• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.46-51
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• 2018

This study is one of a series of studies exploring the locality of Jeju architecture, in which we focused on the works of domestic architects, rather than those of famous foreign architects, as well as on the locality of the phenomenological aspect rather than the conceptual one, so as to reveal the locality in the present situation. It was revealed that the architects had the following viewpoints with regard to the local characteristics of Jeju: first, the hermeneutic aspect of the locality is the architectural application of the traditional Jeju architecture; second, the phenomenal aspect of the locality involves respect for the landscape and natural scenery of Jeju. There are two main ways in which architects can realize the locality that they envisage. The hermeneutic representation of Jeju would be as a locality consisting of traditional houses. The architects mainly wanted to implement the elements of the private houses through the space layout. The phenomenal representation of the locality would require them to respect the landscape and scenery of Jeju and to implement them in its architecture. This was the case if the landscape or landscape elements were directly borrowed from the buildings, or if the buildings respect the scenery or landscape of Jeju.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.125-147
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• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.

• The Journal of the Korea Contents Association
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• v.14 no.3
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• pp.509-521
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• 2014

The purpose of this study is to find the correlation between elements of resilience and small group activities in the university, and to explore small group activities as a protective and a positive factor in controlling the stress of college students. As the first part of the study, positive roles of resilience to the stress of college students and the elements that promote the efficiency of resilience are analyzed. The study precedent in detail and four elements of resilience are presented as following; optimistic realism, vitality, ability to control emotion, and interpersonal ability, addressing the faith in God is one of the strong positive factors for developing resilience. Then, this study deals with how the four elements of resilience relates to the characteristics of small group activities. In conclusion, this study suggests Christian universities to develop small group activities because they can develop each of the four elements of resilience of college students. Christian universities have a missional duty and the responsibility to help college students experience real happiness in their lives. Therefore, if Christian universities understand the effectiveness of resilience of college students and find out the correlation between resilience and faith, they can help students not only to live a positive life in their generation, but also to experience the authentic happiness.

• Journal of Elementary Mathematics Education in Korea
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• v.4 no.1
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• pp.21-37
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• 2000

Although methods about teaching basic principles and skills of addition and subtraction is long traditional, view points of interpreting those algorithms and ways of introducing those calculating skills are various according to textbooks at each historical stage of elementary mathematics curriculum development in Korea. The 1st and 2nd stage shows didactic transpositions less systemic. In the 3rd and 4th stage, didactic devices, which were influenced by the new math, for help of understanding the principles of addition and subtraction muchly depends on mathematical and logical mechanism rather than psychological and intellectual structure of students who learn those algorithms. Relatively compromising and stable forms appear in the 5th and 6th stages. Didactic transpositions in the 7th stage focus on the formation of mathematical concepts by exploration activities rather than on the presentation of mathematical contents by text. Anyone who wishes to design an elementary mathematics textbooks based upon the constructive view should consider the suggestions derived from such transition.

• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• School Mathematics
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• v.15 no.4
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• pp.785-799
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• 2013

The researchers developed the teaching-learning materials for 9th grade mathematically gifted students in terms of the hypothesis that the students would have opportunity for problem solving and develop various mathematical thinking through the mathematical modeling lessons. The researchers analyzed what mathematical thinking abilities were shown on each stage of modeling process through the application of the materials. Organization of information ability appears in the real-world exploratory stage. Intuition insight ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the pre-mathematical model development stage. Mathematical abstraction ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the mathematical model development stage. Generalization and application ability and reflective thinking ability appears in the model application stage. The developed modeling assignments have provided the opportunities for mathematically-gifted students' mathematical thinking ability to develop and expand.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.541-553
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• 2017

Maker education rooted on Maker Movement refers to constructivist learning approach in which students as makers participate in producing visible outcomes through self-directed inquiry and creative hands-on activities in a real life context to solve their personal or social problems. The Maker education, therefore, stresses cultivation of 'maker mindset' in the process-oriented learning environments, pursuing evaluation aspects different from those in the existing educational system. In this context, this study aimed to explore an evaluation framework for the Maker education which reflects the Maker mindset: First, a literature review was conducted to search for the evaluation framework of the maker education which consists of the category of 5 ONs (Minds-on, Hands-on, Hearts-on, Social-on, Acts-on) representing intellectual, physical, emotional, interpersonal and practical aspects, respectively; Second, a Delphi survey for content validity was carried out to confirm the adequacy of the 5 ONs category along with sub-elements for each category. Finally, this study presented the evaluation framework for the Maker education, which is expected to be used as feedback rather than a measuring tool for the process and environments of the Maker education.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.153-170
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• 2020

With the recent development of AI and ICT, autonomous vehicles are becoming a reality, and sales of the vehicles equipped with partial autonomous driving technology are also rapidly expanding. In this situation, technology research on autonomous vehicles has been actively conducted, but research on exploring the perception of autonomous vehicles from the user's perspective is relatively insufficient. Therefore, this study categorizes autonomous vehicle users into four types - , , , and . Then, it examines the characteristics of each type. For this purpose, we applied Q-methodology, a qualitative research method, to observe self-referent subjectivity of 32 P-samples using a Q-sample which consists of 34 statements. The results of our study have significance in that they provide domestic and global automakers with strategic directions for technological development and market expansion of autonomous vehicles, and academically provide hypotheses for subsequent quantitative research.

• Korean Journal of Cognitive Science
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• v.10 no.1
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• pp.57-66
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• 1999

We believe that science experiments in a laboratory are essential for science education. Scientific experiments begin with situations set by selecting and locating tools and reagents. and by proper experimental behavior, and thereafter situations are changed by natural laws and intermediate experimental behavior. While scientists and students do experiments, they build a cognitive model internally, do causal reasoning on the model to derive system behavior, and then learn scientific truth. We suggest not only a representation method for a 2-dimentional model and for ontological entities necessary in causal reasoning, but also an inferencing method to derive behavior. Chemistry experiments are chosen for the implementation. For the ontological entities, we consider experimental tools, reagents and their heirarchical structures, physics and chemistry natural laws, and functional abstraction knowledge. In order to show the usefulness of our methods, we have developed a program, called ACUArtificial Chemistry Laboratory), which provides an experiment environment where students can do non-predetermined experiments, and shows experiment려 system behavior similar to what happens in the same situation in a real world and descriptions about why it happens.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.345-352
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• 2017

The purpose of this study is to examine the role of medical practitioner in the medical field during the drama 'Descendants of the Sun'. The research design is a qualitative research to analyze the role of medical staff in medical field through drama. To collect this study data, we selected the communication scenes in the medical field in the 'Dawn of the Sun'. The collected data were analyzed by content analysis method. The study results are classified into four categories; 'decision making in emergency situations', 'cooperation among medical teams', 'support for patients', 'responsibility as a medical person / ethical dilemma'. This study has limitations in analyzing the role of medical staff by analyzing a drama. However, it is meaningful that the drama explored the role of the medical staff from the third party 's standpoint.