• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.83-84
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• 2014

2014년 5월 FPS의 기념비적인 작품인 울펜슈타인 시리즈의 최신작 "울펜슈타인 더 뉴 오더(Wolfenstein The New order)"는 고전 FPS 게임 플레이를 기반으로 최신의 게임의 요소를 혼합하여 판타지, 오컬트적인 요소가 강했던 전작들과는 다르게 나치 독일이 세계를 정복하였다는 대체 역사적 세계 구현의 시도를 하였다. '울펜슈타인 더 뉴 오더(Wolfenstein The New order)' 게임의 트레일러 영상을 중심으로 대체 역사가 적용된 스토리와 실제 역사와 대체 역사적 요소의 연계성을 살펴보고자 한다.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.347-358
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• 2020

He purpose of this study is to design and apply a pilot assessment tools for scientifically gifted and talented elementary school students with lower grades. The assessment tool consists of three parts: homeroom teachers' recommendation, paper and pencil test and performance tests. The tools are verified whether they are suitable for unique characteristics of young children and enable to attract active participation. For suitability check, students' performance tests were inductively analyzed and 30 behavioral patterns were shown which were included and partially exceeded the level of lower elementary students' performance expectation in NGSS. As a result, we concluded that assessment tool developed in this study will be effective in discriminating young pupils' scientific talents. Then for participation check, we compared the number of coding references as an indicator of participation. Two cases were found that students with high interest participated passively in performance tests. We found these 'passive participants' had excessive scientific experiences and extremely narrow region of interest, during the process of complex interpretation between the results of this assessment tool and in-depth interviews with homeroom teachers. We found out in this study that newly developed tools can be used in school scene after modifying and elaboration through accumulation of more case studies.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.196-208
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• 2019

This study analyzed achievement standards in the 2015 revised Science Education Standards as well as activities and assessment items in grade 7 science textbooks using science core competencies and subcomponents. Scientific participation and lifelong learning capacity was not involved in the achievement standards. Logical thinking of scientific thinking capacity, planning and carrying out investigation, analyzing and interpreting data, developing and using models, and constructing explanation of scientific inquiry capacity, collecting and selecting information of scientific problem solving capacity, and using various communication methods of scientific communication capacity were involved in the achievement standards. All five scientific core competencies including all subcomponents except rational decision making of scientific problem solving capacity and understanding and coordinating diverse thoughts of scientific communication capacity were involved in activities of science textbooks. All five scientific core competencies were involved in assessment items of science textbooks. Logical thinking and creative thinking of scientific thinking capacity, planning and carrying out investigation and constructing explanation of scientific inquiry capacity, identifying problems, collecting and selecting information, suggesting solutions, and performing of scientific problem solving capacity, using various communication methods, arguing based on evidence of scientific communication capacity, and being interested in science technology and society issues of scientific participation and lifelong learning capacity.

• 한국체육학회지인문사회과학편
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• v.54 no.5
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• pp.581-592
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• 2015

This research was fairness in sport and power is how they form and change through historical discussion on the sport's doping and ran afoul of fairness Explored in match-fixing in relationship with power, the product of the problems of human desires. First, doping and exploration of power. The history of doping in sports, history as long as it existed before. Medication is ruler of the players can't or don't conform with authority between the pair formed a relationship, where, in accordance with the victory of a temptation for wealth and fame and vested interests and desire, is personal, Society and country ranging and widely is committed. In particular, power of expression is reflected well reflected in the sport in the Cold War era and, in those days was wrong thinking and practices are still truly understands the connection between doping and anti-doping. Second, match-fixing and exploration of power. Also in the history of sport as doping, match-fixing, always existed. Sport and fairness of match-fixing in relation to artificial sources, and well decide the outcome of which ended with sport, not an issue connected to gambling and other crimes, And that's another sport and bring about a vicious circle of even turn into a row. The reason for this match fixing in power part of the formation of capital and profits for the exact cause has developed that further threatens the fair sport. Thus, in fairness, and relations of power in sport doping and match-fixing is historically very meaningful and, further research and discussion is needed. Buried the materialistic values of sport doping and match-fixing, nothing is being tolerated and other researchers' power as the elements of the pie grow only by sport only No one can guarantee that only satisfied if we hold a bright future of sport.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.511-530
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• 2011

This study aims to find out science talented students' percentage of cognition about the views of nature of science and science inquiry which are essential for having a good understanding with science concepts. Each group of 40 science gifted students and 35 ordinary students was tested with a test of views of nature of science and science inquiry which consisted of 19 items with index of content validity 97% and reliability index 0.86, then its results being compared and analyzed. A group of science gifted students' percentage of cognition about the views of nature of science ranges from 20% to 97.5% -although it differs according to detailed views-showing its mean of 67% (50% in a group of ordinary students). Especially, the percentage of cognition about the sub view that there can be different opinions among scientists was high among woman science gifted students. A group of science gifted students' percentage of cognition about the views of science inquiry ranges from 27.5% to 77.5% -although it differs according to detailed views- showing 53% in their mean (41.8% in a group of ordinary students). Especially, the percentage of cognition about the sub view that scientists can have different research methods was high among woman science gifted students. The percentage of mistaken cognition by science gifted students about views of nature of science and about views of science inquiry was 33%, 47% respectively.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1329-1342
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• 2013

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.

• Cross-Cultural Studies
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• v.48
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• pp.135-191
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• 2017

The purpose of this study was to select words with "shared cultural charge" that are unique in French culture and to study cultural content hidden in these words. It also explores the cultural phenomenon of same French borrowed words used in the Korean language. The study was conducted from two perspectives: perspective of internal French culture defined by Galisson and inter-cultural perspective. The first section of this study introduces the theory "lexiculture" and definition of the words "shared cultural charge." In the following section, among main items of 795 borrowed words in the Korean language, we examined seven words in areas such as clothing, food, and housing. We studied content of the French culture according to the following three categories: (1) dictionary definition, (2) cultural phenomena, (3) special phenomenon in idiomatic expression. Our study illustrated a special connotation beyond the dictionary definition of words. In the next section, we examined the birth of a new cultural phenomenon and process of acquiring a new meaning in the Korean language. Finally, we analyzed differences and similarities between linguistic and cultural elements in both cultures. In this study, we provide basic data for inter-cultural education between France and Korea.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.700-716
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• 2021

This study is based on the importance of observation or exploration in contemporary scientific inquiry and the need to expand the learning materials of science inquiry. It aims to analyze students' characteristics of exploration in abduction by developing and applying an educational program using art materials. For this study, a program named "Scientist going to the museum" utilizing artistic materials such as Oriental and Western paintings, mythology, orchestral suite, and traditional houses, was developed and five middle school students participated. Students who found and explored interesting phenomena in the work were divided into three main groups depending on the characteristics of the exploration activity. Some students observed and described elements that could be connected to scientific concepts, while others mainly explored everyday elements that were relatively unrelated to such concepts. Moreover, another type of students explored the works based on their subjective evaluations. This study shows that learning materials that cannot be visually explored are not suitable for abductive activities that students' prior knowledge has a significant impact on their exploration, and that educational materials for earth science inquiry could be expanded. This study also provides an example of learning materials and methods, and that abduction may be utilized for learning astronomy.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.558-564
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• 2004

This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.