• Herbal Formula Science
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• v.21 no.1
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• pp.16-35
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• 2013

Objectives : Proposed a formula analysis standard about the individual formula which is to be put in the specific discussions in order to increase the effect of formula education at the college of Korean medicine. Methods : Examined the ingredient combination analysis written in Agastache Powder to Rectify the Ki which was put in the 27kinds of formula science book published in both Korea and China. Results : Must analyze the formula according to the existing formula. The combination of the ingredients should be analyzed into herb pairs such as seven different combinations. The effect and disease for which medicine is efficacious, should be analyzed and tabulated by Agastache Powder to Rectify the Ki. The formula should be anlayzed and schematized by the sytem of Chief, Deputy, Assistant and Envoy. The basic formula should be analyzed and schematized by the combination of formula, adding and removing the ingredients. Analyzing Agastache Powder to Rectify the Ki into the system of Chief, Deputy, Assistant and Envoy shows the following: chief herb is Agastaches Herba; deputy herb is Perillae Folium and Angelicae dahuricae Radix; assistant herb is Pinelliae Rhizoma preparatum, Magnoliae officinalis Cortex, Citri reticulatae Pericarpium, Arecae Pericarpium, Platycodi Radix, Atractylodis macrocephalae Rhizoma, Poria, and envoy herb is Glycyrrhizae Radix preparata, Zingiberis Rhizoma recens, Jujubae Fructus. Conclusions : In conclusion, it is believed that the formula education at colleges of Korean medicine would be effectively achieved if it is processed according to the standardized formula analysis and its rule about individual formula that is to be decided.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.506-521
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• 2020

This study aims to develop a scientific creativity task which science-gifted elementary students can conduct on a field trip to a botanical garden, and to analyze the results from conducting the task. For this, 38 science-gifted fifth-graders from the Science-Gifted Education Center, located at the Office of Education, participated in a field trip to a botanical garden, as a part of their program. Prior to the program, researchers developed a scientific creativity task for outdoor education program, along with science education specialists and teachers. The tasks were to observe plants, and to create something new and useful, or, in other words, scientifically creative, based on the plants' characteristics. The students could submit at most three ideas. Also, they assessed their own ideas, and selected an idea that they thought was the most creative. The results were analyzed by using the scientific creativity formula. The main findings from this study are as follows. First, it was found that the scientific creativity formula had an upward bias in assessing originality. Second, the students tended to assess the usefulness of their own ideas more generously. Third, the correlation between self-assessment results and scores from the scientific creativity formula for originality was r=.43. Fourth, in formula-based assessments, the correlation between originality scores and usefulness scores was relatively high, at r=.56. Fifth, the correlation between a student's scientific creativity score and the number of his or her ideas was very low, at r=.23. Sixth, when the ideas chosen as the most creative by students were compared with the ideas that had the highest scores in formula-based assessments, it was shown that 8 out of 19 students (42.1%) did not choose the idea that appeared to be the most creative when graded by the formula. This study is concluded by discussing the lessons from the scientific creativity task analysis for primary science education and gifted education.

• Honam Mathematical Journal
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• v.36 no.3
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• pp.689-694
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• 2014

We find an asymptotic formula of the sum of multi-plicative functions with Dirichlet inversion formula.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.526-532
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• 2011

The formula feed has been valuated its superiority in the aquaculture industry. However, the fish farmer is preferred the raw feed than the formula feed yet. The objectives of this study are to clarified the reason of lower usage of formula feed in aquaculture. We referred to the literature and the enquete, and inspected on-site for this study. Two types of managements, formula feed-usage or not, were compared and analyzed. The results show that the perception of formula feed are changing even though the quality of formula feed is not clear and the growth efficiency is lower than raw feed, because the domestic supply of raw feed was not smooth and the cost was raised.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.242-257
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• 2014

Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers' perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined 'student's scientific creativity' as the ability to make a product both original and useful to the student in terms of little-c creativity, and 'scientist's scientific creativity' as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an 'Assessment Formula for Scientific Creativity' was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.367-373
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• 2006

This study suggests that it is necessary to prove that the values of three areas of a triangle, which are obtained by the multiplication of the respective base and its corresponding height, are the same. It also seeks to deeply understand the meaning of Area formula of triangles by exploring some questions raised in the analysis of the proof. Area formula of triangles expresses the invariance of congruence and additivity on one hand, and the uniqueness of parallel line, one of the characteristics of Euclidean geometry, on the other. This discussion can be applied to introducing and developing exploratory learning on area in that it revisits the ordinary thinking on area.

• The Mathematical Education
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• v.57 no.3
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• pp.231-246
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• 2018

In this paper, we applied Sfard's reification theory to analyze the secondary students' level of conceptualization with regard to the formula of quadratic equation. Through the generation and development of mathematical concepts from a historical perspective, Sfard classified the formulation process into three stages of interiorization, condensation, and reification, and proposed levels of formulation. Based on this theory, we constructed a test tool reflecting the reversibility of the nature of manipulation of Piaget's theory as a criterion of content judgement in order to grasp students' conceptualization level of the formula of quadratic equation. By applying this tool, we analyzed the conceptualization level of the formula of quadratic equation of the $9^{th}$ and $10^{th}$ graders. The main results are as follows. First, approximately 45% of $9^{th}$ graders can not memorize the formula of quadratic equation, or even if they memorize, they do not have the ability of accurate calculation to apply for it. Second, high school curriculum requires for students to use the formula of the quadratic equation, but about 60% of $10^{th}$ graders have not reached at the level of reification that they can use the formula of quadratic equation. Third, as a result of imaginarily correcting the error of the previous concept, there was a change in the levels of $9^{th}$ graders, and there was no change in $10^{th}$ graders.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.1-5
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• 1995

One of the problem of science education in terms of its status as a unique discipline is the tendency of qualitative, rather than quantitative, arguments and judgements on research activities. In this study, a model called "Diamond Model" and an index formula for the balance of researches are suggested for achieving more pictoricaI and quantitative understandings on the distribution of researches in science education. Diamond Model is consisted of two dimensions corresponding to two main long-debated issues in science education, i.e. the dimension of cognitive-affective and the dimension of concept-process. In Diamond Model the geometrical symmetry represents the the balance of researches. An index formula for the balance was developed in order to ensure that the value of the index is between 0 to 1 and the numerical values of the index corresponds to the geometrical symmetry of the diamond. Then, in order to check their utility, the model and the index formula were applied to analyze the research papers appeared in JKARSE for the last 10 years.

• Honam Mathematical Journal
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• v.38 no.4
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• pp.849-856
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• 2016

General summation formula for sums involving ${\sigma}(n)/n$ is expressed with infinite series containing a Bessel function.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.131-148
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• 2013

Euler's formula provides the topological characteristics of geometrical objects including polyhedra, and so an important mathematical concept. Descriptions on Euler's formula had been in the textbooks according to the 3rd through 7th National Mathematics Curriculum. However, they are gone after that. In this study, we focus on Euler characteristic and Euler's formula as an educational material for educations for the gifted or after-school educations. We first look at the mathematical history and the applications of Euler's formula and national curriculums to search for its mathematical and educational meaning. We further make a suggestion for a learning environment which provides a better education relying on search activities, not just depending on memorization, illuminated from the education of Euler's formula.