• Korean Journal of Logic
• /
• v.22 no.2
• /
• pp.309-332
• /
• 2019

In Kang(2017), Jinho Kang persuasively criticized the attempt of Peter Hanks using his concept of cancelled predication to solve the Frege-Geach problem. According to Kang, Hanks had successfully shown the incoherence of Scott Soames's concept of neutral predication, but if it is true, then Hanks's concept of cancelled predication also falls into the same incoherence. I agree with Kang that Hanks faces the same incoherence, and I think that Hank's answers are unconvincing. As I see, however, it is possible for Hanks to overcome Kang's criticism. In this paper, I will reply to Kang's criticism by using conceptual resources in Hanks's own theory. In particular, the idea is that the final predication is compositionally explained by the type it belongs to without having truth-values because cancelled predication itself gives rise to target-shifting toward the type. By doing so, Hanks can successfully solve the Frege-Geach problem even though he let some remarks about cancelled predication unclear and confusing. In addition, it will be revealed that his notation is misleading as well.

• Journal of KIISE:Software and Applications
• /
• v.36 no.5
• /
• pp.411-419
• /
• 2009

In order to derive hidden Information (concept subsumption, concept satisfiability and realization) of OWL ontologies, a number of OWL reasoners have been introduced. Most of the reasoners were implemented to be based on tableau algorithm. However this approach has certain limitation. This paper presents architecture for Medusa. The Medusa is an extended DL-reasoner for SWRL(Semantic Web Rule Language) reasoning under well-founded semantics with ontologies specified in Description Logic. Description logic based ontology reasoners theoretically explore knowledge representation and its reasoning in concept languages. However these logics are not equipped with rule-based reasoning mechanisms for assertional knowledge base; specifically, rule and facts in logic programming, or interaction of rules and facts with terminology. In order to deal with the enriched reasoning, The Medusa provides combining DL-knowledge base and rule based reasoner. The described prototype uses $Prot{\acute{e}}g{\acute{e}}$ API[1] for controlling communication with the ontology reasoner.

• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.307-324
• /
• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.

• Journal of The Korean Association For Science Education
• /
• v.22 no.3
• /
• pp.560-570
• /
• 2002

This study was focused on whether secondary science teachers have consistent, integrative scheme on the definition of atmospheric pressure and phenomena caused by air pressure. We had made questionnaire and let 94 science teachers answer. We sorted the responses according to their major, school and compared them with the description in textbooks. The result can be summarized into three findings. First of all, teachers whose major is chemistry have strong tendency to understand that atmospheric pressure is caused by molecular motion though it, in textbooks, is defined as the pressure by weight of air mass. The half of respondents believed that decreasing of atmospheric pressure in high altitude is due to molecular motions, while most textbook says decrease in the weight of air mass. Secondly, many science textbooks show that air mass expands, rises, becomes less dense and the pressure of atmosphere becomes low when it receives heat. So, most of respondents explained low pressure is formed by lower density. Thirdly, they answered that they just teach the phenomena of air pressure by using the textbooks which mainly deal with the present state rather than a principle. In conclusion, the science textbooks should present the exact description and consolidated structures of those concepts to prevent students from having misconceptions on air pressure. In addition, training program for science teachers would be necessary to reconsider and explore the natural phenomena in various viewpoints.

• Journal of Educational Research in Mathematics
• /
• v.23 no.4
• /
• pp.533-551
• /
• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.9 no.3
• /
• pp.765-770
• /
• 2008

Ji, Syok-young wrote a book named Sinhaksinseol(新學新說) in 1891, one of the first hygiene books in Korea. There were the conditions of modern housing like lighting, ventilation and dry and fresh air of a housing site in the contents of the book. Because the book was written when the modern hygiene theory had just been accepted, traditional concept of 'Yangseng(養生),' but it dealt the main environmental conditions of hygienic housing at first, which makes it the leader of modern housing discourses through the newspapers, magazines, academic journals or textbooks from 1890s mid to 1910.

• Journal of the Korea Society of Computer and Information
• /
• v.28 no.11
• /
• pp.227-234
• /
• 2023

The evaluation of students' computational thinking begins with the evaluation of knowledge about the concepts and principles of computing. In this study, we analyzed the differences in teachers' perceptions depending on the description method of the bebras challenge questions to evaluate computer science knowledge. First, we classified the questions into two types depending on whether computer science terms were included or not. Also we made a computational thinking questionnaire with two types of questions and surveyed 72 major teachers. As a result, teachers expressed the opinion that the evaluation questions that revealed computer science terms were appropriate as evaluation questions for information subjects. They also perceived it as more helpful in assessing computational thinking and coding skills. Through the results of this study, we suggested that the way the questions are worded is important in the process of assessing students' understanding of computer science concepts and computational thinking skills.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.607-616
• /
• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• Journal of Korea Game Society
• /
• v.18 no.3
• /
• pp.39-48
• /
• 2018

The composition of the 'The Game Story' should reflect the game play and development environment. To do that, I borrowed a coordinate format called 'Spatio-temporal Coordinate Array' that was not based on text-based storytelling. I wanted to create a way for the story to describe relationship between 'action' based on time and 'object' based on space. One way to do this was to analyze the concepts using a mystery game in which Spatio-temporal Array is a large role in user's decision-making. As a result, I found that the method -Spatio-temporal coordinates- was an editor containing game play, and a setting tool capable of being used as a conceptual diagram.

• Journal for History of Mathematics
• /
• v.23 no.1
• /
• pp.25-40
• /
• 2010

We first seek a principle of cognitive development processes by reviewing and summarizing Piaget's cognitive development theory, constructivism and Dubinsky's APOS theory, and also the epistemology on logics of 墨子 and 荀子. We investigate Chapter 8 方程 on the theory of systems of linear equations, of the Nine Chapters, one of the oldest ancient Asian mathematical books, from the viewpoint of our principle of cognitive development processes. We conclude the educational value of the chapter and the value of the research on Asian ancient mathematical works and heritages.