• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.509-521
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• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.89-96
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• 2020

This study explores the characteristics and ways to improve the area of science education in secondary teacher employment test (hereafter, TET). We investigated ways to differentiate second-phase science education tests from those of the first phase in the TET, and ways to improve practical tests such as designing instructional plans, teaching demonstrations, in-depth interviews, and science experiment tests. Major findings of the study include increasing the proportion of teaching demonstration while maintaining the test of designing instructional plans, which have a different focus from the paper-based exam in the first phase of the TET. Teaching demonstration tests, applying the credit of student-teaching to the TET, assessing teaching expertise in real classroom contexts focusing on subject teaching expertise, etc. along with science experiment tests, making the science experiment test compulsory for all municipal offices of education, and the necessity of evaluating the experimental design and teaching of scientific inquiry. Based on these results, developing and implementing tests such as teaching demonstrations, in-depth interviews, etc. at the local municipal education offices, introducing the apprentice teacher system, and introducing graduate schools of education were suggested.

• Journal of the Economic Geographical Society of Korea
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• v.11 no.1
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• pp.24-44
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• 2008

Regulation theories has paid little attention to spatial regulation processes, while it has focused on economic and social regulation processes. More specifically, there have been little researches on regulationist approach to the transformation of the post-socialist system in the context of the space economy. Therefore, the article has attempted to conceptualize the transformation of space economy under the post-socialist system in the light of regulation theories. The space economy could be regarded as the foundation of the reproduction of social relations. Thus, the transformation of post-socialist system has led to the fundamental changes in enterprise and industrial networks as well as social relations in spatial contexts. In this perspective, the research has attempted to identify 'the mode of enterprise regulation' regarded as a codified firm networks by investigating intra-, inter- and extra-firm relations associated with the transformation of post-socialist system. Also, it has intended to suggest three types of the space economy - (1) disembedded economies based on the isolated networks and dissolution of pre-existing networks, (2) embedded economies based on the interaction of institutions and restructuring of networks, and (3) over-embedded economies based on the insulated institutions and endurance of pre-existing networks-in accordance with the governance, institution and networks in the post-socialist system.

• Journal of Environmental Policy
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• v.8 no.2
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• pp.119-144
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• 2009

The integration of environmental and innovation policies is perceived to be essential in order to deal efficiently with environmental and innovation problems. This study analyzed environmental policy integration in Finnish technology policies in view of system transitions and policy integration. Finnish environment-innovation policy integration is assessed empirically by focusing on the policy strategies, implementation, and evaluation processes. Furthermore, this study compared Korea's environment-innovation policy integration with that of the Finnish experience, and drew up policy implications from the comparative study in order to come up with Korean contexts. Moreover, since green growth and eco-innovation are core issues in Korea today, it is important to ensure that system transitions and policy implementations take into account the various forms of policymaking, as well as political, organizational, and procedural activities.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.433-456
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• 2017

The purpose of this study is to suggest the directions for the development and improvement of mathematics textbooks in Korea by examining these characteristics of German textbooks. As a result, German mathematics textbooks were free for unit order and names of units. German mathematics textbooks defined a function for various real life and natural phenomena, relation after intuitively knowing the correspondence between two variables through a graph. In addition, it exercises interpreting the characteristics and information of the graph, guides the activity of graphing various functional situations, and contents to convert various expression methods such as graphs, tables, relational expressions, mathematical terms and sentences. In the German mathematics textbooks, mathematical expressions of the functional relations of the materials in various contexts of daily life, and the activities of predicting and predicting the future, were made to feel the usefulness of mathematics. It has raised functional thinking and provided problems related to other subjects, thus enhancing connectivity with other disciplines. It also included open issues and issues that required mathematical communication.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.341-362
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• 2018

The purpose of this study is to develop a STEAM education model on the basis of mathematics curriculum using real life context, and to analyze the effect of the class based on developed model to make applicable pedagogical discussion. For this purpose, STEAM class materials that can be used in terms of recognition, connection, extension, and application of mathematical concepts, principles and laws are considered, taking into consideration the ways in which real life contexts and mathematical learning could be harmonized. As a results of using these materials, it was empirically confirmed that students' cognitive thinking and affective aspects abilities were improved. The STEAM instruction centered on the mathematics curriculum and the mathematics class based on the data developed in this study have a unique identity compared to the conventional general mathematics teaching methods using the textbooks. And it is pursuing the future class model which could present desirable creativity and personality education. The result of this study would provide preliminary data and meaningful implications to the researchers for next curriculum and concomitant instructional materials as well as the mathematics teachers.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.179-203
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• 2013

The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.

• MALSORI
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• no.19_20
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• pp.58-87
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• 1990

According to Government Phonology, at 1 phonological positions save the domain's head must be licensed in order to appear in the syllable structure. A non-nuclear head is licensed by the following nucleus, and the nuclei with phonetic content are licensed through government by the nuclear head of the domain at the level of the nuclear projection. Therefore, in the theory of Government Phonology it is claimed that words always end with a nucleus. With regard to the licensing of empty nuclei, Kaye(1990a) proposes the 'Empty Category Principle' and its sub-theory of 'Projection Government'. Government Phonology claims that a nucleus which dominates a vowel that regularly undergoes elision in certain contexts is underlyingly empty. This underlying empty nucleus is not manifested phonetically when it is properly governed by an unlicensed(i, e, a nucleus filled with a full vowel). It is when proper government fails to apply, that the empty nucleus is phonetically Interpreted. The purpose of this paper is to present a principled account of the process of $[i]{\Leftrightarrow}{\emptyset}$ alternation in Korean. Following Kaye's proposal, we assume that [i] of Korean is underlyingly empty. This position is pronounced as [i] if it is unlicensed, and is not phonetically realized if is licensed. Empty nuclei ape devided into two categories: domain-internal and domain-final. Firstly, we consider the question why Korean has little word ending with [i]. As for this, ECP states that domain-final empty nuclei are not pronounced if the language licenses domain-final empty nuclei. Whether a final empty nucleus may occur in the structure is parametric variation. This property is seen from the fact that words may appear to end in consonants in this language. Since Korean abounds with words ending in a consonant, it licenses domain-final empty nuclei. Therefore, it is quite natural that Korean has little word ending with [i]. Secondly, word-internal empty nuclei of Korean respect proper government and inter-onset government. That is, an empty nucleus in word-internal position will be pronounced with the vowel [i] if either proper government or inter-onset government fail to apply. Inter-onset government refers to the government established between two onsets across an empty nucleus. Thirdly, we consider words ending with [i], which seems to be exceptional to the final licensing. Host of them are. either mono-syllabic verbs(for instance, [s'i-] 'to write') or derived adjectives ending with [p'i] (for instance, [kip'i-] 'be happy'). As for the former, the 'inaccessibility for proper government' is applied because the empty nucleus appears in the first syllable. In latter case, domain-final empty nuclei are pronounced as [i] because of government-licensing. That is, final empty nucleus is pronounced to license the preceding onset dominating negatively charmed segments which empty nucleus of Korean cannot license.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.1-21
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• 2001

In general, curriculum is a product of the process of a political decision-making among a variety of peoples who have different perspectives on learners, knowledge, and society as a whole. And also, it is being affected by larger social and political contexts. As curriculum has become more a centerpiece of program activity for the gifted, the field has more emphasized the importance of viable curriculum models. The purpose of this article is to reflect current status of curriculum development for the gifted, explain the commonness and differences of several perspectives on gifted education programs, and lastly, share some experiences to deliberate about several critical issues of which any activity of program development for the gifted should consider. According to Eisner & Valiance (1974), there are five conceptions of curriculum which have shaped the thinking of many educators of what a view of curriculum for the gifted might be ; curriculum as the development of cognitive process, curriculum as technology, curriculum as personal relevance, curriculum as social construction, curriculum as academic rationalism. Although educators have a freedom to choose among these various curriculum orientations, the most effective curricular incorporate or balance all of them to some extent. After reviewing those perspectives on curriculum and several difficulties which are currently confronted at the site of curriculum development, this article have tried to identify the major curriculum efforts of the gifted education field. It focuses on the issues of developing programs for gifted and talented students, rather than on specific program models. As a result, it suggested seven critical issues or value conflicts which should be considered in the process of program development for the gifted: the balance of domain-general abilities of the gifted and domain-specific abilities, mutual consideration of accelerated learning and enrichment learning, separate organization of contents versus integrated organization, the balance of cognitive domain of human development and affective domain, official curriculum versus non-official education experience, individual-oriented learning situation versus group-oriented teaming, and expert-centered approach versus practitioner-centered approach to curriculum development.

• The Journal of Society for e-Business Studies
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• v.25 no.1
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• pp.83-107
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• 2020

Selecting business charts based on the nature of the data and the purpose of the visualization is useful in business analysis. However, current visualization tools lack the ability to help choose the right business chart for the context. Also, soliciting expert help about visualization methods for every analysis is inefficient. Therefore, the purpose of this study is to propose an accessible method to improve business chart productivity by creating rules for selecting business charts from online published documents. To this end, Korean, English, and Chinese unstructured data describing business charts were collected from the Internet, and the relationships between the contexts and the business charts were calculated using TF-IDF. We also used a Galois lattice to create rules for business chart selection. In order to evaluate the adequacy of the rules generated by the proposed method, experiments were conducted on experimental and control groups. The results confirmed that meaningful rules were extracted by the proposed method. To the best of our knowledge, this is the first study to recommend customizing business charts through open unstructured data analysis and to propose a method that enables efficient selection of business charts for office workers without expert assistance. This method should be useful for staff training by recommending business charts based on the document that he/she is working on.