• Journal of Digital Convergence
• /
• v.9 no.3
• /
• pp.95-104
• /
• 2011

This study explored how political figures build their image using twitters. To examine the research question, this study analyzed twitter messages in five political figures: Si-Min, Yu, Jung-hee, Lee, Mun-soo, Kim, and Young-gil, Song. The findings showed that except for Mrs. Lee, the other political figures presented more one-way messages than two-way messages in twitters. Even though twitter has benefits of communicating instantly and two-way communication between followers and followings, most messages in their twitters were limited to informative message. The study also classified the messages into social-oriented and individual-oriented in each politician' s twitter. The result presented that Mrs. Lee twitter included individual-oriented messages, but the other three political figures had more social-oriented messages.

• The Journal of the Korea Contents Association
• /
• v.22 no.1
• /
• pp.337-347
• /
• 2022

This research aims to analyze the gender, sibling, and characteristics of figures who created the imaginary friends among 30 picture books published in Korea. At first, as a result of the research, a total of 35 figures of the 30 books had imaginary friends, of which 24 figures were women and 11 were men, with women more than twice as many as men. Secondly, in many cases, the only child in picture books had the imaginary companion, but in case of the figures who have brothers or sisters, The imaginary companion visited them more frequently to different gender rather than to same gender. Looking at the frequency of appearance of imaginary companion, the eldest, younger brother, and no appearance appeared in order. Third, as a result of examining the personality of figures who created the imaginary companion, their extroversion or introversion has no meaningful correlation each other. These results are meaningful as reference data for understanding children with imaginary friends in reality as picture books reflect the reality of children with imaginary friends and show various situations of infant with imaginary friends in a balanced manner.

• Korean Medical Education Review
• /
• v.24 no.1
• /
• pp.63-71
• /
• 2022

How can the history of medicine be used to cultivate medical professionalism? This study presents education using the lives of historical figures as a method based on the teaching experience of the course "Leadership of the Healers" for first-year students at the College of Medicine of the Catholic University of Korea. Existing methods, represented by the Osler method, have several limitations: first, they limit the subject of the history of medicine to certain established doctors; second, they describe medical history as a continuum of progress; and third, they present abstract virtues without context, making it difficult to apply what has been learned to specific situations. These limitations are why the lives of historical figures have not been used actively in medical education in recent years. However, education using the lives of historical figures also has clear advantages, such as the power to vividly convey the various elements of medical professionalism. This study proposes an alternative method. The characteristics of the new method can be summarized in two ways. First, it emphasizes the specific context surrounding historical figures and the choices made in specific historical circumstances, rather than presenting abstract virtues outside of the historical context, making students ponder the reality they face and the choices they make. Second, it reveals both the hidden actors and the bright and dark areas of history by selecting diverse multi-dimensional figures.

• Journal of Educational Research in Mathematics
• /
• v.8 no.2
• /
• pp.565-586
• /
• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.10 no.9
• /
• pp.2334-2339
• /
• 2009

In case of an embedded system having an LCD panel with touch-screen capability, various figures such as rectangles, pentagons, circles, and arrows are frequently used for the delivery of user-input commands. In such a case, it is necessary to have an algorithm that can recognize whether a touched location is within a figure on which a specific user-input command is assigned. Such algorithms, however, impose a considerable amount of overhead for embedded systems with restricted amount of computing resources. This paper first describes a method for initializing and driving a touch-screen LCD and a coordinate-calibration method that converts touch-screen coordinates into LCD panel coordinates. Then it introduces methods that can be used for recognizing touched areas of rectangles, many-sided figures like pentagons, and circles; they are a range checking method for rectangles, a crossing number checking method for many-sided figures, a distance measurement method for circles, and a color comparison method that can be applied to all figures. In order to evaluate the performance of these methods, we implement two-dimensional graphics functions for drawing figures like triangles, rectangles, circles, and images. Then, we draw such figures and measures times spent for the touched-area recognition of these figures. Measurements show that the range checking is the most suitable method for rectangles, the distance measurement for circles, and the color comparison for many-sided figures and images.

• Journal of the Korean earth science society
• /
• v.36 no.3
• /
• pp.280-299
• /
• 2015

The purpose of this study was to investigate the effects of an instruction using geologic planar figures on high school students' ability of spatial visualization and geologic spatial ability and also to explore its applicability as an instructional strategy through the investigation of students' perception about the instruction using mixed methodology. For this purpose, we developed 10 planar figures of geologic structures (2 horizontal layers, 2 vertical layers, 4 angular layers, 1 fault, and 1 fold), and tested students' spatial visualization ability and geologic spatial ability before and after the implementation in class. In addition, in order to investigate students' perception on the instruction, we conducted quantitative research using questionnaires comprised of the cognitive and the affective domain, and followed by focus group interview that was conducted to obtain deeper understanding of their perception. Findings revealed that the instruction using geologic planar figures was effective to enhance spatial visualization ability and geologic spatial ability. It was also helpful for students to enhance their ability to perceive the spatial configuration of the geologic structures as well as the ability to penetrate visually into the images of the structures. The results of the students' perception on the instruction showed that the students recognized the instruction using geologic planar figures as a strongly positive teaching method both in the cognitive and affective domain. We concluded that geologic planar figures could be used as an effective tool for the lesson of 'mapping and interpreting of geological map', and be highly applicable for the advanced class in high schools.

• The Mathematical Education
• /
• v.47 no.2
• /
• pp.197-219
• /
• 2008

Unlike ordinary situations, deifinitions play a very important role in mathematics education in schools. Mathematical concepts have been mainly acquired by given definitions. However, according to didactical intentions, mathematics education in schools has employed mathematical concepts and definitions with less strict forms than those in pure mathematics. This research mainly discusses definitions used in geometry (promising) course in primary schools to cope with possibilities of creating misconception due to this didactical transformation. After analyzing problems with potential misconceptions, a survey was conducted $\underline{with}$ 80 primary school teachers in Jeju to investigate their recognitions in meaning of mathematical concepts in geometry and attitudes toward teaching. Most of the respondents answered they taught their students while they knew well about mathematical definitions in geometry but the respondents sometimes confused mathematical concepts of polygons and circles. Also, they were aware of problems in current mathematics textbooks which have explained figures in small topics (classes). Here, several suggestions are proposed as follows from analyzing teachers' recognitions and researches in mathematical viewpoints of definitions (promising) in geometric figures which have been adopted by current mathematics textbooks in primary schools from the seventh educational curriculum. First, when primary school students in their detailed operational stage studying figures, they tend to experience $\underline{a}$ collision between concept images acquired from activities to find out promising and concept images formed through promising. Therefore, a teaching method is required to lessen possibility of misconceptions. That is, there should be a communication method between defining conceptual definitions and Images. Second, we need to consider how geometric figures and their elements in primary school textbooks are connected with fundamental terminologies laying the foundation for geometrical definitions and more logical approaches should be adopted. Third, the consistency with studying geometric figures should be considered. Fourth, sorting activities about problems in coined words related to figures and way and time of their introductions should be emphasized. In primary schools mathematics curriculum, geometry has played a crucial role in increasing mathematical ways of thoughts. Hence, being introduced by parts from viewpoints of relational understanding should be emphasized more in textbooks and teachers should teach students after restructuring this. Mathematics teachers should help their students not only learn conceptual definitions of geometric figures in their courses well but also advance to rigid mathematical definitions. Therefore, that's why mathematics teachers should know meanings of concepts clearly and accurately.

• Journal of the Daesoon Academy of Sciences
• /
• v.47
• /
• pp.105-138
• /
• 2023

The purpose of this study is to examine the significance of various figures in The Canonical Scripture and their contents. The Canonical Scripture (jeon-gyeong 典經) is a record of the beliefs and deeds of Kang Jeungsan, composed through the memories of the followers of Kang Jeungsan who followed the words of The Canonical Scripture. In other words, The Canonical Scripture is understood as the scripture of Daesoon Jinrihoe that contains the religious deeds and teachings of Kang Jeungsan. It is divided into seven parts and 17 chapters. Those seven parts, some of which contain more than one chapter, are as follows: Acts, Reordering Works, Progress of the Order, Dharma, Authority and Foreknowledge, Saving Lives, and Prophetic Elucidations. In particular, The Canonical Scripture records the deeds of historical figures from both China and Korea, and this prominently includes the life history of Kang Jeungsan, and this is an especially pronounced feature of the sections Acts, Progress of the Order, and Prophetic Elucidations. In addition, each chapter describes the teachings and faith-inspiring acts of Kang Jeungsan and presents the gist of the Daesoon Thought while referring to the lives and actions of various historical figures. In this paper, introductions to the figures that appear in each section are provided to help readers better understand the contents of The Canonical Scripture. Therefore, this study focuses on the major figures introduced in The Canonical Scripture in connection with the religious values of Daesoon Thought. Through this, a contribution is made to the academic development of Daesoon Thought by specifically exploring and examining the contents of the figures who appear in The Canonical Scripture. This is a surprisingly underdeveloped area of study in Daesoon Thought.

• East Asian mathematical journal
• /
• v.31 no.4
• /
• pp.459-481
• /
• 2015

In this study, we investigated whether the theorem is established even if we replace a 'square' element in the Euclidean proof of the Pythagorean theorem with different figures. At this time, we used different figures as equilateral, isosceles triangle, (mutant) a right triangle, a rectangle, a parallelogram, and any similar figures. Pythagorean theorem implies a relationship between the three sides of a right triangle. However, the procedure of Euclidean proof is discussed in relation between the areas of the square, which each edge is the length of each side of a right triangle. In this study, according to the attached figures, we found that the Pythagorean theorem appears in the following three cases, that is, the relationship between the sides, the relationship between the areas, and one case that do not appear in the previous two cases directly. In addition, we recognized the efficiency of Euclidean proof attached the square. This proving activity requires a mathematical process, and a generalization of this process is a good material that can experience the diversity and rigor at the same time.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.3
• /
• pp.429-451
• /
• 2012

This paper examined eight novice elementary teachers' knowledge in terms of the types and sources of students' errors and teaching strategies on plane figures through a questionnaire and teachers' discussion. The teachers tended to predict students' diverse error types, but they attributed the sources of such errors mainly to their characteristics. The analysis of teachers' responses of teaching strategies revealed that they recognized the importance of the teacher's clear explanation and students' own problem-solving, while they were somewhat negative in presenting diverse examples and classifying, drawing, or constructing figures. Building on these results, this paper provides the implications for novice teachers' professional development programs.