• School Mathematics
• /
• v.4 no.4
• /
• pp.555-563
• /
• 2002

The purpose of this paper is to try formulating a working definition of connection of informal and formal mathematical knowledge. Many researchers have suggested that informal mathematical knowledge should be connected with school mathematics in the process of learning and teaching it. It is because informal mathematical knowledge might play a important role as a cognitive anchor for understanding school mathematics. To implement the connection of them we need to know what the connection means. In this paper, the connection between informal and formal mathematical knowledge refers to the making of relationship between common attributions involved with the two knowledge. To make it clear, it is discussed that informal knowledge consists of two properties of procedures and conceptions as well as formal mathematical knowledge does. Then, it is possible to make a connection of them. Now it is time to make contribution of our efforts to develop appropriate models to connect informal and formal mathematical knowledge.

• School Mathematics
• /
• v.4 no.1
• /
• pp.1-13
• /
• 2002

The purpose of this study is to investigate the reasons and backgrounds of drawing auxiliary lines in the proof of geometry. In most of proofs in geometry, drawing auxiliary lines provide important clues, thus they play a key role in deductive proof. However, many student tend to have difficulties of drawing auxiliary lines because there seems to be no general rule to produce auxiliary lines. To alleviate such difficulties, informal activities need to be encouraged prior to draw auxiliary lines in rigorous deductive proof. Informal activities are considered to be contrasting to deductive proof, but at the same time they are connected to deductive proof because each in formal activity can be mathematically represented. For example, the informal activities such as fliping and superimposing can be mathematically translated into bisecting line and congruence. To elaborate this idea, some examples from the middle school mathematics were chosen to corroborate the relation between informal activities and deductive proof. This attempt could be a stepping stone to the discussion of how to teach auxiliary lines and deductive reasoning.

• Korean Journal of Acupuncture
• /
• v.22 no.1
• /
• pp.1-5
• /
• 2005

Objective : This report is written to inform of the 3rd WHO Informal Consultation on Development of International Standard Acupuncture Points Locations, held in Kyoto, Japan, on October 12-14, 2004. Results : Eight experts from China, Japan and Korea, participated in this meeting discussed the locations and the point finding methods of 92 controversial points based on the fundamental principles established through the 1st and 2nd meetings. Through the discussion in this meeting, agreements were made on most of 92 controversial points, but 8 points(LI12, ST31, PC8, PC9, TE18, LR8, GV1, GV26) still need to be researched in the next meetings. Conclusion : A reasonable and practical International Standard of Acupuncture Point Location for acupuncture education, research and practice is expected to be accomplished in the near future.

• The Journal of the Korea Contents Association
• /
• v.12 no.12
• /
• pp.823-833
• /
• 2012

Workplace learning is actually vastly underutilized as of yet even though it is necessary preparation course for the skilled broadcasting people. This paper pays attentions to the workplace learning that carried out by the college students as a class activity to find the way to get a desirable result for the job training. Data obtained from the focus group discussion comprised of 14 college students majoring broadcasting. Based on the results of the discussion, it finds that students faced detailed broadcasting environments let them adjust to and realize the position and role of contents providers who are struggling to survive competitive period. The students experienced informal learning reached to the tacit knowledge - including interview skill, camera and editing details, news framing, and interpersonal relationships - through a various routes such as mistakes, feedbacks, competitions and imitations while they practiced in the workplace. From these findings, this paper can conclude that the lecturers who are leading job training courses need to be concerned and utilize workplace learning actively.

• Korean Journal of Acupuncture
• /
• v.22 no.2
• /
• pp.1-8
• /
• 2005

Objective: To inform of the 4th WHO informal consultation meeting on the development of international standard acupuncture points locations, held in Daejeon, Korea, on April $23{\sim}26$, 2005. Results and Conclusions: 12 experts from Korea, China and Japan discussed the locations of 18 controversial points that were not agreed at the previous meeting, and 16 non-controversial points that all 3 nations agreed on the locations but still needed more discussion for their expressions, as well as other non-controversial points that were agreed on both the locations and the expressions but were suggested by Chinese party to be discussed again. Also, the guidelines for English translation of the standard acupuncture points locations and the development of the standard acupuncture points charts, diagrams, and dolls were discussed in this meeting. Through this meeting the locations of ST30, SP11, SP12, TE18, GB9, GB10, LR4, LR5, LR6, BL6, BL7, BL9, GB19 were agreed, but it was suggested that more research would be needed for the locations of LI20, GV26, PC8, PC9, LR7, GB30, LR12, and the expressions of ST36, ST38, ST39, BL1. Due to the time limitation, 16 acupuncture points out of those Chinese party suggested to have more discussion about were not discussed at this meeting and remained to be discussed at the next meeting.

• Journal of Korean Elementary Science Education
• /
• v.42 no.3
• /
• pp.421-433
• /
• 2023

This study examined the reasoning of gifted elementary science students in a socioscientific issues (SSI) classroom discussion on COVID-19-related trash disposal challenges. This study aimed to understand the characteristics of evidence use and decision-making difficulties in each type of SSI-related reasoning. To this end, the transcripts of 17 gifted students of elementary science discussing SSIs in a classroom were analyzed within the framework of informal reasoning. The analysis framework was categorized into three types according to the primary influence involved in reasoning: rational, emotional, and intuitive. The analysis showed that students exhibited four categories of evidence use in SSI reasoning. First, in the rational reasoning category, students deemed and recorded scientific knowledge, numbers, and statistics as objective evidence. However, students who experienced difficulty in investigating such scientific data were less likely to have factored them in subsequent decisions. Second, in the emotional reasoning category, students' solutions varied considerably depending on the perspective they empathized with and reasoned from. Differences in their views led to conflicting perspectives on SSIs and consequent disagreement. Third, in the intuitive reasoning category, students disagreed with the opinions of their peers but did not explain their positions precisely. Intuitive reasoning also created challenges as students avoided problem-solving in the discussion and did not critically examine their opinions. Fourth, a mixed category of reasoning emerged: intuition combined with rationality or emotion. When combined with emotion, intuitive reasoning was characterized by deep empathy arising from personal experience, and when combined with rationality, the result was only an impulsive reaction. These findings indicate that research on student understanding and faculty knowledge of SSIs discussed in classrooms should consider the difficulties in informal reasoning and decision-making.

• Journal of The Korean Association For Science Education
• /
• v.26 no.5
• /
• pp.646-659
• /
• 2006

This study explored, through informal, conversation-type interviews, how college students relate to science in general as well as to two specific socioscientific issues: human cloning and animal dissection/experimentation. How students "relate" includes what kinds of attitudes they have toward science and socioscientific issues, how seriously they consider and want to engage with these issues, and how they express their opinions or make a decision. The sample (16 college students) was heterogeneous in terms of academic background, ethnicity, and school year. Each interview lasted for about one hour with audiotaping. Results indicated that most participants immediately brought in their own values and feelings in implicit or explicit ways. However, the depth of their personal engagements varied. Most of the participants either did not take socioscientific issues seriously or merely quoted their own values in resignation, seemingly not able to deal with the issues and overwhelmed by many other aspects of the issues. By reflecting on the participants' reactions, the discussion addresses some of the larger issues for current secondary science teaching that involve raising responsible democratic citizens.

• Journal of the Korean Society of Earth Science Education
• /
• v.6 no.1
• /
• pp.1-12
• /
• 2013

20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students' scientific literacy; scientific knowledge, inquiry skills for experimentation as well as for argumentation, affective domain such as the attitude toward science and the understandings about nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers' understandings about scientific literacy were not much scored (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which included the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

• Korean Medical Education Review
• /
• v.19 no.3
• /
• pp.134-137
• /
• 2017

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

• Korean Journal of Social Welfare
• /
• v.69 no.2
• /
• pp.9-30
• /
• 2017

Generally, regime shift occurs less frequently than policy change and/or government change. Regime shift needs alterations and changes along the three critical components which constitute a domestic regime: (1) the character of the socioeconomic coalition that rules the country; (2) the political and economic institutions through which power is acquired and exercised; and (3) the public policy profile that give political direction to the nation. This paper tries to examine characteristics of the welfare regime of Korea, and explore policy reform options for the welfare regime shift in Korea. From the viewpoint of livelihood security perspective, I firstly tries to examine development process of Korean welfare regime and specify the main characteristics of that regime. Secondly, I present three policy reform options: (1) reform of the formal political institutions such as electoral system and government type; (2) restructuring of the composition of government expenditure structure; and (3) reduction of the informal employment. These three policy reform options are related to the alteration of socioeconomic coalitions and the changes of the political and economic institutions. Instead of concluding remarks, I finally suggest two debate topics to the round table discussion.