materials) and paper books (materials) were used together (36.6%), or e-books or electronic materials (36.6% and 37.6% respectively) were used in both liberal arts (47.3%) and major subjects (39.8%). In addition to textbooks, both major subjects and liberal arts highly used web materials (47.6% and 40.5% respectively) and YouTube materials (33.3% and 48.0% respectively) as external materials. Third, both liberal arts and major subjects used 'electronic files in the form of PPT or text organized and written by instructors' (62.9% and 58.1% respectively), 'internet materials' (16.7% and 19% respectively) and 'paper book or materials' (10.4% and 12.3% respectively) to share lecture contents. For the screen displayed lecture contents, 93.5% of the respondents satisfied in major subjects, and 90.2% of the respondents satisfied in liberal arts. These results suggest developing multimedia-based lecture contents and an evaluation solution capable of real-time exam supervision, developing a task management system capable of AI-based plagiarism search, task guidance, and task evaluation, and institutionalizing a solution to copyright problems for electronicizing lecture materials so that lectures can be given in the ubiquitous environment.

• Journal of Popular Narrative
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• v.27 no.3
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• pp.127-150
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• 2021

This study focuses on analyzing the epic characteristics of a korean sports cartoon called "Burning Ground" in the 1970s. Through this, we would like to reveal that only "Burning Ground" has a unique narrative. We hope that such research will accumulate and serve as the basis for the study of Korean sports cartoon. In the 1970s and 1980s, Korean sports cartoons were narratives of the main characters. The story of the family is central to the narrative. Family revenge is mainly the central narrative. Plural narratives are serious, and sports act as auxiliary narratives. It uses 'Spocon', a characteristic of Japanese sports cartoons, to show its efforts to get revenge. Therefore, it is extremely rare to use professional knowledge in Korean sports cartoons in the 1970s. Burning Ground uses an escalating system to construct incremental narratives. The three-dimensional narrative is composed by utilizing various narratives of surrounding characters. The use of expertise in football is a feature of the 1990s, and showing this in the 1970s means that the work is ahead of its time. There are limitations of Japanese cartoon theft and plagiarism. However, through this, it provides evidence to examine the relationship between Korea and Japan. And timeless epic speciality must be recognized. The study is meaningful in that it can broaden the perspective of Korean cartoon research in the 1970s.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.565-574
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• 2024

ChatGPT is causing significant reverberations across all sectors of our society, and this holds true for the field of education as well. However, scholarly and societal discussions regarding ChatGPT in academic settings have primarily focused on issues such as plagiarism, with relatively limited research on the positive effects of utilizing generative AI. Additionally, amidst the educational crisis of the post-COVID era, there is a growing recognition of the need to enhance academic engagement. In light of these concerns, we investigated how academic engagement varies based on students' levels of ChatGPT literacy and examined whether students' academic confidence and perceived academic competence serve as mediators between ChatGPT literacy and academic engagement. An analysis using SPSS was conducted on the data collected from 406 college students. The results showed that ChatGPT literacy had a positive effect on academic engagement, and academic confidence mediated the relationship between ChatGPT literacy and academic engagement. Also, when the mediating effect of perceived academic competence was significant only when it was serially mediated. Based on these findings, we discussed the theoretical contributions of identifying the theoretical mechanism between ChatGPT literacy and academic engagement. In addition, practical implications regarding the importance of ChatGPT literacy education were described.