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이명숙 범한철학회 2006 汎韓哲學 Vol.40 No.1
“Historicism” is an approach to the social sciences which assumes that historical prediction is their principal aim, and which assumes that this aim is attainable by discovering the “rhythms” or “patterns”, the “laws” or the “trends” that underlie the evolution of history.The aim of this article is to give a refutation of Historicism. The argument is as follow: The course of human history is strongly influenced by the growth of human knowledge. We cannot predict, by rational or scientific methods, the future growth of our scientific knowledge. We cannot, therefore, predict the future course of human history. This means that we must reject the possibility of a theoretical history; that is to say, of a historical social science that would correspond to theoretical physics. The fundamental aim of historicist methods is therefore misconceived; and historicism collapses.Every version of historicism expresses the feeling of being swept into the future by irresistible forces. 사회 문제와 사회 개선에 열정적인 관심을 가졌던 포퍼는 우리 사회의 미래가 우리 자신이 아니라 역사의 필연성에 달려있다고 보는 역사 법칙주의에 반대한다. 특히 포퍼는 역사의 필연적 발전 과정을 지배하는 사회의 운동 법칙을 밝히고 그 법칙에 의거해서 사회주의 낙원을 예언하고 낙원의 도래를 위한 계급 간의 투쟁과 혁명을 역설했던 마르크스의 역사 법칙주의 사회 이론을 비판의 표적으로 삼는다.이 글은 역사 법칙주의가 무엇인지를 이해하기 위하여 우선 역사 법칙주의의 여러 유형을 살펴본 다음, 역사 법칙주의의 이론적 기초 역할을 하는 역사 법칙론, 본질주의. 전체주의, 유토피아주의에 대한 포퍼의 비판적 검토를 통해서 역사 법칙주의가 사회 과학의 방법론으로서 지지될 수 없다는 점을 밝히고. 사회 과학이 하나의 학문으로서 발전하고 성과를 올릴 수 있으려면 다른 과학들과 마찬가지로 비판적 합리주의의 노선 위에서 시행착오 방법을 취하지 않을 수 없다는 입장을 밝히는 데 역점을 두고 있다.
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이명숙,전평국 ( M . S . Lee,P . K . Jeon ) 한국수학교육학회 1992 수학교육 Vol.31 No.1
The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children`s learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers, 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test? 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects? For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with there. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (08:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10, SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1, in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4827) and the control group (M=22.28, SD=5.913) at p<.01 (p=.003). (3) For the question 2, in the Transfer Test for learning effects, there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<.001 (p=.000). From the results of the analyses obtained in this study, the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games, observations, and experiments given intentionally by teachers can make children`s mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children`s mathematical interests and intellectual curiosity.
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이명숙 中央醫學社 1988 中央醫學 Vol.53 No.9
The growing Aging Population has multiple impact on many, problems in individual, family lives, the society as a whole. The purpose of this study is, to older people not only to survive but to live an enhanced life within their communities. Today, elderly people has desperately felt isolation& desolation due to the ,loss of, Activityat home and society by the change of sociale structure-and the tendency of nuclear family. Home care is important to solve the problem of elderly peoples' heath. Education of nursing student in.gerontological nursing . wiA..,not,.. only -enhance. the quality of the care .of the aged but also is the most -important part contributing for,-the: development of the field of gerontology. The contents which are dealt with study for good gerontological nursing care are as follows: 1. chronic degenerative diseases in the aged 2. nursing needs of the aged 3. medical delivery system (medical insurance), 4. self care model approach to care of the aged 5. education of nursing student in gerontological nursing.
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이명숙,최병연 대경교육학회(구 우리교육학회) 2015 교육학논총 Vol.36 No.2
본 연구는 Root-Bernstein & Root-Bernstein(1999)과 Mishra, Koehler, & Henriksen(2011)이 제시한 7가지 사고기술 지각하기, 형태화하기, 개요추출하기, 몸으로 생각하기, 모델링, 놀이 및 종합하기가 창의성교육에서 어떻게 강조되어야 하는지를 고찰하였다. 이러한 7가지 사고기술을 학교장면에서 습관이 되도록 지도하고 안내 한다면 다른 어떤 행동 습관처럼 창의적 마음습관이 형성되도록 할 수 있을 것이다. 또한 21세기에 요구되는 창의성을 다양한 교과 영역을 아울러 창출할 수 있는 융합적접근의 수업은 초등학교 학생들의 창의적 문제해결력과 창의적 태도의 신장에도 효과적인 방안이 될 것이다. One of the challenges of understanding creativity is to understand its inception of how creative ideas can be developed. This is an important start point of understanding, given the resurgence of interest in creativity. Root-Bernstein & Root-Bernstein (1999) and Mishra, Koehler, & Henriksen (2011) have argued for “tools for thinking” that underlie transdisciplinary thinking and creativity. We argue that these skills encapsulate the ways in which creative people think. In this article, seven trans-disciplinary skills or tools for thinking(perceiving, patterning, abstracting, embodied thinking, modeling, play, and synthesis) that encapsulate the ways in which creative people think were examined. Especially these seven skills were focused on the aspect of creativity education in school settings.
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16S rRNA 유전자 분석에 의한 전남 순천만 갯벌의 세균 다양성
이명숙,홍순규,이동훈,배경숙 한국미생물학회 2001 미생물학회지 Vol.37 No.2
순천만 갯벌의 세균 군집의 다양성을 조사하기 위해 16S rDNA의 다양성을 조사하였다. 갯벌로부터 전체 핵산을 분리한 후, 세균에 상보적인 universal primer로 증폭된 16S rDNA로부터 클론 라이브러리를 만들었다. 총 111개의 클론으로부터 HaeIII를 이용하여 amplified rDNA restriction analysis (ARDRA)를 수행하고, Gelcompar II 프로그램을 이용하여 pattern을 clustering하였다. 111개의 클론 중 100가지의 서로 다른 RFLP type이 조사되었고, 이들 중 전체 클론 라이브러리를 대표할 수 있는 20개의 클론을 선별하여 부분적인 염기서열을 분석하여 세균 다양성을 분석하였다. 20개의 클론중에는 RDP와 GenBank에서 제공하는 small subunit RNA database와 동일한 클론은 존재하지 않았으며, 이미 알려진 배양 가능한 세균의 16S rRNA 염기서열과 비교 하였을때 77∼96.8%의 유사도를 보였다. 또한 이들 20개의 클론은 alpha-, delta-, gamma-Proteobacteria, low G+C Gram positive bacteria, high G+C Gram positive bacteria, Sphingobacteria (Cytophaga); Cyanobacteria (Chloroplast)등 주요한 7개 lineage에 속했으며, 클론들 중 Proteobacteria가 우점종을 차지하고 있었다. In order to investigate the diversity of bacterial community in the mud flat of Sunchon Bay, Chunnam province, diversity of amplified 16S rDNA was examined. Total DNA was extracted from sediment soils and 16S rDNAs were amplified using PCR primers based on the universally conserved sequences in bacteria. Clonal libraries were constructed and 111 clones were examined by amplified rDNA restriction analysis (ARDRA) using HaeIII. Clones were clustered based on restriction patterns using computer program, GelCompar II. One hundred different RFLP types were detected from 111 clones. The 20 clones were selected and sequenced according to dendrograms derived from ARDRA, to cover most of the bacterial diversity in the clone libraries. None of the clones were identical to any representatives in the Ribosomal Database Project small subunit RNA databases and GenBank. All sequences showed between 77 and 96.8% similarity to the known 16s rRNA sequence from cultured organisms. The 20 clones sequenced fell into seven major lineages of the domain Bacteria: alpha-, delta-, gamma-Proteobacteria, low G+C Gram positive bacteria, high G+C Gram positive bacteria, Sphingobacteria (Cytophaga) and Cyanobacteria (chloroplast). Among the clones, the Proteobacteria were dominant.
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