• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.1-17
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• 2018

The purpose of this study is to identify gifted adolescents' self-concept, core competencies and positive psychological capital correlations, and to investigate the mediating effect of positive psychological capital on the relationship between self-concept and core competencies of gifted youths. Therefore we surveyed gifted youths in Jeonbuk regions concerning self-concept, core competencies, and positive psychological capital. 221 samples were statistically analyzed. To understand a mediating effect of positive psychological capital in the relationship between self-concept and core competencies, the hierarchical regression analysis was conducted with SPSS 21.0. The findings of the study indicated as follows. First, when a correlation analysis was carried out to explore the relationship of gifted youth's self-concept, core competencies, and positive psychological capital. Second. the results revealed that positive psychological capital of gifted youths had a significant mediation effect on the relationship between their self-concept and core competencies Finally, based on the study findings, suggestions of desirable education and counseling for gifted adolescents.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.1-18
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• 2019

The purposes of this study were to develop analysis criteria and analyze the two subject competencies of units dealing with the core concept 'Relation' of the middle school Technology-Home Economics textbook in accordance with the 2015 revised curriculum: 'practical-problem-solving-ability' and 'relationship ability'. The subject of analysis of the current study was the activity assignment of Chapter 1 related to the core concept 'Relation', from the twelve middle school 'Technology-Home Economics II' textbooks. The results of this study were as follows: First, some textbooks showed differences in highlighting or downplaying the components of certain subject competencies. The analysis results for 'practical-problem-solving-ability' in textbook A, E, and G were shown in the high frequency, while in textbook D in the lowest frequency. The analysis results for 'relationship ability' in textbook K and A were shown in the high frequency, while in textbook J in the lowest frequency. Second, Value Judgement was the most frequent component of 'practical-problem-solving-ability' followed by Logical Thinking, Practical Reasoning, and Decision-Making. Family Relation and Sense of Community was the component of 'relationship ability' most frequently dealt with followed by Communication, Conflict Management, and Respecting Others, however Environmental and Ecological Awareness was not shown at all. The two subject competencies were mostly reflected in the Technology-Home Economics textbooks from all the twelve publishers.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of the Korean Society for information Management
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• v.22 no.1 s.55
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• pp.125-144
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• 2005

This study uncovered ambiguity and inconsistency of the semantic relationships of the existing thesaurus by analyzing the concept relationships of AGROVOC and proposed the concept relationships of ontology in partially overcoming these limitations. By the results of analyzing the concept relationships, the study proposed conceptual model as most important part of conecept relationships of ontology and semantically developed concept relationship types. These relationships partially can perform inferences and must be useful for information knowledge system based on more exact semantic relationships. Also the study found out new relationship types and they will be useful for extension of the concept relationships of existing thesaurus. And these relationship types showed that they were useful for the existing thesaurus as Legal Thesaurus.

• The Transactions of the Korea Information Processing Society
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• v.7 no.11
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• pp.3427-3437
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• 2000

In this paper,we propose an method of core sciences extractionusing word cooccrrence graph in order to summarize a document. For automatic extraction of core sentenees, we construct a mean cluster from word cooccurrence graph, and find insistence which corresponds a porposed of author. And then we extract keywords by using relationship between mean cluster and isistence. Finally, core senrences are sclected based on keywords and insitances. The esults are evaluated by comparing with manual extraction, and show that the extraction performance is improved about 10%.

• Proceedings of the Korean Information Science Society Conference
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• 2002.04b
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• pp.331-333
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• 2002

웹그래프는 웹문서 간의 하이퍼링크를 각 웹문서의 핵심어간의 링크관계로 추상화하대 이 관계를 이용하여 핵심어의 개념 그래프를 구축하고 질의의 확장이나 영역지식을 제공하는 개념 기반 검색이 가능한 검색 시스템이다 본 논문에서는 웹그래프에서 가능했던 질의어에 대한 한 단계의 질의 확장에 그치지 않고. 최초의 질의어와 이후 확장어들에 대한 문맥을 유지하대 추가적인 다단계의 확장이 가능하도록 하는 방법을 계시한다. 검색 시스템 사용자는 최초 질의어가 속하는 해당 분야에 대한 지식이 부족한 경우, 문맥을 유지한 확장을 통하여 자신이 찾고자 하는 바를 명확히 해 나가며 세부 질의를 구축할 수 있고 해당 분야에 대한 지식을 얻는 것이 가능하다

• Korean Journal of Logic
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• v.10 no.1
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• pp.109-130
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• 2007

현장의 과학자들이 지닌 인과 개념을 가장 잘 반영하고 있는 것으로 보이는 인과의 조종가능성 이론은 인과 관계를 조종가능성으로 이해할 수 있다는 직관에 기초한다. 즉 C가 E의 원인이라는 것은 C를 조종함으로써 E를 변화시킬 수 있다는 것이다. 이 이론의 핵심 개념인 조종의 이해를 위해 최근 관심의 초점이 되는 간섭은 이상화된 실험 상태에서 국지적 변화를 일으키는 것이라고 이해할 수 있다. 우드워드는 간섭의 의미가 목적에 따라 다르게 구체화될 수 있다는 전제 아래 자신이 제시한 간섭 개념이 펄의 간섭 개념과 다르다고 주장한다. 하지만 본 논문은 이와 같은 우드워드의 주장이 설득력이 없다고 결론짓는다. 본 논문은 우드워드의 간섭 개념이 펄의 간섭 개념과 다르기보다는 펄의 간섭 개념이 암묵적으로 전제하고 있는 바를 구체화하고 있다고 논증한다.

• Asia Marketing Journal
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• v.2 no.2
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• pp.13-38
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• 2000

최근 유통연구에서 상당히 진행되고 있는 신뢰에 기반한 관계형성에 관한 연구들은 신뢰를 장기지향적인 관계를 형성하는 핵심적인 개념으로 간주하고, 경로구성원의 신뢰형성에 관계되는 선행 및 결과요인에 대한 다양한 개념들을 가지고 다각적인 연구모델들을 제시하고 있다. 그러나 이와 같은 연구들의 공통된 견해는 신뢰를 기반으로 한 관계행동에 관한 연구가 쌍방향적 관점에서 실행되어야 한다는 필요성을 인식하면서도 실증부분에서는 어느 일방향적 관점에서 설명하는 한계점을 나타냈으며, 비록 연구모델이 쌍방적 측면을 고려했다고 할지라도 관계행동이 쌍방에 의해 형성된 하나의 신뢰인에 의한 것인지 경로구성원 각자가 독자적으로 형성한 상대방에 대한 신뢰들에 의한 것인지를 명확히 규명하지 못하고 있다. 따라서 이러한 한계점을 극복하기 위해 먼저 문헌고찰을 통하여 신뢰의 본질 및 방향성, 관계형성에서의 신뢰의 역할을 논의하고 이와 같은 문헌고찰을 토대로 신뢰의 선행변인과 결과변인을 도식화한 쌍방의 독자적 신뢰에 대한 모델을 제시하여, 마케팅 이론과 실무에 적합한 시사점을 제안하고자 한다

• Journal of the Korean Geographical Society
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• v.47 no.5
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• pp.775-790
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• 2012

This paper considers chronologically the discourse of space as one of key concepts in geography, and then argues that geography education ought to be the critical pedagogy of space. Recent social science including geography and education has more empathized the sociality and spatiality of space than the physicality of space, and argues that space is constructed socially. Thus, it has been considered that space is no longer empty container to be filled with social relationships, but is concerned with the production and reproduction of social relationships through political struggles with diverse meanings. Now, geography education has to examine the different ways which space has been conceptualized, and develop geography education as critical pedagogy of space that focuses on reading the multiple and contested nature of space.