• Korean Journal of Heritage: History & Science
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• v.52 no.3
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• pp.130-145
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• 2019

The palaces in South Korea are largely divided into primary palaces (法宮) and secondary palaces (離宮). In the early Joseon period, the primary palace was Gyeongbokgung Palace, and the secondary palace was Changdeokgung Palace. Additionally, there is the concept of imperial palaces (正宮). Gyeongbokgung Palace was the primary palace and the imperial palace. The topography of Gyeongbokgung is based on Mt. Baegak, which is the symbol of royal authority. The location of the palaces was chosen to highlight the king's dignity and authority. The three gates and three courts (三門三朝) were positioned on a straight line based on one axis along the ridge of Mt. Baegak to establish the legitimacy, hierarchy, and unity of the kingship. The secondary palace was built according to the demands of the king and the royal family or the political situation. It was created as a royal living space; thus, creating independent and diverse spaces along multiple axes. The primary palace was chosen to be built on the terrain of Yang, and the secondary palace was chosen to be built on the terrain of Yin; the criteria for laying buildings in the palace areas had to be different. The most important point in the formation of Joseon palaces was that the secret vital energy for the king (王氣) originated from the sacred mountain. Important elements of the palace were the secret vital energy chain of feng shui (風水氣脈) and the forbidden stream (禁川). The secret vital energy chain of feng shui was the gateway to the secret vital energy for the king, and the forbidden stream was a method of preventing the king from leaving the palace grounds. Gyeongbokgung Palace, which is on typical feng shui terrain, faithfully reflects the principles of feng shui. On the other hand, the secondary palace was built on incomplete and irregular feng shui terrain. Feng shui was part of the nature and the geography of the ruling classes in the Joseon Dynasty. By examining their geography, I believe that the perfection of traditional culture inheritance and restoration can be improved.

• Journal of the Korean Institute of Landscape Architecture
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• v.48 no.6
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• pp.25-38
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• 2020

The objective of this study is to propose a direction for creating a memorial park for the 250 students victims of the Sewol ferry disaster. To this end, this study first attempted to understand the matters discussed at various levels to create a memorial park and find a way that the park can be built by gathering opinions from the bereaved families and the victims themselves, as well as local residents, and experts. Workshops, competitions, special lectures, and websites, etc, were analyzed. A social discourse analysis methodology was used for systematic analysis, and the analyzed discourse was categorized into 4 types for assessment, and the functions and roles were subdivided into 15 types. To assess the priorities and the adequacy of the discourse, an analytic hierarchy process (AHP) was used among 30 activists, public servants, and experts. Then, a survey was conducted to analyze the perception of the residents (467 participants including the bereaved families) about the memorial park. Based on the results of the analysis, two directions were set for the memorial park. First, is a memorial park to remember the victims in everyday life. It must be a park with various cultural contents instead of a conventional memorial park that is solemn and grave sharing anguish and sorrow. The memorial park for the Sewol ferry disaster must become a space where visitors can naturally encounter and remember the victims. Second, is a park that serves as a catalyst that brings change and innovation to the community. It must be able to bring change to the community with direct and indirect influence. It must serve as an impetus to bring change and innovation to the community in the mid-to-long-term. Having many visitors may also lead to an economic effect. These visitors may not just stay in the park, but even contribute to revitalizing the local businesses. The purpose of this study is to apply the research findings to guide the International Design Competition scheduled for 2020 and serve to establish guidelines for a continuous park management system.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.