• Journal of the Korean Home Economics Association
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• v.33 no.1
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• pp.1-18
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• 1995

This study examined the confronting problems in home economics and its historical and philosophical causing background, and suggested the future direction for home economics and home economics education. This study, hoped to help home economics overcoming its chaotic situation, and to establish academic characteristics through a philosophical consistency: 1. What are the significant problems which home economics has confronted, and the consequences of those problems\ulcorner 2. What are the fundamental caues of the problem\ulcorner 3.What should be the nature of home econimics to be able to overcome the confronting problems and what can be proposed for the future of home economic\ulcorner Each research question was addressed by analyzing Journal articles, theses, philosophical studies in the field. The results were as follows; 1. such problems as the ambiguity in research focus and the nature of academic charateristcs, and the limitation of research method have resulted fragmentation and specialization in the field, and the lack of philosophical research. Also they led home and family. Moreover each problem brought chaos into curriculum of home economics and that of home economics deucation. 2. The philosophical causing backgrounds of present problems are western ideas such as pragmatism, positivism, Social Darwnism and Korean ideas such as Confucian tradition, Practical Science movement in the 19th century, and modernization and industrialization from the middle of 20th century. Along with influencing historical situation these backgrounds have distorted home economics to be technical science oriented. 3. To solve these problems academic characteristics of home economics must be reestablished as practical science and as profession. This study proposed following for the future of home economics and home economics education: (1) For the future of home economics, first, it needs to recover the unity as one academic field with its focus on family by overcoming fragmentation and specialization trend in the field. Secondly, philosophical and historical studies must be carried o for the unity of all specialized field in home economics. Thirdly, home economics must try to reestablish and reflect in pratice its acadimic characteristics as practical science and as profession. (2) For home economic eduation, first, it should not be the instrument for idelogies of powerful social systems. And teacher education for home economics teachers must inclued principles of home economics and philosophy and history of home economics enabling teachers to achieve purposes of home economics. Secondly, its curriculum contents should be composed of practical ones beyond technical ones.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.245-256
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• 1998

In this study, we discussed about the implications of the idealization, which take an important role in physics, to the physics education. First, understanding of the idealization help the physics learning itself. This is because that various types of idealizations are included in the physics terms and concepts, derivation processes of physics laws and formulas, and explanation of natural phenomena and problem solving activities. Second, understanding of the idealization can help the application of the physics world to the real world. That is, by understanding the extent and the limit of idealization used in physics world, physics students can understand the discrepancies between the real world and the physics world. And also, by modifying or eliminating the idealization, students can extend the extent of understanding about how predictions based on the idealization used in the physics world will change. To do this, we suggested the application of computer simulation program in physics laboratories. Third, idealization take an important role in the inquiry learning for students' originality. The activities of identifying or controlling the variables, as one of the principal factors of scientific inquiry, need the appropriate establishment of the ideal conditions. And to analyze the limiting case or practice the thought experiments for understanding the impossible situation in the real world, ideal conditions also are needed. This study discussed above three aspects with various concrete examples and, with Park et al.'s study (Park et al., 1998), present the theoretical basis for the study of students' and teachers' understanding the idealization.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.826-839
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• 2013

The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.2
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• pp.89-100
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• 2016

This article analyzes two different strategies that both aim at creating innovative design or problem solving: design thinking and action learning. User-driven innovation strategy that has become more and more popular during the last decades is "design thinking". Based on designerly methods and principles, this strategy was developed by the design consultancy IDEO in the late 90s. Action learning is a pragmatic and moral philosophy based on a deeply humanistic view of human potential that commits us, via experiential learning, to address the intractable problems of organizations and societies. This paper provides a structured analysis and comparison of the two innovation strategies-design thinking and action learning-with the goal to identify potentials to enrich either of the two by merging or adapting specific parts or aspects. Although there are significant differences in both strategies, there are also several similarities in methodology and process design. This article compares process models for action learning and design thinking and highlights the specific differences and similarities. As a result, we suggested a union model of action learning and design thinking, and verified a this model through a case study. We complemented the process of team building and reflection of action learning for union model. Also, we statistically verified through a case study to validate the superiority of the design thinking model which complemented action learning. This article contributes to a better understanding of both-design thinking and action learning, and it may help to improve either of the two strategies to foster social innovation.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.215-228
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• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.

• Journal of Korean Library and Information Science Society
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• v.9
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• pp.115-144
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• 1982

In ordinary modern wester expression 'the Renaissance' was used to denote the impact made by dead Hellenism civilization in western Christendom, particularly Italian literary and artistic movement at Northern and central Italy in the late medieval period. However, A.J. Toynbee examined the renaissance from the different aspect of view. In his great work "A Study of History" in vol. IX, he succeeded in establishing the theory of historic civilization encounters in space and in time; and in time, civilization of the present and the past or between dead and infant successor contacts on the analogy of parenthood and sonship in the relation of A n.0, pparentation-and-Affiliation. The distinguished his view of 'Renaissance' was illustrated in the sense of encounters between a grown-up civilization and the 'ghost' of its long-dead predecessor. The renaissances (by the process of evocation of ghost of its parent society) has not only one single aspect of literary and artistic field but also in politics, law, science and philosophy, languages and literatures and visual arts, and religion. The main theme of this study is to examine the development of libraries and its historical meaning through Toynbee's literary renaissance. His renaissance of Languages and Literatures has three typical steps: They are: 1st step-to restive the dead literature's remains: 2nd step-to remaster their meaning: 3rd step-to reproduce them in counterfeits... Through its first and second steps, collecting and editing, annotating by compiling an anthology, thesaurus, lexicon or encyclopedia, and in its third step publishing mostly imitation of classics took place. Toynbee depicted the five outstanding eminent representatives of literary renaissance who had a n.0, ppeared on the state of history down to the time of writing. They are: Assurbanipal, Constantine prophyrogenitus, Yung Lo, K'ang Hsi, and Ch'ien Lung and the last four had all been emperors of imperia rediviva. As the result of the examination of these five emperors with three steps of literary renaissance, the common result may be summarized as follows: 1. Those emperors of imperia rediviva interested in intellectual work and study, they also were deeply involved in collecting classics in an ostensible reason. 2. There were strong political intention of collecting materials as an a n.0, ppeasement policy of civilization by transferring scholars energies to an intellectual field. 3. Under the rulers of a resuscitated universal state, the literary renaissance were a product of political plane and that the total size of collection and work were huge. 4. Since there were strong exercise of sovereign power, an active censorship by distortion and elimination was inevitable. 5. There existed newly developed strained atmosphere between grown-up and long-dead parent civilization, whenever the book collection movement had occurred. 6. Over adhesion to the parent civilization caused imitation of classic work and the creative activities were stagnated.stagnated.

• Science of Emotion and Sensibility
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• v.18 no.2
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• pp.65-74
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• 2015

Nowadays, people start to focus on the value of 'Mindfulness' and 'Slowness', instead of the importance of 'Development' and 'Advancement' in their whole life. According to this background, we attempted to find new research opportunities on User Experience(UX) in usage context of 'Erasing'. Through a interdisciplinary literature review on related works regarding the concept of erasing, we tried to understanding the meaning of erasing within the perspective of philosophy, psychology, and human-computer interaction(HCI). We also conducted the contextual inquiry, one of the qualitative research methods to examine the actual usage context and the user's experience, with 79 users who were required to erase something in three usage contexts, including Paper-Eraser condition, Computer-Keyboard condition, and Tablet PC condition. The results indicate that it is important to provide not only effective erasing but also satisfaction for users in the usage-context of erasing. From these attempts, we expect that our findings will be helpful to understand the meaning of the erasing in academic and practical fields.

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.343-352
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• 2015

Objectives: The purpose of this study was to compare the liberal arts curricula of domestic 3 year and 4 year dental hygiene departments and to obtain the basic data for the development of a standardized dental hygiene curriculum. Methods: The liberal arts curricula of fifteen 3 year and 4 year dental hygiene departments in Korea and other countries were analyzed. A survey was conducted on 801 selected dental hygiene majors from December 8 to 12, 2014. A self-reported questionnaire was completed by 750 dental hygiene students and 150 dental hygiene professors. The questionnaire consisted of 5 questions of general characteristics and 13 questions including curricula change, usability of curricula, awareness of the suitability of dental hygiene curricula, and validity of curricula. Cronbach'a alpha was 0.71 in this study. Results: The grade point average in the liberal arts courses in Korean 4 year dental hygiene departments were 29, which was higher than that in 3 year dental hygiene departments of 13.2. There were large disparities among the colleges in the credits of these courses. The most common liberal arts courses in 4 year dental hygiene departments were foreign languages, man, society and communication, and natural science. In 3 year dental hygiene departments, English and foreign languages were the most common courses, followed by computer, man and society, philosophy and ethics. Foreign languages were considered to be the liberal arts course that should be most strengthened according to the job environment change of dental hygienist in globalizing society, followed by social psychology and pedagogy. Conclusions: Liberal arts courses were offered in the 4 year dental hygiene departments than in the 3 year dental hygiene departments in Korea, but there were a great deal of differences between colleges. The preparation of standardized guidelines on liberal arts courses are necessary. Liberal arts courses should support the performance skill and knowledge of the dental hygienists.

• Publications of The Korean Astronomical Society
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• v.36 no.3
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• pp.79-95
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• 2021

This study aims to develop a restoration model of an armillary sphere of Tongcheon-ui (Pan-celestial Armillary Sphere) by referring to the records of Damheonseo (Hong Dae-Yong Anthology) and the artifact of an armillary sphere in the Korean Christian Museum of Soongsil University. Between 1760 and 1762, Hong, Dae-Yong (1731-1783) built Tongcheon-ui, with Na, Kyung-Jeok (1690-1762) designing the basic structure and Ann, Cheo-In (1710-1787) completing the assembly. The model in this study is a spherical body with a diameter of 510 mm. Tongcheon-ui operates the armillary sphere by transmitting the rotational power from the lantern clock. The armillary sphere is constructed in the fashion of a two-layer sphere: the outer one is Yukhab-ui that is fixed; and the inner one, Samsin-ui, is rotated around the polar axis. In the equatorial ring possessed by Samsin-ui, an ecliptic ring and a lunar-path ring are successively fixed and are tilted by 23.5° and 28.5° over the equatorial ring, respectively. A solar miniature attached to a 365-toothed inner gear on the ecliptic ring reproduces the annual motion of the Sun. A lunar miniature installed on a 114-toothed inner gear of the lunar-path ring can also replay the moon's orbital motion and phase change. By the set of 'a ratchet gear, a shaft and a spur gear' installed in the solstice-colure double-ring, the inner gears in the ecliptic ring and lunar-path ring can be rotated in the opposite direction to the rotation of Samsin-ui and then the solar and lunar miniatures can simulate their revolution over the period of a year and a month, respectively. In order to indicate the change of the moon phases, 27 pins were arranged in a uniform circle around the lunar-path ring, and the 29-toothed wheel is fixed under the solar miniature. At the center of the armillary sphere, an earth plate representing a world map is fixed horizontally. Tongcheon-ui is the armillary sphere clock developed by Confucian scholars in the late Joseon Dynasty, and the technical level at which astronomical clocks could be produced at the time is of a high standard.