• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.197-207
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• 2021

According to the analysis of Kolb's learning style, Korean university student pilots interpret and attach meaning to themselves. Moreover, as the school year progresses, they enter the flight-training course with a 100 % diverger style, which is a variety of thoughts and imaginative learning styles. As the school year progresses, some changes occur with accommodator (11.1%) and assimilator (15.9%) styles. On the other hand, most students remain as the diverger style (71.4%). In the case of U.S. student pilots, most in first-year are assimilator (35.5%) and converger (24.3%) styles, and the proportion of the converger style increases as the senior year is approached. In the first grade, most Chinese student pilots are assimilators (41.5%) and convergers (28.4%), but in the higher grade, the proportion of assimilators and convergers decrease, and the proportion of diverger styles increases dramatically. In the fourth grade, the accommodator was similar to the first grade, but the converger style continued to decrease (41.5% in the first grade and 27.0% in the fourth grade).

• Journal of Digital Convergence
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• v.19 no.2
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• pp.231-238
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• 2021

SNS data can catch the user's thoughts and actions. And the trend of the search portal is a representative service that can observe the interests of users and their changes. In this paper, the relationship was analyzed by comparing statistics on narcotics incidents and the degree of exposure to narcotics related words in tweets of SNS and in the trends of search portal. It was confirmed that the trend of SNS and search portal trends was the same in the statistics of the prosecution office with a certain time difference.In addition, cluster analysis was performed to understand the meaning of tweets in which narcotics related words were mentioned. In the 50,000 tweets collected in January 2020, it was possible to find meaning related to the sale of actual drugs. Therefore, through SNS monitoring alone it is possible to monitor narcotics-related incidents and to find specific sales or purchase-related information, and this can be used in the investigation process. In the future, it is expected that crime monitoring and prediction systems can be proposed as related crime analysis may be possible not only with text but also images.

• The Journal of Korean Philosophical History
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• no.25
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• pp.167-196
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• 2009

Youlgok's thoughts on mind are represented both in his one-road theory of mind, nature, emotion and will and in his one-way theory of Li riding on a dynamic Ki. The one-road theory has two meanings. First, it means that mind, nature, emotion and will are not separate things, but those three things other than mind belong to mind, which only different phases of mind. Second, it means that human desire and moral will, inborn nature and dispositional nature, four clues and seven emotions are not sets of mind opposing each other forever, but sets of mind which can be sublated in the end. The one-way theory of Li riding on a dynamic Ki explains the relation of mind and nature in terms of Li and Ki. In Youlgok's theory, Ki(mind) is the subject of operating dynamics and Li(nature) is the content of operated results. Nature appeared through operating mind is emotion. Li riding on a dynamic Ki means both that Li superintends Ki(operates Ki's standard), and that it realizes itself through Ki. In a word, mind is the subject realizing nature, and mind operates under the control of nature. In this way, Youlgok pays attention on both Li's norm and Ki's dynamic.

• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.745-766
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• 2017

Students' creative ability has become the one of important educational goals recently. Beliefs that students can grow intellectually is a key principle in creativity education. In recently, researchers have focused on learners' failure as a way for promoting creativity in schools. They start look into the ways in which learning failures are connected to creativity. Recent studies such as Kapur(2008) demonstrated that learners' failure experiences enable students to create novel solutions to solve problems to go beyond memorizing facts or knowledge. This paper discussed strategies that students or teachers can utilize learning failures to produce positive educational outcomes and also suggested some caveats when learning failures are introduced to a classroom. Specifically, learners should avoid any pre-existing frames of thoughts to create new alternatives to solve problems. Second, teachers or students should be allowed to explore content areas freely without having any risks of academic punishment. In addition, this paper also discussed possible negative results of early experiencing learning failures regards to negative emotion. Especially, experiencing continuous failures can bring students to learned helplessness. This paper discussed how to avoid this negative consequences. Related with negative emotional effects of failures, teacher or students should be careful in the earlier stage of learning processes to avoid learning failures. Lastly, this paper also suggested that minimizing fears related with learning failures and promoting failure tolerance so that students have motivation to overcome learning failures.

• (The)Korea Educational Review
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• v.22 no.3
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• pp.169-192
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• 2016

The purpose of this study is to investigate the relations between religious socialism and education of Martin Buber(1878~1965), a theistic existentialist. Buber suggested religious socialism as an alternative to modern capitalist society which has many problems. Buber's religious socialism is based on the communitarianism of Hasidism. Buber considered 'true' socialism must be based on decentralized associations, not based on centralized state apparatuses. For establishing this kind of socialism, human will and mind are the most important. Thus, education takes a very important role in the process of social transformation. According to Buber, education and pedagogy should contribute to overcoming modern society's problems by pursuing the construction of community(true socialist society). For Buber, education for individuals' character and education for building community are not separated but combined. That is, although education takes a main role in the social transformation, it should not be considered just as an instrument for the social transformation. This is the main distinction between Buber's thought and other key socialists' thoughts on social transformation and education, because many of socialists who stress the role of education in the process of social transformation, tend to regard education as an instrument for the social transformation. According to Buber, education can contribute to social transformation without being an instrument for the social transformation. These ideas of Buber on religious socialism and education have important implications for educators and educationalists who hope education contributes to solving problems of modern society.

• The Journal of Korean Philosophical History
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• no.50
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• pp.363-389
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• 2016

Any moral ideas get integrity upon their practices. Because in human society systems, morality have capability among human interactions, for it gives moral standards(good or bad/ right or wrong) to them. And when the society system is Korean, Koreans surely have developed unique styles of moral practice and moral education in their traditional ages. So reinterpretating and categorizing the moral tradition for taking advantage of it in contemporary context, make sense. In this study, Korean moral tradition is focused in its scope, as 'Confucian moral tradition in semi-modern era'. For convenience of study and the potentials of effective revision, Korean tradition have been resized. In Confucian moral tradition, semi-modern Korean moral ideas could be presented as ren(仁) and yi(義). Furthermore, ren and yi could be practiced with several moral virtues, like xiao(孝), di(弟), ci(慈), zhi(直) qin(勤) gian(儉). When compared with contemporary moral education idea systems, the traditional system can have affinity with the systems in moral ideas division('with-self morality', 'with-others morality', 'with-universe and transcendence morality'). And several fusion-style, integration-based education practices can be developed and applied at contemporary school moral education.

• The Journal of Korean Philosophical History
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• no.41
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• pp.247-270
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• 2014

Multiculturalism may be deeply connected with the diversities of cultures and enlightenment discussed in the context that we live together with the specification of cultures derived from any spatial conditions overtly and covertly. People live on their own customs compatible with their space and the time, and they make their boundaries of races, nations, and national memories. In such a way each of them treats each other exclusively and is inclined not to recognize being of the others. Also people are apt to recognize the others unessentially and overlook the others's value and way of life. As a result they might destroy the foundation of symbiotic livings conditions on their own. On the other hand they pretend to search for the cultural diversities of the others and include them under their own universalities, resulting in conflicts. Hence it is required that we should make an efforts to prepare the fields for living together through getting over the problem of the recognition of matters and affairs before us. From the above-told critical mind this thesis seeks the multicultural relativities and more arrives at the relationalities discussed by East-Asiatic philosophers of Chuang Tzu and Ch'oe Han-gi. Especially by gazing at the idea of the interconnectedness which means activities, changeabilities and mobilities, appeared on the idea of Ch'oe Han-Gi's revolving transformation, it is stressed that the communications of the local with each other in the various aspects of, e.g. materials, regions and cultures should be achieved.

• (The)Study of the Eastern Classic
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• no.72
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• pp.265-298
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• 2018

This paper examines the contents and meaning of the education reform theory among the social reform theory of Wie Baek-gyu(1727~1798), a representative Confucian scholar of Honam in the 18th century, and suggests the moral educational implications of his educational reform theory. Wie Baek-gyu, who lived through the Yeongjo and Jeongjo eras, diagnosed the contradictions and problems of society at that time as the absence of morality. And emphasized the reform of school education as a center of ways to overcome social disruption. The educational reform theory he envisioned was to systematize the process from child education to higher education centered on the system reorganization of the school, and to formulate school education in conjunction with the selection of talent. He emphasized the cultivation and practice of moral character in the course of admission and curriculum of the school, and suggested a system that reflects the opinions of the local people in the admission process, thereby establishing the school as the center of the local society. His educational reform theory, which embodies the school system based on moral education and further shapes the school system and educational contents as the center of edification and recruitment of talented people, is a big indication of the curriculum of the current moral curriculum that emphasizes the cultivation and practice of inner morality based on personality education. In this paper, I summarized and reviewed the general contents of his perception of the times and social reform theory, the diagnosis of the educational reality that is the basis of his educational reform theory, and the specific contents of the education reform theory. Based on this, I presented the meaning to the current moral and curriculum.

• (The)Study of the Eastern Classic
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• no.33
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• pp.97-129
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• 2008

Sin-jeokdo (Hogye, 1574-1663) was a general of patriotic army who protected the region of Euseong at the time of Qing dynasty's invasion in 1627(Jungmyo) and 1636(Byongja). He was an prominent figure outside government as well as a faithful confucian who spent his life with reading and teaching junior scholars after disgraceful treaty in the year of Byongja. Hogye understood the neo-Confucianism in terms of the whole duty of men(綱常) and righteousness(義理) which was in the status of sole official academic subject and thought its practice only hinged upon the practice of filial piety and brotherly love together with loyalty and sincerity based on morals between sovereign and subject, father and son. He, therefore, emphasized that the righteousness only can be accomplished by dying of children and subjects for filial piety and fidelity respectively, at the time of commotion. This was his spirit of righteousness which repelled Japanese army in the Imjin War and he insisted on defeating Japanese army in accordance with this spirit. Hogye's practice of righteousness is grounded on the spirit of Chosun Confucianism which stressed actual practices of moral principles and duties. His practice of righteousness shows internalized cultural sinocentrism and moral-centric, ethic-centric characteristic of Chosun Confucianism. Moreover, the moral consciousness which was shown in Hogye's thought helped to keep Korean's pride and observe morality and it served itself as a basis of commencement of nationalistic military, religious movements afterwards.