• 한국벤처창업학회:학술대회논문집
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• 2016.04a
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• pp.95-101
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• 2016

본 연구는 기업가정신 교육 필요성과 그 생태계를 이론기반의 문헌 연구와 실증연구 기반의 선행 연구를 연구함으로써 기업가정신 교육 생태계를 확인 및 정리하고 이를 통해 국내 기업가정신 교육 생태계의 개선점을 제안하고자 하였다. 따라서 본 연구의 의의는 본 연구를 기반으로 기업가정신 교육 정책 기관 및 수행 기관들이 정책 수립 및 전략 수립에 기여하는 데 있다. 국내의 기업가정신(Entrepreneurship) 교육 생태계의 문제점은 기업가정신 교육 분야의 정부 예산이 급증함에 따른 민간 분야의 기업가정신 교육 분야가 상대적 위축되고 있는 것이다. 이에 대한 대안으로 국가 창업교육자 협의회(KCEE, Korea Council for Entrepreneurship Education)를 구축하여 창업교육 중간 매체(Hub) 역할을 제안한다.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.475-491
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• 2006

In physics education, the research on students' conceptions has developed in the discussion on the nature and the difficulty of conceptual change. Recently, mental models have been a theoretical background in concrete arguments on "how students' conceptions are constructed or created." Mental models that integrate information in the presented problem and individual knowledge in their long-term memory have important information about not only expressed ideas but also in the thinking process behind the expressed ideas. The purpose of this study is to investigate the forming process and the characteristics of high school student's mental models about circular motion, and how they were changed by instruction. We used the think-aloud method based on the instrument for identifying student's mental models about circular motion, pretest of physics concept, mind map and interview for investigating student's characteristics. The results of the study showed that instructions based on the mental model theory facilitated scientific expressed model, but several factors that affected forming mental models like epistemological belief didn't change scientifically after 3 lessons.

• Journal of the Daesoon Academy of Sciences
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• v.28
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• pp.73-102
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• 2017

This paper is an attempt to find commonality and complementarity between psychanalysis and Daesoon thought, while understanding the practical meaning of the Haewon-Sangsaeng, which is one of the religious doctrines of Daesoon Jinrihoe, in terms of the theory of desire posited by psychoanalysis. There is a common point between Daesoon thought and psychoanalytic theory since both ideas give importance to desire. The Haewon idea is similar to that of psychoanalytic theory, which emphasizes restoring desire through mourning and realizing it within a structure of inter-subjectivity. Of course, the meaning of desire in Daesoon thought, given its status as a religious doctrine, is polysemous, and the orientation of this type of desire is also different from that of psychoanalysis given psychoanalysis's role as a therapeutic discourse. However, Daesoon thought explains that the pain and unhappiness suffered by human beings occurs because of mutual overcoming which is a relational style wherein desire can not be solved properly for either party involved in an interaction. Mutual overcoming is a state of mutual beneficience beyond the previous state of mutual overcoming. Likewise, psychoanalysis seems to accept the loss of the object through mourning, and in this way, desire is reactivated. Daesoon thought emphasizes the importance of social and cosmic systems like mutual beneficience and the reordering of the Universe and these systems have a commonality with psychoanalysis as psychoanalysis sees desire positively within the structure of inter-subjectivity. The direction of social practice in Daesoon thought and psychoanalysis both aim at the realization of a new universality. The inter-subjectivity structure suggests desire of recognition and recognition of desire as a way of practice because desire is not personal but rather social. In conclusion, we should not stop at resolving our own individual desires, but should instead go forward in solidarity toward the achieving the common good.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.427-436
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• 2016

This study attempts to suggest a theoretical basic frame that is needed for nursing intervention regarding the sexual experiences of the mentally disabled. The data were collected through a series of interviews with 14 participants. With permission of the mentally disabled, the interviews were recorded and transcribed. The data were analyzed using the framework of grounded theory mapped out by Strauss & Corbin(1998). The following 3 theories were confirmed on the basis of repetitive relations: becoming nest type, exercising self-restraint type, getting tangled type. Therefore, it is necessary to develop a realistic sex education that is relevant to hospital, community mental health center, and culture. The nurse is required to activily participate in educating the mentally disabled with a diverse approach to instill and nurture the sober perspective about sex such as the pleasure, life, intimacy based on sexual equality.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.68-87
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• 2006

The aim of this study was to understand the components that influence the mental models of preservice elementary teachers on the astronomical phenomena of seasons of the year and lunar phases of the month. For this, participants were selected from a university of education. Data was collected from a paper-pencil test and individual interviews with the participants. The results of this study showed that the preservice teachers had apparent synthetic mental models, and that the 'Distance Theory' and 'Occlusion Theory' had the greatest effect on their mental models. Furthermore, it was found that preservice elementary teachers' initial mental models of 'astronomical phenomenon' had their origin in personal belief sets (specific theory) related to 'astronomical phenomenon'. It was on these belief sets that they interpreted their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources for overcoming these synthetic mental models were also discussed in this paper. Lastly, implications for preservice elementary teacher education were presented.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.183-188
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• 2002

데이비슨에서부터 시작됐다고 해도 과언이 아닌 것으로 보이는 정신적 속성들의 인과적 힘과 관련된 논의 - 정신인과의 문제를 해결하기 위해서 설정하는 - 는 그가 주장한 이론이 맞이하게 되는 심각한 문제에 해결책을 제시하고자 하는 많은 책학자들의 관심을 불러일으킨다. 그 중의 하나인 포돌도 결국 데이비슨이 주장한 세 가지의 원리들 중에서 중요한 한가지 원리, 즉 정신적인 것들의 무법칙성의 원리, 를 거절하면서 자신의 정신인과 이론을 발전시키고자 한다. 즉 정신적 속성들과 물리적 속성들을 연결시키는 "참 인과의 법칙으로서 다른 것들이 같다면의 법칙"을 정신인과의 현상을 설명하는 그의 설명적 모델로 제시하면서 데이비슨의 문제를 해결하려고 시도한다. 그러나 그가 스케치하는 그런 그림은 인과적 배제의 원리를 명백하게 위반하는 것이다. 설상가상으로 이러한 문제를 벗어나기 위해서 그가 의지하는 수반의 개념도 그 효력은 충분하게 강하지 못한 것으로 드러난다. 이것이 틀리지 않다면 여기서 어떤 딜레마가 일어난다. 만약 정신적 속성들이 아직까지 인과적으로 효력을 가지고 있다면 명백하게 물리적 세계의 인과적 폐쇄의 원리의 위반이 일어난다. 만약 정신적 속성들이 인과적 효력을 가지고 있지 않다면 우리는 여기서 명백히 부수현상론을 보게 된다.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.359-382
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• 2008

There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.2
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• pp.81-96
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• 2024

This study analyzed the differences in the effects on entrepreneurship and entrepreneurial willingness of college students under the coronavirus pandemic by dividing theoretical education into practical education, face-to-face education, and non-face-to-face education, and analyzed the differences in the effects on entrepreneurship and entrepreneurship willingness according to the education method. This study conducted entrepreneurship education for 552 students at a comprehensive university in Chungcheong-do, Korea, and analyzed the sample by dividing it into theoretical and practical education, face-to-face education, and non-face-to-face education. In addition, a two-way repeated measures ANOVA was conducted to determine whether there were differences in the entrepreneurship education course operation form according to the pre- and post-education time points. The results showed that, first, the difference between the effectiveness of entrepreneurship education before and after theoretical and practical education was significant, and the entrepreneurship of practical education was higher than that of theoretical education after education. In the test of pre- and post-training differences in entrepreneurial intention, the difference in effectiveness was significant only in practical training. Second, the results of the repeated measures ANOVA analysis of the course operation type of theoretical and practical courses according to the difference between the pre- and post-education time points showed that there were differences in the entrepreneurship effectiveness of theoretical and practical courses according to the time point of education. Third, the difference in the effectiveness of entrepreneurship education according to face-to-face and non-face-to-face education was significant, and only the effect of non-face-to-face education on entrepreneurial intention was significant before and after education. Fourth, the results of repeated measures ANOVA analysis of face-to-face and non-face-to-face course operation type showed that the effect of face-to-face and non-face-to-face entrepreneurship education differed depending on the time of education. The pre-post difference in entrepreneurial intention was significant only for the non-face-to-face program. The implication of this study is that in order to increase the effectiveness of entrepreneurship and entrepreneurial will among university students, it is necessary to expand the amount of practical classes in which students actively participate in activities related to entrepreneurship. In addition, in order to increase the effectiveness of entrepreneurial will, a non-face-to-face education method that utilizes the metaverse space and increases the role of each student can contribute to increasing the effectiveness of entrepreneurial will.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.311-321
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• 2000

본 논문에서는 정신분석과 두 종류의 정서이론, 인공지능과 신경회로망 그리고 퍼지 페트리 네트 등을 사용하여 사람의 인지과정을 모방한 인지모형시스템을 개발하였다. 먼저 프로이트의 정신분석을 사용하여 정신의 구조를 그래프로 표현한 후 이것을 '마음의 지도'라 명명하였다. 인지모형시스템을 구현하기 위한 첫 번째 작업으로 동적인 추론을 할 수 있는 지능 모델인 KNBN(Kohonen Network based Belief Network)을 제안하였다. KNBN으로 표현한 마음의 약도 내에서 연결강도 값으로 사용할 상대적 데이터를 만들기 위한 근거로서는 '정서'를 사용하였는데, 플라칙의 진화론에 근거한 정서이론과 오토니의 인지적 정서이론을 결합하여 데이터로 만든후 이 수치를 연결강도로 사용하였다. 이 두 개의 정서이론을 결합하는 알고리즘을 만들기 위해 페트리네트를 변형한 퍼지 페트리네트를 제안하였다. 또한 오토니가 주장하는 정서의 인지구조를 사람들이 그대로 이해하는지 여부를 알기 위해 대학생 100명을 대상으로 설문지를 사용해 정서의 인지구조에 대해 조사하였고 그 결과 값에 근거하여 두 개의 정서이론 결합 알고리즘을 만들었다. 이것으로 정서 발화에 대한 상대적인 수치가 산출되었고, 이것을 KNBN으로 표현한 마음의 약도에 결합하기 위해 0과 1사이의 수치로 정규화 하였다. 이렇게 정규화된 데이터를 이용해 인지 모형 시스템을 개발하였다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.4
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• pp.49-58
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• 2018

In recent years, various studies have been carried out on various types of entrepreneurship and comparative activities according to policy efforts and support such as the activation of a bachelor's degree in the establishment of a university, and attention has been paid to the fact that the participation and the educational effect of the students may be different depending on the type. The purpose of this study is to investigate entrepreneurial motivation, entrepreneurship, and entrepreneurial intention in the case of experiential entrepreneurship class focusing on the theoretical-oriented general entrepreneurship class, And the effect of entrepreneurship on entrepreneurial intention. The data were collected and empirical analysis was conducted to compare the difference between the two groups. The results of this study are as follows: First, out of the motivation factors of entrepreneurs, entrepreneurship education, achievement desire, human network, self - esteem, etc. We can confirm that the motivation of entrepreneurs is recognized more greatly. Second, the entrepreneurship factor was not significantly different from the perception between experiential entrepreneurship lecture and theoretical entrepreneurship learner. Third, experiential entrepreneurship learner perceived more willingness to start business than theoretical entrepreneurship learner. Finally, among the entrepreneurship motivation factors, among the entrepreneurship education, achievement desire and entrepreneurship factor, the risk sensitivity affects the entrepreneurial will. This study suggests that the direction of entrepreneurial education focused on quantitative expansion and the creation of qualitative effects of entrepreneurship education are needed. In the future, it will provide policy implications for revitalizing experiential entrepreneurship education In addition, it can contribute to the diffusion of research on the effect of entrepreneurship education.