• Journal of the Korean Society of Costume
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• v.67 no.1
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• pp.130-146
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• 2017

This study focuses on the Mise-en-abyme theories of Lucien $D{\ddot{a}}llenbach$, and presents research methodology to analyze the modern cinema costume in a new view. Inherent aesthetic values of the costume code shown in the film are as follows. First, esthetics value shown is the analogic code through the maximization of factual realism by directing target. Mise-en-abyme placed in this film plays the role of costume codes, and highlights the subject by presenting specifically targeted realistic icons to maximize the realism of the movie. Second, Mise-en-abyme is deployed to the explicit text through costumes code is placed as Displaced code arrangements. In other words, each of the characters is a signifier. Symbolizing a historical era is the device that represents a self-reflective signifier. Third, paradoxically reflected by the overlapped expansion of virtual reality and the self-referential characteristics and are subject to reflect the thinking of the author. Costumes code placed in Mise-en-abyme is expressed in costumes positioned to maximize the realism in the film as described above, and implies narratives and self-reflective mediating tools that symbolism can be seen that the paradoxical metaphor for the reality and the future. In addition, through the metaphor of visual narrative is allegorical representation Mise-en-abyme with ambiguity, and it is a concrete text that can be realized in a variety of creative storytelling methods and image delivery methods of modern fashion. This study confirmed that this costumes to take the point of view of emotional $Mise-en-sc{\grave{e}}ne$ in the process of completing the film's themes and cinematic devices by identifying the roles and aesthetic value of code costumes as the core subjects that make up the narrative of the film.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.347-370
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• 2015

The purpose of this study is to examine the effects of mathematical modeling activities on mathematical problem solving abilities and mathematical dispositions in elementary school students. For this study, we administered mathematical modeling activities to fifth graders, which consisted of 8 topics taught over 16 classes. In the results of this study, mathematical modeling activities were statistically proven to be more effective in improving mathematical problem solving abilities and mathematical dispositions compared to traditional textbook-centered lessons. Also, it was found that mathematical modeling activities promoted student's mathematical thinking such as communication, reasoning, reflective thinking and critical thinking. It is a way to raise the formation of desirable mathematical dispositions by actively participating in modeling activities. It is proved that mathematical modeling activities quantitatively and qualitatively affect elementary school students's mathematical learning. Therefore, Educators may recognize the applicability of mathematical modeling on elementary school, and consider changing elementary teaching-learning methods and environment.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.457-467
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• 2019

The purpose of this study is to find out how those taking early childhood preservice teachers experience their learning through learner-centered education and the meaning given by such experiences to grasp their values. Especially, to look into experiences of learning the project approach theory studied and directly experienced, which is one of the early childhood educational approach methods, data on participatory observation, personal interviews, personal reflective journals, activity reports and ect. were collected and analyzed by the current writer, who fully participated in the class. The meaning of early childhood preservice teacher'experiences in the project approach was analyzed from the two aspects of 'my' learning activities and 'teacher's teaching activities. In the aspect of 'my' learning activities, they got indulged through purposeful practices in the process of tackling problems that originated from personal interest and wanted to share the joy of learning they'd had with others. Aware of themselves as doers of behavior and thinking, they were found to be able to focus an 'my' own learning activities based on these learning experiences of theirs. In the aspect of 'teacher's teaching activities, project theories and practices done at the same time helped them internalize the project and they learned possible changes ign the project by experiencing actual cases. To sum up, the project approach has its meaning in that it not only helps teachers learn theoretical knowledge but also have reflective thinking through their experiences as doers of learning and form practical knowledge. Accordingly, it indicates th need for intensive discussion on the project approach as a way to educate pre-teachers or current ones.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.93-110
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• 2020

Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

• Journal of Korean Public Health Nursing
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• v.27 no.1
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• pp.40-49
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• 2013

Purpose: To describe nursing students' perceptions of their experiences on the home visiting simulation in community health nursing practicum. Methods: Descriptive survey method was used to evaluate students' experiences from the home visiting simulation. Results: The simulation was divided into three sections: orientation, facilitating the scenario and debriefing. The orientation was held for fifteen minutes, and four sessions of the simulation were implemented for 180 minutes. Sixty-one nursing students participated (91.8% female) and the mean age was $21.4{\pm}2.4$ years. No one had prior simulation experiences. Participants experienced reflective thinking during the scenario implementation and debriefing session. They perceived the home visiting simulation as an active learning and realistic training environment. However, participants expressed difficulties in focusing on the simulation when their peers played a patient role. In addition, peer patient role-players expressed the role burden. Conclusion: The home visiting simulation is a feasible and effective method for attaining goals a community health nursing clinical course for students. It can be used as a part of an orientation before the clinical rotation or as an evaluation after the clinical rotation. To provide a realism, we recommend using standardized patients. And further research on the effects of using standardized patients is recommended.

• Journal of Korean Academy of Nursing Administration
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• v.19 no.2
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• pp.282-291
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• 2013

Purpose: The purpose of this study was to identify clusters of nursing competency, and investigate the influence of reflective thinking, team learning climate, and learning organization building according to nursing competency clusters. Methods: Participants were 244 clinical nurses who worked in 4 general hospitals in Gwangju Metropolitan City. Data were collected by self-report questionnaires during June and July, 2011. Nursing competency, levels of reflection hierarchy, team learning climate, and learning organization building were measured. Data were analyzed using frequencies, means, t-test, one-way ANOVA, Pearson correlation coefficients, and K-means cluster analysis with SPSS/WIN 20.0 version. Results: Nursing competency correlated positively with intensive reflection, reflection, team learning climate, and learning organization building (p<.001). There were three clusters of nursing competency in a clinical ladder, which were derived from cluster analysis, grouped as high, middle, and low competency. Intensive reflection, reflection, team learning climate, and learning organization building showed significant differences according to grouping of nursing competency. Conclusion: The results indicate that developing intensive reflection, reflection, team learning climate, and learning organization building would be useful strategies for enhancement of nursing competency.

• Journal of Oriental Neuropsychiatry
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• v.30 no.3
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• pp.119-128
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• 2019

Objectives: This study suggests the application of philosophical counseling in the clinical field of Korean medicine and analyze the specific case. Methods: Through the analysis of coexisting factors of Korean medicine and philosophical counseling, we establish the area of philosophical counseling that Korean medicine practitioner can apply in the medical field. We described effects of philosophical counseling on the patient's symptom and the progress after discharge through a counseling approach based on philosophical questions. Results: During philosophical counseling, the Korean medical doctor asks questions about the nature of suffering and encourages patients to gain insight into their problems. In answering the vital philosophical questions, the patient leads to a creative interpretation of future life directions. We described the method of specific approaches through the description of the two cases. Conclusions: The philosophical counseling is compatible with the concept of Korean medicine, therefore, a Korean medicine practitioner can induce the recovery of mind and body through the creative interpretation of the patient by asking the patient the appropriate question which causes reflective thinking.

• Korean Medical Education Review
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• v.23 no.1
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• pp.3-10
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• 2021

Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

• Korean Journal of Childcare and Education
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• v.17 no.4
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• pp.29-47
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• 2021

Objective: The purpose of this study was to understand the teacher's role as play supporter in a carry out play generated curriculum and develop and implement an action plan in order to indoor free play. Methods: Participants were 14 kindergartners (9 boys, 5 girls) and one teacher. Processes of planning-implementation and observation- reflection were repeated in a cyclical procedure and the 3rd action plan was conducted based on strategies to support children's play. Results: Children experienced the following: Continuing and immersive play, play filled with experiments and challenges, play to make together, attitude to enjoy novelty and respect differences, and play of trial and error. And the researcher changed the following: Be sensitive to the child's words and actions, finding the 'real interest' of children in 'waiting', acquiring the perception that 'children are the masters of play', seeing the value of learning in children's expressive play, and gain confidence in play support. Conclusion/Implications: This study suggested the need for teacher to have patience and demonstrate reflective thinking in order to support children's play.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.565-578
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• 2008

The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.