• Korean Journal of Social Welfare
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• v.55
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• pp.55-81
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• 2003

This paper attempts to analyze the trend of research methods in Korean social welfare research and discuss utilities of qualitative research methods in broadening and deepening social welfare knowledge body in Korea. First, this paper examines research methods of 538 research articles published in Korean Journal of Social Welfare from the volume one in 1979 to the volume 51 in 2002. It has the following results: (1) non-empirical research articles were dominant in the 1980s; (2) empirical research articles have been dominant since the middle of the 1990s; and (3) research articles utilizing qualitative methods have appeared rarely since the end of the 1990s. Second, this paper examines the characteristics and the types(phenomenology, grounded theory, ethno-graphic approach, narrative inquiry etc.) of qualitative research methods. Third, this paper discusses (1) fitness between practice in social welfare discipline and qualitative research methods and (2) utilities of qualitative research methods in broadening and deepening knowledge body of Korean social welfare. In discussing the fitness, this paper focuses that qualitative research methods fits with the needs of social welfare discipline regarding broadening and deepening our understandings about social phenomena related to practice, and (2) qualitative research methods fits the needs of social welfare discipline regarding developing endogenous knowledge. In discussing the utilities, this paper focuses that qualitative research methods can be more properly utilized for social welfare research because there are coincidences in basic assumptions and perspectives of both qualitative research methods and social welfare practice. Finally, this paper highlights that 'many ways of knowing' exist in social science and it should be considered more sincerely in the arena of Korean social welfare research in order to more solidly develop the knowledge body of social welfare and practice in Korea.

• Journal of Korean Academy of Nursing
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• v.34 no.2
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• pp.315-323
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• 2004

Purpose: The purpose of this study was to identify the theoretical characteristics and direction of inquiry in the discipline of nursing by analyzing doctoral dissertations. Method: The materials used in this study were 277 doctoral dissertations from five universities in Korea. The framework for the study was derived from Kim's(l993) alternative linkage among philosophy, theory, and method in nursing science. Result: Of the 277 dissertations it was found that there were 13 types of linkages out of a possible 54 types. Most of the dissertations (128 of 277) were done within the linkage of realism/etic/quantitative/explanatory knowledge type. Of the 218 dissertations within scientific realism, 42 were within relativism, and 17 within practicism. There were 134 dissertations of the explanatory knowledge type, 112 descriptive ones, and 31 prescriptive ones. Studies done within the etic quantitative methodology included 209 dissertations and within the emic perspective, 43 with qualitative methodology, and 7 with quantitative. Conclusion: The results show that it is necessary to develop more alternative linkages for nursing practice and this will lead to expanding nursing knowledge.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.97-111
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• 2009

The purpose of this study is to qualitatively inquiry the narratives on the most impressive memories of children experienced in the forest. Considering Pestalozzi's argument that nature is a true teacher, the authors of this study attempted to identify and understand what kinds of experiences children did in the forest and what they learned from the experiences via the narratives of the children. In the process of analysis, the children's narratives were classified into 'narrative on the forest,' 'narrative on the most impressive moments,' 'narrative on changes,' and 'narrative on narratives.' Via the narrative analysis, it was identified that when, with whom, where, why the children went to the forest and that how their thoughts and behaviors on 'the forest,' 'other people,' and 'oneself from the emotions and experiences in the specific moments in the forest were changed. Furthermore, the thoughts and attitudes of the children on the forest narratives including what they wanted to friends on their experiences in the forest and their impressions on talking about the forest in this research were identified.

• Journal of Home Health Care Nursing
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• v.18 no.1
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• pp.20-31
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• 2011

Purpose: The purpose of this study is to document the experiences of elderly persons with chronic diseases who are under hospital-based home care services and to find out how they describe the experiences using a narrative inquiry method. Methods: The participants are 7 elderly patients over the age of 70. Data collection and analysis were conducted through Jeong Gwang Soon's six-stages: observing phenomena, selecting participants, talking, talking again, writing, and confirming. Results: The results of data analysis were classified into 4 themes of overall experience related to chronic diseases: response to home health care, overcoming chronic disease, life reconstruction, and 22 categories as common denominators extracted from the elderly persons' lives. Conclusion: This research makes the experiences of the elderly living with chronic diseases more understandable, and it can be utilized as a effective nursing praxis to improve the quality of elderly persons with chronic diseases in hospital-based home care services.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.97-130
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• 2014

The purpose of the study was to investigate the aspects of analogy of high school student's thinking process revealed in the inquiry activity with synthetic division. The case study method of qualitative research was conducted with two high school 10th grade students. Structure-mapping model(SMM) of Gentner and similarity frames which were proposed by other researchers were utilized to analyze the data. Two students used analogy as a tool and they could discover synthetic division of more than 2 degrees, but they revealed different levels of mathematics discovery depending on the different degree of analogical thinking. Surface similarity in the process of inquiry activity played a vital role in analogical thinking. We asked students to explore and discover analogy based on structure similarity. Analogy based on the systematic approach made it possible to predict upper domain. Analogy based on the procedure similarity induced internalization. We could conclude that analogy has instrumental, heuristic and reflective characteristics.

• Journal of the Korean earth science society
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• v.27 no.6
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• pp.591-605
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• 2006

The purpose of this study is to investigate the relationship between lunar and earth rotation, by quantitatively describing the rotation of lunar configuration which is observed during the lunar diurnal motion. Our research suggests that observation of the lunar diurnal motion could be used as a study topic in the earth science courses. The rotation of the lunar configuration is an apparent phenomenon that can be seen when an observer. standing on the ground. looks at the moon as if the lunar dark configuration rotates on the basis of horizontal line. In spite its competence as a study topic because it is observable by naked eyes, there are only few major textbooks that introduce this phenomenon with regard to the earth rotation. Therefore, this study induced the mathematical principle of the lunar rotation in detail and proposed that this could be developed as a scientific inquiry through practical observation. In addition, an analytical proof and qualitative method of explanation of the lunar reverse rotation were also presented.

• Journal of the Korean Society for information Management
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• v.36 no.1
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• pp.215-246
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• 2019

The purpose of this study is to comprehend the retired elderly person's experience of library using the narrative inquiry method proposed by Clandinin and Cornelly. I intended to grasp the details of the several changes that library use brings to the lives. It was also to examine the meanings of the experiences for their lives. For this purpose, three elderly retirees using public libraries in Seoul were selected as research participants. I interviewed their experiences and constructed field text from interview. Based on the field text, the story of the participants was reconstructed into research text which is form of novels, essays, and letters. Their experience in using libraries was interpreted as a source of regular life, fun and vitality, a treasure house for dreaming new life, a source of consolation to endure old age. And I found some common points within their narrative that they seek for a healthy life through reading books. The results of this study are expected to be useful for expanding the understanding of the public library's elderly users and to be used as basic data for service improvement.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.68-85
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• 2019

The purpose of this study was to understand science teaching experiences of elementary school teachers who taught the system thinking-based science inquiry class. The phenomenological methods were applied to analyze four elementary teachers' meaningful experiences. The four step methods of phenomenological experience research proposed by Giorgi (1985) and interview questions developed by Seidman (1998) and Schuman (1982) were used in order to collect qualitative data. The major findings of this study were as follows: First, teachers intentionally tried to ask divergent thinking questions which promoted the system thinking in classes. The teachers used divergent thinking questions to promote their students' thinking activities and to induce students' system thinking. In addition, the receptive mood created by teachers and interactive environments had a positive effect on promoting system thinking skills. Second, teachers remarked lack of teaching and learning materials and difficulties in selecting themes of their classes in order to teach the system thinking-based science inquiry class effectively. In addition, it was very difficult for teachers to evaluate the contents and processes of students' learning correctly because there were little evaluative tools and methods readily available. The findings indicated that there were some limitations in maximizing the effects of system thinking-based science inquiry instruction due to elementary students' inappropriate process skills of inquiry activities. Findings of this study revealed significant insights about elementary school teachers' experiences regarding the system thinking-based science class.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.95-112
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• 2012

The research evaluated the effects of the improvements in scientific inquiry for elementary school students and focused on the development and application of the explicit and reflective learning strategy through observation and classification. The explicit and reflective learning strategy was modified and completed with the review of the experts after the development of the draft based on the theoretical approach. The students were evaluated for their academic achievements in scientific inquiry skills before and after taking the course. The results were as follows: First, the steps of the developed learning strategy (1) to motivate, (2) to explore reflectively, (3) to guide explicitly, (4) to inquire explicitly, and (5) to verify reflectively were set to reflect the verification. Second, the results of applying the developed model to the lessons based on the quantitative analysis was effective for observation and classification skills in the quest for improved performance of the whole (the sum of observation and classification, inquiry skills) and the observed features, but there was no effect on classification. Also, the lessons applied the developed teaching strategy and showed effectiveness in improving academic achievement. Particularly in analyzing the relationship between the academic achievement and exploration capabilities, in order to improve academic achievement, the importance of improving inquiry skills was found. Third, the qualitative analysis of teaching and learning strategy developed by applying the lessons of this teacher guide and small group activities through the explicit and reflective observation and classification of the student learning activities showed the significant improvement of ability of the scientific inquiry skills. In addition to the improvement in the abilities of the classification showed after the formation of the most basic observation skills of the scientific inquiry.