• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.335-352
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• 2005

In this paper, we consider a center of gravity of convex polygon which could be an enriched topic for the gifted in mathematics(7th grades) and suggested a case that the gifted experienced a center of gravity. Based on properties of Archimedes' center of mass, we define it as a point which make a polygon be in counterpoised with its area and explain how to find that point through using integral calculus or internal division. Then we consider that the gifted would experience various kinds of mathematical thinking and apply diverse ways of problem solving 3s searching for this topic. As this research, the teacher would be able to conduct the gifted with penetration into center of gravity and to let them participate in advanced learning courses which value ma-thematical thinking while they undergo similar experiences such as mathematicians.

• Journal of Korean Philosophical Society
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• v.131
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• pp.49-75
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• 2014

European philosophy helped to justify colonialism through a philosophy of history that privileged Europe. This paper reviews and examines postcolonial African philosophy's efforts to overcome colonialism. Postcolonial African philosophy has been trying to reexamine the essence of philosophy determined by European philosophy for freeing African philosophy from that determination. The emergence of postcolonial African philosophy itself has been a challenge to European philosophy. When European phil. will open itself to this challenge, there will be a possibility of dialogue for desirable relationship between two philosophical traditions. For European philosophy to open itself is to be seen and judged by the non-european, ie, African philosophical regard. Postcolonial African philosophy's efforts to overcome colonialism give questions and challenges to us who experienced and are remain to be under the influences of colonialism and has the task of overcoming it.

• Journal of Korean Philosophical Society
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• v.130
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• pp.381-414
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• 2014

This paper aims to elaborate on the foundation of the colonialism, which comes from Natural Laws by John Locke and the extermination of the indigenous. John Locke develops his political doctrines considering Natural Laws as the logical, metaphysical supposition. He assumes Natural Laws to be the logical presupposition, but is interested in North America. This is evidently seen in his works according to research outcomes. His 'possessive individualism' discusses exclusion and extermination, on the bound of natural laws and natural state. The person without possessive rights is excluded, the people without effective farming is forfeited. Then acculturation is the justifying of slavery and suggestive of extermination. In the possessive individualism of bourgeois society, that is, private property, man is annulled aboard. That is colonialism comes from, which destroys all the cultures but its own cultures. It is Locke who is the first thinker of the imperial. In the thought of Locke found we in profane terminology projected for the world imperial. After Locke, colonialism has been appeared in the guise of racism in the eighteen century, especially in the universal history of system of philosophy, sometimes in the face of orientalism on all sides. The ideas of colonialism and imperialism have been absolutely for the West. In the totally administered society nowadays, the hope of redemption has been made impossible from the origin. From the beneath, operated and practiced the program of deletion of race, its ethnic cleansing is a mere case. Locke's thought for the human rights is consisted of property and freedom in mankind, but it ground baits for its bloodied symposium with words and consults. 'Our word is our weapon', this is wording of one ethnic that is in nearing extermination.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.149-164
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• 2014

The purpose of this study was to compare scientific communication skills between the gifted students and the general students. Subjects were 60 gifted students of the Institute for The Gifted Education and 69 general elementary school students. Scientific communication skills were classified into two types - scientific explanation and opinion, and four forms - letter, number, table, and figure. The results of this study were as follows: Gifted students' Scientific Communication Skills is better than ordinary students'. Detailed findings are following. Independent sample t-test performed on type and form of Scientific Communication Skills used by students showed significant difference between two groups. This result gave important information about tendency of each group.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• 한국사회정책
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• v.25 no.4
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• pp.125-161
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• 2018

This article aims to investigate the impact of Korean employment protection legislation that has implemented since 2007 on eliminating discrimination on non-regular worker's wage and social security. It is used the panel Tobit model reflecting the variation of implementation time according to the size of establishments. Although the employment protection laws for non-regular workers have implemented, the wage gap and discrimination in social security for non-regular workers have continued. Of course, the discrepancies on wage and social security were founded not only between regular and non-regular workers but also within non-regular workers. For reducing the discriminations, this study proposes to restrict the reason for justifying discrimination, and the introduction of a new approach to accessing the discrimination and complimentary credit system. Besides, this study suggests to actively review the strengthening of regulations on the use of non-regular workers.

• Journal of Digital Contents Society
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• v.18 no.6
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• pp.1091-1099
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• 2017

This study used movies to improve the students' immersion and interest in political classes. Movie is one of the most common and most powerful means of disseminating information that occur among humans. And it is the most easily accessible to the public. Especially, the recognition of visual images proceeds more easily and faster than the perception of thought. Understanding the political happening through movie can get double effect because of the high understanding and immersion. Above all, movies can penetrate into people's minds because they become a ideological. Therefore, it is publicized and also historical events are reproduced in movies. Likewise, politics is also based on the role of the thought or dominant beliefs, and public opinion is formed to justify various groups of human activities. It shows that today's political happening is not a new, but the historical phenomenon of the past are reproduced. Based on this, to discuss modern Korean political history through movies.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.373-394
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• 2016

The "Figure Equation" chapter of current high school curriculum prevents students from relating the concept with what they studied in middle school Euclidean geometry. Woo(1998) concerns that the curriculum introduces the concept merely in algebraic ways without providing students with opportunities to relate it with their prior understanding of geometry, which is based on Euclidean one. In the present study, a sequence of GeoGebra-embedded-geometry lessons was designed so that students could be introduced to and solve problems of the Analytic Geometry by triggering their prior understanding of the Euclidean Geometry which they had learnt in middle school. The study contributes to the field of mathematics education by suggesting a sequence of geometry lessons where students could introduce to the coordinate geometry meaningfully and conceptually in high school.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.541-563
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• 2014

The purpose of this study is to investigate how the curriculum, in which pre-service teachers experience mathematical process and develop assessment items and standards through the process experience in a mathematical essay course, affects the pre-service teachers and suggest its implications for teacher education. Fourty nine pre-service teachers, registered at a mathematical essay course in a K university in Seoul, developed mathematical essay problems and their assessment standards, and their developed processes were analyzed. According to the analysis results, first, mathematical essay problems developed by the fifty students reflect components of mathematical processes. Especially, one characteristic in revising assessment items shows that pre-service teachers considered not only justification process through different levels of difficulty and mathematical reasoning, but also logical descriptions through problem solving, when they worked on group discussions and examined middle school and high school students' responses. Second, while pre-service teachers developed rubrics for their assessment items and revised the rubrics based on students' responses, they established assessment standards which employed mathematical process by focusing on problem solving process rather than results and considering students' unexpected problem solving. The results imply a concrete method in planning and executing a mathematical essay course which makes use of mathematical process in teacher education.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.223-239
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• 2017

In this paper, it is aimed to design the teaching units 'Inquiry into the isoperimetric problem of triangle and quadrilateral' to give elementary gifted students experience of mathematization. For this purpose, the teacher and the class observer (researcher) made a discussion about the design of the teaching unit through the analysis of the class based on the thought processes appearing during the problem solving process of each group of students. The following is a summary of the discussions that can give educational implications. First, it is necessary to use mathematical materials to reduce students' cognitive gap. Second, it is necessary to deeply study the relationship between the concept of side, which is an attribute of the triangle, and the abstract concept of height, which is not an attribute of the triangle. Third, we need a low-level deductive logic to justify reasoning, starting from inductive reasoning. Finally, there is a need to examine conceptual images related to geometric figure.