• The Journal of the Convergence on Culture Technology
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• v.5 no.4
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• pp.157-169
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• 2019

The purpose of the present study was to prepare baseline data for developing nursing theory and knowledge by analyzing the concept of taeoom among the nurses and by investigating the differences from the similar concept of workplace bullying. This study carried out an analysis after perusing 15 articles selected from 125 research articles retrieved according to the evolutionary method of Rodgers. The attributes of taeoom found in the present study were passage rites, painful human relationships, verbal attacks, and working relationships. There is a clear difference in concept between taeoom and workplace bullying, therefore the two concepts should be used discriminatively in nursing research. In addition, by the dynamic changes of the properties of taeoom according to the times and social circumstances, the concept of taeoom is gradually expanding and changing negatively.

• Journal of the Korea Convergence Society
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• v.9 no.8
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• pp.365-377
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• 2018

The purpose of the study was to analyze the concept of happiness that would be experienced in life of Korean cancer survivors. The concepts of happiness were analyzed using the Rogers' evolutionary concept analysis method for 11 papers satisfying the selection criteria, among domestic journals published from January 2000 to September 2017. The result of this study was that attributes of happiness were subjective experience, positive mind, meaning of life and formation of relationship. Antecedents were to accept-risk-of-life, cope-with-the-reality, implement-self-reflection and environmental-support. As a result of the concept, cancer survivors' inner strength increased, they became feeling love and pursuing new lives, and felt happiness through self-realization. This study is valuable to suggest a basic framework for the stepwise assessment that can improve the happiness of Korean cancer survivors and cancer survivors should be managed through multidisciplinary convergence programs.

• Annual Conference on Human and Language Technology
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• 1989.10a
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• pp.302-306
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• 1989

이 연구는 '맞다'가 의미론적 기본개념으로서의 진리에 대한 대체후보가 될 수 있는가의 물음을 배경으로 삼고 이 논문에서는 맞음의 개념이란 무엇인가라는 문제에 초점을 두고 다음의 다섯가지를 일차적으로 고찰한다. (1) '맞다'에 대한 일상언어분석을 통하여 이것은 두자 리 관계술어라는 점을 보이고 (2) 단어의 표면적 다의성은 그 반대어인 '틀이다'의 분석을 통하여 궁극적으로는 동일한 뿌리를 가지고 잇다는 것을 주장한다. (3) 맞음은 대칭적 논리구조를 일반적으로 가지지만 화자의 관심에 의해 비대칭적 구조를 가질 수도 있을 것이다. (4) '맞다'라는 단어를 해명할 수 있는 세가지 후보를 필요충분조건적 해석, 의미론적 접근, 표준론적 고찰에서 탐구하여 보지만 (5) '맞다'에 대한 진화론적 해석이 의미론적 기초개념일 수 있다고 생각하게 되었다.

• Journal of Korean Academy of Rural Health Nursing
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• v.10 no.1
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• pp.5-15
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• 2015

Purpose: This study was conducted to analyze the concept of nurses' emotional labor. Method: Rodgers's evolutionary concept analysis was used. Result: Nurses' emotional labor can be defined by two attributes: emotional distortion and self-regulation process. Antecedents of nurses' emotional labor include interactional, organizational and personal factors. The consequences of nurses' emotional labor are emotional dissonance and internalization of organizational display rules. Conclusion: Appropriate instrument to operationalize the concept need to be developed.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.509-517
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• 2016

Previous studies have investigated the similarity between the development of evolutionary explanations and students' conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers' (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students' evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers' evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students' conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1537-1550
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• 2012

This study aims to explore the differences between Korean and United States college students regarding their degree of religiosity, interest in, understanding and acceptance of evolution, and the effects of their interaction on these variables. A total of one thousand and fifteen Korean and US biology majors and non-majors college students participated in this study and a sub sample of 516 students were randomly selected for statistical tests. The results illustrated that Korean college students harbored significantly lower degrees of religiosity and interest in evolution but significantly higher degrees of knowledge and acceptance of evolution than US college students. The path analysis uncovered that the knowledge of and interest in evolution played a mediating role between religiosity and acceptance of evolution. Korean college students' interest in evolution was less correlated to other variables than US college students' interest. The acceptance of evolution was less predicted by knowledge of evolution in the Korean biology major sample than in the US biology major sample. The acceptance of evolution was predicted more by religiosity in the Korean non-major sample than in US non-major sample. This study suggests that future Korean science curriculum for evolution needs to enhance the degree of students' interest in evolution. In addition, future Korean science curriculum needs an instructional strategy in developing students' ability to make scientific decisions, such as the acceptance of evolution, without interference from their personal religious belief.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.659-668
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• 2017

This study was conducted to identify whether there is a significant difference in the developmental stages of the evolution concept depending on the major and the country. For this study, college students (both biology major and non-biology major) in Korea and the United States answered evolution concept assessment developed by Ha (2007). The data were analyzed based on the method of developed by Ha (2016). As a result of this study, Cronbach alpha for internal consistency reliability and MNSQ indices for item response fitness of the ordered multiple choice method providing 0 to 4 point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively, satisfied the benchmark. The level of Korean college students' evolution concepts was located in use/disuse and the level of USA college students' evolution concepts was located in teleology. No interaction effect was found between the difference of conceptual progressions of evolution concept by major and country and evolution contexts (human, animal, and plant). There was a significant relationship between developmental stages of evolution concept and their religiosity. Based on the results of this study, we discuss developmental characteristics of evolutionary concepts.

• Child Health Nursing Research
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• v.20 no.4
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• pp.237-246
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• 2014

Purpose: Helicopter parenting is an emerging concept as a way of rearing adolescents and adult children. However, helicopter parenting from a nursing perspective has not been elucidated. Therefore, we undertook a concept analysis to understand the attributes, antecedents and consequences of helicopter parenting in the context of nursing. Methods: Using Rodgers' evolutionary concept analysis, we analyzed literature on helicopter parenting to discover critical attributes, antecedents, and consequences of this phenomenon. Data were collected from seven electronic search engines. Twelve studies matching inclusion criteria were reviewed. Results: Three core attributes of helicopter parenting were hovering, highly deep involvement, and proxy decision making. The antecedents and consequences were retrieved from three important domains including social, parent, and child aspects. Surrogate terms were black hawk, hummingbird, and hovercraft parenting, and related terms were stealth fighter and Kamikaze parenting. Conclusion: Based on the results of this study, helicopter parenting has both positive and negative effects on both children and parents. To enhance the positive effects, measurement tools for helicopter parenting and nursing interventions on parenting need to be developed.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.352-362
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• 2006

Many misconceptions regarding biology and evolution have been reported by students prior to being exposed to a formal education program of evolution which challenged them. This study sought to investigate and to analyze the misconception formation process of evolution originating from TV animation and science books for children. Firstly, to identify TV animation's influence on students' misconceptions of evolution, a questionnaire including TV animation characters was constructed and administered to 146 elementary school students, 161 middle school students, and 156 high school students. The data collected was analyzed. Secondly, 17 science books for children were sampled and the contents related to evolution were selected and analyzed in terms of five evolutionary explanations: creationism internal will explanation, teleological explanations, explanations of use and disuse, mutation and finally, natural selection. Children have understood 'growth' and 'metamorphosis' on TV animation as 'evolution'. The processes by which characters on TV animation undergo some forms of change, which are in fact a kind of metamorphosis has often been understood as 'evolution'. Many respondents have defined evolution incorrectly as the process of growing and changing shape. On the other hand, some science books fur children contained descriptions of evolution including' mutation and finally natural selection explanation'; however, most of the science books fur children sampled in this study were written through the perspectives of alternative evolutionary views such as 'teleology view', 'internal will view', and 'use and disuse view'. It is apparent that TV animation and science books fur children influence the formation of various misconceptions regarding evolution by children.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.747-761
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• 2017

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.