IBUPROFEN의 使用經驗

朴健寧,李棹榮,韓文植 최신의학사 1973 最新醫學 Vol.16 No.6

IBUPROFEN is a new drug known to have analgesic, antiinflammatory and antipyretic actions which was developed by Adams (1967) in England. Clinical survey for IBUPROFEN was carried out on 40 patients with pains in the musculoskeletal system, who visited the department of Orthopedic Surgery, Seoul National University Hospital from March to May, 1972. The results are followings; Good to Excellent result on 11 from 15 cases with Rheumatoid Arthristtis, Good result on 7 from 12 cases with low back pain. Good result on 5 8 cases with degenerative arthritis.

연구윤리확립을 위한 연구부정행위 방지하기

박건령 구성주의유아교육학회 2021 구성주의유아교육학회 학술대회 Vol.- No.18

지속 가능한 유-초 전이 지원을 위한 유아교육 내 ‘경첩의 공간’ 사유 고찰

박건령 구성주의 유아교육학회 2023 구성주의유아교육연구 Vol.10 No.2

This study proposes a future direction for Korean early childhood education to realize a sustainable connection between preschool and primary education. To this end, we have examined the necessity of innovative thinking for supporting the transition from preschool to primary education by integrating the concept of ‘Hinge’ from the Eastern philosopher Zhuangzi and ‘Threshold’ from the Western philosopher, Deleuze. The essence of the ‘Hinge and Threshold’ concept emphasizes that the future of Korean early childhood education must transcend the existing dichotomy of play and learning. This research proposes the period just before children leave kindergarten as the Hinge Space, and suggests changes and transformations that must take place within the ‘Hinge Space’ for young children who are about to enter primary school to experience a stable transition in the changed educational environment. These suggestions are divided into: 1) the content of the national kindergarten curriculum, 2) teachers with expertise, and 3) a comprehensive evaluation system for children at the transitional point from kindergarten to school. Through this, the study aims to smoothly implement sustainable continuity between early childhood and primary education and emphasizes that an equitable starting point in education should begin with early childhood education.

포스트 시대, 구성주의 유아교육의 실천 : 이분법을 넘어선 지속가능한 유아교육의 미래

박건령 구성주의유아교육학회 2022 구성주의유아교육학회 학술대회 Vol.- No.19

Implications of Bakhtin’s Theory of Dialogism for the Emergence of Young Minority Children’s Hybrid Identity

박건령 한국유아교육학회 2019 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.25 No.1

This study aims to explore how Bakhtin’s concept of dialogism enhances our understanding of research related to young ethnic minority children’s emerging awareness of hybrid identity. According to Bakhtin, in the circulation of dialogue, the process of becoming the self emerges through selective assimilation and appropriation of others’ words, that is, “ideological becoming.” In this process, a child is not merely a passive receiver of others’ words but an active agent who makes her/his own choices by resisting or selectively assimilating existing discourses. Drawing on Bakhtin’s theory of dialogism, this study demonstrates how a group of six-year-old girls living under the influence of two cultures—the US and South Korea—perceive themselves through negotiations in dialogue with peers related to the emergence of ethnic, cultural, and national identity. The findings indicate that young minority children’s emerging awareness of hybrid identity is centered around three poles—family relationships, location, and language—that are complexly interconnected. Finally, this study presents suggestions for early childhood teaching and research in the era of global transmigration.

재미동포 어린이들과 교사-연구자의 실행연구: ‘인식이 자라는 다성성의 공간’으로서의 교실

박건령 한국문화융합학회 2021 문화와 융합 Vol.43 No.11

Issues such as immigration, language, and popular culture are topics closely related to thedevelopment of identity in the daily lives of first and second generations of immigration children,but may be somewhat difficult, abstract, and sensitive topics for children to understand. Thisaction research describes the past journey of a teacher-researcher who has taught and studiedthese topics with overseas Korean children in U.S. between the ages of 8 and 10 for a semesterfrom January to May 2013 as well as the process of children's growing awareness of culturaland ethnic identity in the form of teacher’s essay. In this action study, the classroom space is not a place to deliver only the stories defined inauthoritative language, but a space where children can speak with their own voices, telling thestories of minority children that have not been heard in the mainstream classroom environment. In other words, it describes a process of reterritorialization of the classroom that welcomesindividual stories and respects polyphony (Bakhtin, 1965/1984a; 1981; 1984b; 1986). This paperemphasizes the importance of developing and applying various research methods to increasechildren's practical participation in children’s research. Furthermore, it testifies to the remarkablesocio-cultural changes that children themselves have made when they are given the opportunityto express their voices as active citizens and agents of a society.

들뢰즈의 사유를 통한 이론적 결정화: 어린이-되어가기와 교사/연구자-되어가기의 의미 재구성하기

박건령 한국문화융합학회 2022 문화와 융합 Vol.44 No.10

The ontological complexity of qualitative research participants has led to the need for a concept to replace existing triangulation, and the concept of crystallization has emerged as an alternative. The author called theoretical crystallization, the trials to reinterpret and illuminate aspects that were not seen in the previous author's qualitative research by mixing and using strategies based on various theoretical and philosophical perspectives. As an example of crystallization, this study attempts to apply theoretical framework and concepts as a tool from various angles to further enhance the validity and reliability of the study. Therefore, this study has revealed how the meaning of the author's past qualitative research about young children‘s identities can be reconstructed in a different way than before through the application of Deleuze's philosophical concept of becoming. This also means that the journey of our research on children as well as becoming qualitative researcher are also considered as the processes of becoming, constantly different and renewed through new perspectives and philosophical theories.

Re-Imagining Young Ethnic Minority Children’s Visual Storytelling Through an Arts-Integrated Multi-Method Model for Teaching and Research

박건령 한국유아교육학회 2018 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.24 No.2

This study aims to re-imagining young ethnic minority children’s visual storytelling as sociocultural meaning-making practices by identifying their drawings and talk as one of a hundred languages that could be a useful tool for examining children’s emic perspectives on their immigrant status and social interactions within U.S. and global contexts, including early childhood learning. This research introduces a curriculum as well as a research approach called the Critical Ethnic Narrative Through Arts (CENTA), a Reggio-Emilia-inspired approach using an arts-integrated multi-method model to help young ethnic minority children and their teachers explore ethnicity issues related to immigration, sociocultural identity, and language. Along with the portraits of two Korean immigrant children (a four-year-old boy and a six-year-old girl), the author examines cases of young Korean-American immigrant children’s visual storytelling. Their drawings and talk/narratives are shared to illustrate how Korean-American children’s experiences in two cultural worlds have been captured and revealed through the CENTA approach.

연구 윤리 최근 이슈 및 핵심 개념 점검하기

박건령 구성주의유아교육학회 2021 구성주의유아교육학회 학술대회 Vol.- No.17

‘미래교육’ 담론 관련 국내⋅외 유아교육분야 학술연구 주제 동향 비교 분석

박건령 한국열린유아교육학회 2024 열린유아교육연구 Vol.29 No.1

본 연구는 ‘미래교육’ 담론과 관련된 국내⋅외 유아교육분야 학술연구의 주제 동향을 비교 분석하여 미래 유아교육의 방향성을 고찰하고자 실시되었다. 머신러닝 기반의 LDA 토픽 모델링 분석을 적용하여 도출된 결과는 다음과 같다. 첫째, 국외에서는 정책이 가장 높은 출현 비중을 차지한 연구주제였으나, 국내에서는 해당 주제가 유의미하게 도출되지 않았다. 둘째, 국내 연구가 4차 산업혁명과 미래역량 개념을 접목한 교육 혁신에 중점을 두었다면, 국외는 미래의 변혁을 위한 유아교육 시스템 변화를 강조하고 있었다. 셋째, 국내 연구가 디지털 교구 및 활동의 사례에 중점을 두었다면, 국외는 유아의 STEM 지식습득 지원을 위한 교수법의 중요성 또는 평가 개선의 도구로써 디지털 활용을 제안하는 연구의 출현이 두드러졌다. 넷째, 국내에서는 지속가능성 개념을 환경과 생태에 접목한 연구가 많았다면, 국외에서는 문화 다양성 향상을 위한 교수법 또는 평가 개발을 통한 교육의 질 향상 측면에서 유아교육의 지속발전성에 초점을 맞춘 연구가 출현했다. 이러한 유의미한 차이는 국내⋅외 유아교육이 지향하는 목적에 대해 재고하게 함과 동시에 한국 유아교육의 미래방향 설계를 위한 시사점을 제공한다. This study aimed to provide insights into the future direction of early childhood education amidst rapid social and epochal changes. Research on “future” and “early childhood education” from both domestic and international sources was collected through extensive annual searches. Using Latent Dirichlet Allocation (LDA) topic modeling, a comparative analysis of research trends was conducted. The findings revealed significant differences between domestic and international research topics. Key distinctions include: (1) The high prevalence of policy-related topic in international studies, which was notably absent in domestic research; (2) A focus on curriculum innovation incorporating OECD key competencies in domestic studies, contrasted with an emphasis on systemic and policy transformations in international research topic; (3) An emphasis on digital teaching aids and activities in domestic research, compared to a focus on using digital technology to enhance STEM education and assessment methods in early childhood education internationally; (4) A tendency for domestic studies to integrate sustainability concepts with environmental and ecological aspects, while international research focused on improving educational quality through cultural diversity and sustainable development in early childhood education. The significant differences in research topics between domestic and international studies derived from this research demonstrate that the application and practice of future early childhood education vary according to the sociocultural contexts in which the discourse is formed. This not only prompts a reconsideration of the fundamental essence and objectives that future early childhood education in both domestic and international contexts aspires to, but also provides critical implications for designing the future direction of early childhood education in Korea.