• 복식문화연구
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• 제30권1호
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• pp.16-32
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• 2022

In the intensely competitive global fashion market, the use of cultural elements to enhance design has become increasingly widespread. However, there is a lack of research on challenges and opportunities associated with integrating cultural elements of Minhwa into fashion design. Moreover, diverse approaches to incorporate Korean cultural elements into contemporary fashion designs are still needed. This study aims to reveal the real-world challenges relating to the incorporation of Korean cultural elements, including Minhwa, into fashion design and to clarify the possibility of applying Lin's cultural levels to cultural aspects in accordance with experts' views. To establish a theoretical foundation, the literature review on cultural design and Minhwa studies was conducted. It analyzes Minhwa to gain an understanding of the characteristics associated with different cultural levels. In-depth interviews with fashion industry professionals and Minhwa artists were conducted to ascertain their attitudes toward Minhwa use. The study's major findings were threefold. First, the cultural design facilitates the introduction, promotion, understanding, and maintenance of the culture. Since Minhwa offers rich inspiration linked to Korean culture, Minhwa-related designs can provide new perspectives while still having commercial potential. Second, however, the limitations of existing cultural designs included their being outdated, superficial without interpretation, unsophisticated, or limited. Furthermore, the use of Minhwa is limited since it is difficult to avoid creating superficial and unsophisticated designs in the real world. Third, approaching Minhwa at different cultural levels can promote diverse thinking and reduce the challenges of Minhwa use in design, but the major challenge remains visual expression.

• 대한수학교육학회지:수학교육학연구
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• 제17권1호
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• pp.1-31
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• 2007

본 논문에서는 먼저 음수개념의 내재적 본질이 외형화되는 점진적 형식화의 과정을 역사적인 측면에서 분석하였다. 그리고 음수의 개념장을 가법구조와 승법구조에 측면에서 분석하였으며 역사적 심리학적 분석을 바탕으로 음수개념의 형식성을 이해하기 위한 방안을 모색하기 위해 음수개념의 발달 수준을 설정하였다. 그리고 음수개념의 형식적 본질에 비추어 현행 교육과정에서의 음수 지도 내용을 분석하여 그 문제점을 드러내고자 하였으며, 우리나라 중등학교 학생들의 음수의 이해 상태를 조사 분석하였다. 끝으로, 이러한 분석을 기초로 점진적 수학화 과정, 기호화 과정을 통하여 음수개념의 형식성을 지도하기 위한 구체적인 지도 방안을 제시하였다.

• 영재교육연구
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• 제22권3호
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• pp.503-525
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• 2012

본 연구에서는 통계적 모델링과 표집분포 이해 능력을 중심으로 수학영재학생들과 일반학생 들의 통계적 사고 수준을 비교한다. 연구결과 통계적 모델링에 대한 사고 수준에서 초등학교 수학영재학생들과 일반학생들, 그리고 중학교 수학영재학생들과 일반학생들 사이에 통계적으로 유의한 차이가 있는 것으로 나타났다. 그리고 표집분포의 이해에 대한 사고 수준에서 초등학교 수학영재학생들과 일반학생들 사이에서 통계적으로 유의한 차이가 있는 것으로 나타난 반면, 중학교 수학영재학생들과 일반학생들 사이에서는 통계적으로 유의한 차이가 나타나지 않았다. 그러나 수준별 빈도를 조사한 결과 수학영재학생들의 사고 수준이 상위 수준에 집약되어 분포하기보다는 일반학생들의 사고 수준이 상당부분 중첩되어 있는 것으로 나타났다. 이러한 연구결과는 수학영재학생들에게 통계를 지도하는 데 있어 유용한 시사점을 제공한다.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.40-56
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• 2006

The purpose of this study is to enhance elementary students' awareness of environment-friendly life and help them to prepare for a better life in the future. To achieve this purpose we examined the effect typical environmental experience-based learning activities, which were based on the local circumstances with high environmental-educational potential, have on the attitudes toward environment-friendly life. This study was carried out on the basis of typical environmental experience-based learning in the small class size. The research group used was composed of one sixth grade elementary school class called Sangroksu, whose total students were 9. The research period lasted from March 2005 to February 2006. To analyze the result of this study, two research methods were applied simultaneously : quantitative research methods and qualitative research methods. Especially statistical analysis in quantitative research methods by self-administrated questionnaire was done with SAS program. Qualitative research methods were analyzed in a cyclic pattern, including the processes of domain analysis, classification analysis, and factor analysis which continued to be associated with data-collecting methods. This research shows the following results. First of all, students have shown meaningful differences after typical environmental experience-based learning activities.(p<.05). Followings are fields of the differences - students‘ interest on the subject, their understanding levels of necessity for basic environmental facilities around us as well as for the kinds of environmental experience-based learning, awareness levels of various environmental problems, consciousness on environment conservation, and the practicing ability of environment - friendly lifestyles. Secondly, We have discovered improvements in the following fields after this study - the knowledge and understanding levels on our environment and human relationships, students' fundamental abilities to work out environmental problems, right ideas and appropriate attitudes on environment protection, the practicing ability of environment-friendly life styles, and their parents' understanding levels on the education related to environment. In conclusion, typical environmental experience-based learning activities have a positive effect on the improvement of elementary school students' environment-friendly life styles.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권1호
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• pp.1-19
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• 2016

Given the importance of understanding the equal sign in developing early algebraic thinking, this paper investigated how a total of 695 students in grades 2~6 understood the equal sign. The students completed a questionnaire with three types of items (equation structure, equal sign definition, and open equation solving) based on the construct map by four different levels of understanding the equal sign. The questionnaire was analyzed by Rasch model. The results showed that about 80% of the students were at least Level 3 which means a basic relational understanding of the equal sign. However, the success rates varied across grades and it was noticeable that about 70% of the second graders remained at Level 1 or 2 which maintains an operational understanding of the equal sign. The results of item types demonstrated that item difficulty for the advanced relational thinking was the highest and this is the same even for the Level 4 students. This paper is expected to investigate elementary school students' understanding of the equal sign and provide implications of how to deal with the equal sign in the elementary school.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.57-74
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• 2000

Students' concepts of scientific phenomena have become a point of focus in science education research. This study investigated into developmental process and mechanism of the students' respiration concept through a cross-age study. This study utilized the 1st, 3rd, 6th grade elementary students to find out changes in student's understanding of the concept of respiration. The 1st and 3rd grade level students were interviewed what the respiration mean and whether each of living things respires, etc. The 6th grade students were interviewed and tested. Respiration is a word that students come across often in everyday life. It was found that they were more likely to associate respiration with its more common concept of breathing or gas exchange as opposed to its more scientific definition as the process in which nutrients are oxidized to provide energy. This trend didn't improve as they advanced grade. This is an indication that the knowledge system of student is split into a generic knowledge system and scientific knowledge system. Understanding of concept increased and differentiated across grade levels but that understanding was limited. They overcome their tendency to base their understanding of respiration on their understanding of human phenomena and learn to integrate their understanding of biological phenomena through a one organ - one role type of logic. They also intuitively explain everything based on their own experience.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.103-128
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• 2014

This paper presents the Global van Hiele (GVH) questionnaire as a tool for mapping knowledge and understanding of plane and solid geometry. The questionnaire facilitates identification of the respondents' mastery of the first three levels of thinking according to van Hiele theory with regard to key geometrical topics. Teacher-educators can apply this questionnaire for checking preliminary knowledge of mathematics teaching candidates or pre-service teachers. Moreover, it can be used when planning a course or granting exemption from studying in basic geometry courses. The questionnaire can also serve high school mathematics teachers who are interested in exposing their students to multiple-choice questions in geometry.

• 한국수학교육학회지시리즈A:수학교육
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• 제39권1호
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• pp.21-36
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• 2000

The purpose of the study was to investigate the effects of the geoboard activities in understanding the Pythagorean Theorem. Five groups of middle school students were involved in the study. The research questions of the study were followings: 1)What are the differences in understanding and attitudes among students those who revealed the various levels of achievement when geoboards were introduced in learning the Pythagorean Theorem. 2)What was the effect of the geoboard activity in introducing the Pythagorean Theorem and solving relevant problems? 3)What would be the impression of geoboard activity for those who already knew the Pythagorean Theorem? 4)What would be the effects of interaction in geoboard activities? 5)What was the effect of the geoboard activity in recovering the Pythagorean Theorem, and applying the theorem. The result of the study revealed the positive effects of geoboard activities throughout the research questions although there were differences among various levels of students and groups.

• 공학교육연구
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• 제13권5호
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• pp.61-65
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• 2010

As an activity of one working group for the Good Practice program at Kumamoto University, we proposed a questionnaire survey on the degree in which students understand the uppermost points of importance in their classes in addition to the usual type of class questionnaire. Each class lists three uppermost points of importance which are essential for understanding the class content. The degree of understanding is classified into four levels: full, most, insufficient, and not at all understandings. Through the analysis of questionnaire replies, the degree of understanding for bachelor students in the Department of Engineering was discovered to be meaningfully affected by the degree of difficulty, the effectiveness of audiovisual aids, self-study time, and class attendance.

• 아동학회지
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• 제26권3호
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• pp.29-42
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• 2005

In this study on the development of children's understanding of varieties of expertise, forty-seven 3-, 4- and 5-year old children were asked to differentiate expertise in the minds of adults, using twenty-four questions consisting of 3 levels of inferences, False belief tasks were also provided to discover correlations with knowledge of various pockets of expertise, Results revealed that 4- and 5-year olds made more correct attributions than 3-year olds. Children also inferred attributions properly on familiar experts, understanding of stereotypical roles, normal functioning, and underlying principles, in that order. Children's concepts of varieties of expertise were correlated with their understanding of false beliefs.