• Communications of Mathematical Education
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• v.27 no.1
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• pp.63-80
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• 2013

Reflecting the recent trends and needs of gifted education, this study set out to compare and analyze mathematically gifted elementary students and common students in self-efficacy and career attitude maturity, understand the characteristics of the former, and provide assistance for career education for both the groups. The subjects include 237 mathematically gifted elementary students and 221 common students in D Metropolitan City. The research findings were as follows: First, mathematically gifted elementary students turned out to have higher self-efficacy than common students at the significance level of .01 in the three self-efficacy subfactors, namely confidence, self-regulated efficacy, and task difficulty preference. The findings indicate that mathematically gifted elementary students have much confidence in themselves and strong faith in themselves, thus forming a habit of preferring a relatively high-level task by taking self-management and task difficulty into proper consideration. Second, mathematically gifted elementary students showed higher overall career attitude maturity than common students. There was significant difference at the significance level of .01 in decisiveness and preparedness between the two groups and significant difference at the significance level of .05 in assertiveness. However, there was no statistically significant difference in purposefulness and independence between the two groups. Finally, there were positive correlations at the significance level of .01 between all the subfactors of self-efficacy and those of career attitude maturity in all the subjects except for self-regulated efficacy and purposefulness, between which there were positive correlations at the significance level of .05. The mathematically gifted elementary students showed positive correlations between more subfactors of self-efficacy and career attitude maturity than common students. Given those findings, it is necessary to take differences in self-efficacy and career attitude maturity between mathematically gifted elementary students and common students into account when organizing and running a curriculum. The findings confirm the importance of providing students with various experiences fit for them and point to a need for helping mathematically gifted elementary students maintain a high level of self-efficacy and guiding them through career education with more appropriate career attitude maturity improvement programs.

• Korean journal of applied entomology
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• v.51 no.2
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• pp.171-190
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• 2012

The Korean Society of Applied Entomology (KSAE) celebrates its First 50 years history this year, 2011. It began in the year 1962, as the Korean Society of Plant Protection (KSPP) to discuss all aspects of plant protection including entomology and plant pathology. At that time it was one of the earliest scientific ones among agricultural societies in Korea. Before liberation from the Japanese colonial rule there were a few scientific societies for Japanese scientists only in the Korean Peninsula. It seemed that there was a single exception, in medical field, formed by and operated for Korean ethnics. Right after the liberation, Korean scientists rushed to form new scientific societies in the fields of mechanical engineering, architecture, textile, internal medicine, biology, etc. in 1945, mathematics, chemistry, metallurgy, etc. in 1946, and so on. But agricultural scientists had to wait for more time before setting up their own scientific society, Korean Agricultural Society(韓國農學會), comprising all agricultural subfields, in 1954. They had annual meetings and published their own journal every year until 1962. Then those working in the plant protection field established their own KSPP, right after their section meeting in 1962. At that time the total number of participants for KSPP were only around 50. KSPP scientists were interested in plant pathology, agricultural chemicals, weed science, or bioclimate, besides entomology. They had annual meetings once or twice a year until 1987 and published their own journal, Korean Journal of Plant Protection (KJPP), once a year at the earlier years but soon gradually increasing the frequency to four times a year later. Articles on entomology and plant pathology occupied about 40% each, but the number of oral or posters were a little bit higher on plant pathology than entomology, with the rest on nematology, agricultural chemicals, or soil microarthropods. There also had a number of symposia and special lectures. The presidentship lasted for two years and most of president served only one term, except for the first two. The current president should be $28^{th}$. In the year 1988, KSPP had to be transformed into the applied entomology society, Korean Society of Applied Entomology (KSAE), because most of plant pathologists participating left the society to set up their own one, Korean Society of Plant Pathology in 1984. Since that time the Society concentrates on entomology, basic and applied, with some notes on nematology, acarology, soil microarthropods, agricultural chemicals, etc. The Society has been hosting annual meetings at least twice a year with special lectures and symposia, from time to time, on various topics. It also hosted international symposia including binational scientific meetings twice with two different Japanese (applied entomology in 2003 and acarology in 2009) societies and the Asia-Pacific Congress of Entomology in 2005. The regular society meeting of this year, 2011, turns out to be the 43rd and this autumn non-regular meeting would be the 42nd. It has been publishing two different scientific journals, Korean Journal of Applied Entomology (KJAE) since 1988 and the Journal of Asia-Pacific Entomology (JAPE) since 1998. Both journals are published 4 times a year, with articles written in Korean or English in the first, but those in English only in the latter with cooperation from the Taiwan Entomological Society and the Malaysian Plant Protection Society since 2008. It is now enlisted as one of those SCI(science citation index) extended. The highest number of topics discussed at their annual meetings was on ecology, behavior, and host resistance. But at the annual meetings jointly with the Korean Society of Entomology, members were more interested in basic aspects, instead of applied aspects, such as physiology and molecular biology fields. Among those societies related to entomology and plant protection, plant pathology, pesticide, and applied entomology societies are almost similar in membership, but entomology and plant pathology societies are publishing more number of articles than any others. The Society is running beautifully, but there are a few points to be made for further improvement. First, the articles or posters should be correctly categorized on the journals or proceedings. It may be a good idea to ask members to give their own version of correct category for their submissions, either oral or poster or written publication. The category should be classified detailed as much as possible (one kind of example would be systematics, morphology, evolution, ecology, behavior, host preference or resistance, physiology, anatomy, chemical ecology, molecular biology, pathology, chemical control, insecticides, insecticide resistance, biocontrol, biorational control, natural enemies, agricultural pest, forest pest, medical pest, etc.) and such scheme should be given to members beforehand. The members should give one or two, first and second, choices when submitting, if they want. Then the categories might be combined or grouped during editing for optimal arrangement for journals or proceedings. Secondly the journals should carry complete content of the particular year and author index at the last issue of that year. I would also like to have other information, such as awards and awardees in handy way. I could not find any document for listing awards. Such information or article categorization may be assigned to one of the vice presidents. I would rather strongly recommend that the society should give more time and energy on archive management to keep better and more correct history records.

• Journal of Practical Agriculture & Fisheries Research
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• v.23 no.1
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• pp.89-104
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• 2021

Based on the TF-IDF weighted value that evaluates the importance of words that play a key role, the semantic network analysis(SNA) was conducted on the self-introduction letter of freshman at Korea National College of Agriculture and Fisheries(KNCAF) in 2020. The top three words calculated by TF-IDF weights were agriculture, mathematics, study (Q. 1), clubs, plants, friends (Q. 2), friends, clubs, opinions, (Q. 3), mushrooms, insects, and fathers (Q. 4). In the relationship between words, the words with high betweenness centrality are reason, high school, attending (Q. 1), garbage, high school, school (Q. 2), importance, misunderstanding, completion (Q.3), processing, feed, and farmhouse (Q. 4). The words with high degree centrality are high school, inquiry, grades (Q. 1), garbage, cleanup, class time (Q. 2), opinion, meetings, volunteer activities (Q.3), processing, space, and practice (Q. 4). The combination of words with high frequency of simultaneous appearances, that is, high correlation, appeared as 'certification - acquisition', 'problem - solution', 'science - life', and 'misunderstanding - concession'. In cluster analysis, the number of clusters obtained by the height of cluster dendrogram was 2(Q.1), 4(Q.2, 4) and 5(Q. 3). At this time, the cohesion in Cluster was high and the heterogeneity between Clusters was clearly shown.

• Journal of the Daesoon Academy of Sciences
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• v.32
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• pp.137-173
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• 2019

Modern scientists are trying to find the basic unit of order, fractal geometry, in the complex systems of the universe. Fractal is a term often used in mathematics or physics, it is appropriate as a principle to explain why some models of ultimate reality are represented as multifaceted. Fractals are already widely used in the field of computer graphics and as a commercial principle in the world of science. In this paper, using observations from fractal geometry, I present the embodiment of ultimate reality as understood in Daesoon Thought. There are various models of ultimate reality such as Dao (道, the way), Sangje (上帝, supreme god), Sinmyeong (神明, Gods), Mugeuk (無極, limitlessness), Taegeuk (太極, the Great Ultimate), and Cheonji (天地, heaven and earth) all of which exist in Daesoon Thought, and these concepts are mutually interrelated. In other words, by revealing the fact that ultimate reality is embodied within fractal geometry, it can be shown that concordance and transformation of various models of ultimate reality are supported by modern science. But when the major religions of the world were divided along lines of personality (personal gods) and non-personality (impersonal deities), most religions came to assume that ultimate reality was either transcendental or personal, and they could not postulate a relationship between God and humanity as Yin Yang (陰陽) fractals (Holon). In addition, religions, which assume ultimate reality as an intrinsic and impersonal being, are somewhat different in terms of their degree of Holon realization - all parts and whole restitution. Daesoon Thought most directly states that gods (deities) and human beings are in a relationship of Yin Yang fractals. In essence, "deities are Yin, and humanity is Yang" and furthermore, "human beings are divine beings." Additionally, in the Daesoon Thought, these models of ultimate reality are presented through various concepts from various viewpoints, and they are revealed as mutually interrelated concepts. As such, point of view regarding the universe wherein Holarchy becomes a models in a key idea within perennial philosophy. According to a universalized view of religious phenomena, perennial philosophy was adopted by the world's great spiritual teachers, thinkers, philosophers, and scientists. From this viewpoint, when ultimate reality coincides, human beings and God are no longer different. In other words, the veracity of the theory of ultimate reality that has appeared in Daesoon Thought can find support in both modern science and perennial philosophy.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.376-388
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• 1996

The first and the second "Discussion Contest of Scientific Investigation" was evaluated in this study. This contest was a part of 'Korean Youth Science Festival' held in 1993 and 1994. The evaluation was based on the data collected from the middle school students of final teams, their teachers, a large number of middle school students and college students who were audience of the final competition. Questionnaires, interviews, reports of final teams, and video tape of final competition were used to collect data. The study focussed on three research questions. The first was about the preparation and the research process of students of final teams. The second was about the format and the proceeding of the Contest. The third was whether participating the Contest was useful experience for the students and the teachers of the final teams. The first area, the preparation and the research process of students, were investigated in three aspects. One was the level of cooperation, participation, support and the role of teachers. The second was the information search and experiment, and the third was the report writing. The students of the final teams from both years, had positive opinion about the cooperation, students' active involvement, and support from family and school. Students considered their teachers to be a guide or a counsellor, showing their level of active participation. On the other hand, the interview of 1993 participants showed that there were times that teachers took strong leading role. Therefore one can conclude that students took active roles most of the time while the room for improvement still exists. To search the information they need during the period of the preparation, student visited various places such as libraries, bookstores, universities, and research institutes. Their search was not limited to reading the books, although the books were primary source of information. Students also learned how to organize the information they found and considered leaning of organizing skill useful and fun. Variety of experiments was an important part of preparation and students had positive opinion about it. Understanding related theory was considered most difficult and important, while designing and building proper equipments was considered difficult but not important. This reflects the students' school experience where the equipments were all set in advance and students were asked to confirm the theories presented in the previous class hours. About the reports recording the research process, students recognize the importance and the necessity of the report but had difficulty in writing it. Their reports showed tendency to list everything they did without clear connection to the problem to be solved. Most of the reports did not record the references and some of them confused report writing with story telling. Therefore most of them need training in writing the reports. It is also desirable to describe the process of student learning when theory or mathematics that are beyond the level of middle school curriculum were used because it is part of their investigation. The second area of evaluation was about the format and the proceeding of the Contest, the problems given to students, and the process of student discussion. The format of the Contests, which consisted of four parts, presentation, refutation, debate and review, received good evaluation from students because it made students think more and gave more difficult time but was meaningful and helped to remember longer time according to students. On the other hand, students said the time given to each part of the contest was too short. The problems given to students were short and open ended to stimulate students' imagination and to offer various possible routes to the solution. This type of problem was very unfamiliar and gave a lot of difficulty to students. Student had positive opinion about the research process they experienced but did not recognize the fact that such a process was possible because of the oneness of the task. The level of the problems was rated as too difficult by teachers and college students but as appropriate by the middle school students in audience and participating students. This suggests that it is possible for student to convert the problems to be challengeable and intellectually satisfactory appropriate for their level of understanding even when the problems were difficult for middle school students. During the process of student discussion, a few problems were observed. Some problems were related to the technics of the discussion, such as inappropriate behavior for the role he/she was taking, mismatching answers to the questions. Some problems were related to thinking. For example, students thinking was off balanced toward deductive reasoning, and reasoning based on experimental data was weak. The last area of evaluation was the effect of the Contest. It was measured through the change of the attitude toward science and science classes, and willingness to attend the next Contest. According to the result of the questionnaire, no meaningful change in attitude was observed. However, through the interview several students were observed to have significant positive change in attitude while no student with negative change was observed. Most of the students participated in Contest said they would participate again or recommend their friend to participate. Most of the teachers agreed that the Contest should continue and they would recommend their colleagues or students to participate. As described above, the "Discussion Contest of Scientific Investigation", which was developed and tried as a new science contest, had positive response from participating students and teachers, and the audience. Two among the list of results especially demonstrated that the goal of the Contest, "active and cooperative science learning experience", was reached. One is the fact that students recognized the experience of cooperation, discussion, information search, variety of experiments to be fun and valuable. The other is the fact that the students recognized the format of the contest consisting of presentation, refutation, discussion and review, required more thinking and was challenging, but was more meaningful. Despite a few problems such as, unfamiliarity with the technics of discussion, weakness in inductive and/or experiment based reasoning, and difficulty in report writing, The Contest demonstrated the possibility of new science learning environment and science contest by offering the chance to challenge open tasks by utilizing student science knowledge and ability to inquire and to discuss rationally and critically with other students.