• Journal of Science Education
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• v.33 no.2
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• pp.173-183
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• 2009

We aimed to examine difference between the brain activation pattern based upon hypothesis-generating and hypothesis-understanding among the pre-service teachers not majoring in biology, the pre-service teachers majoring in biology and the biologists using fMRI. We have designed two sets of task paradigm on the biological phenomena: hypothesis-generating and hypothesis-understanding and thirty six healthy participants (twelve participants per group) performed the tasks. The result was showed that 1) there were significant differences of brain activation patterns in hypothesis-generating on the biological phenomena among three groups, 2) the left middle frontal gyrus in the part of DLPFC region was play an important roles of hypothesis-generating and make a significant differences among three groups. The superior ability of biologists were based upon the activation of middle frontal gyrus which has secondary integration of abstract information, and 3) there were no significant differences of brain activation patterns in hypothesis-understanding on the biological phenomena among three groups. These findings provided that scientist might be skillful in generating a new scientific knowledge.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1015-1023
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• 2017

The purpose of this study is to investigate the process of development of explanatory hypothesis being generated by middle school students and the factors that affect the process in water wave interference phenomena by analogy scaffolding. For this purpose, the processes on how explanatory hypotheses were generated, revised, and then elaborated by analogy scaffolding were investigated and analyzed. The subjects for the study were 60 eighth grades students in one middle school divided into 12 groups according to their cognitive level measured by GALT. The research findings are as follows: First, it was found that there is a regular pattern in development of explanatory hypothesis by students about water wave phenomenon; second, the cognitive level of the student affected apparently on the students' hypothesis development process, however, it was also observed that students with inferior cognitive level could form a scientific explanatory hypothesis in the second stage of the scaffolding; third, the analogy scaffolding actually helped the students in formulating hypothesis. In conclusion, analogical reasoning can be a meaningful and powerful strategy for secondary school students to formulate explanatory hypothesis.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.503-513
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• 2005

The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.200-213
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• 2003

This study is one of the successive studies for investigating students' processes of generating and evaluating scientific hypothesis. In this study, I analyzed the characteristics of students' experimental design to test whether the given hypotheses were correct or not. As results, it was found that (1) 3 components (experimental method, prediction of the result of experiment, evaluation of hypothesis) were needed to complete description of the experimental design, (2) students tried to test hypothesis considered as being correct as well as hypothesis considered as being false by students, (3) student tried to confirm hypothesis, which was considered as being correct, based on theoretical approach rather than experimental approach, (4) students' experimental design could be classified as two types, that is, direct experimental testing and comparative experimental design, and the latter could be classified as two subtypes; positive comparative one and negative comparative one, (5) students showed tendency to design positive comparative experiment when they considered hypothesis as being correct, and vise versa, (6) students preferred the prediction which could confirm the hypothesis when they considered the hypothesis as being correct, and vise versa, (7) many students rejected contradicting prediction even though they did not actually conduct experiment yet.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.586-594
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• 2004

This study is the qualitative study in order to discover a direction of field courses by analyzing what elementary school students observe or hypothesis in field courses. The purpose of it is to find any relevancy between the observations and hypotheses generated. The result of the study were as follows; First, most participants have observed mostly based on their vision due to the characteristic of field courses, and the observations of sedimentary layers were mainly generated on the rocks while most hypotheses were on geological structures. Secondly, according to observational descriptions the frequency of the comparative observation was high as well as the cases when two different types of observations were joined together. The last conclusion from this investigation is, according to the standard of observational types, the hypotheses combined with the interpretive observation and comparative observation had the greatest percentage. This shows that many participants tried to rationalize their thoughts by interpreting geological structures and comparing them with other people's cases as well. Scientific explanatory hypotheses were mainly found according to the standard of hypothetical types, which can be constructed that those participants tried to explain and apply established knowledge and preconception.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1099-1115
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• 2013

Collective intelligence has been focused because it plays an important role for creating knowledge. In order to solve a problem with collective intelligence, collaborative works sharing information are required. In this study, we have investigated what informations are shared while 4 science gifted students are asked for scientific explanation to the problem which is cognitive conflict. They have shared presupposition and problem in stage of problem finding, aims and means of problem solving in stage of setting up hypotheses, and constraints for evaluation and results of evaluation in stage of hypotheses evaluation. Our research tells that group can create knowledge through sharing information and make a change of their concepts. Our foundation of these spontaneous conceptual change gives an implication for gifted education.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.568-580
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• 2006

The purpose of this study was to investigate the brain activities by 4-types of Generating Process of Scientific Emotion (GPSE) in the hypothesis-generating biological phenomena by using fMRI. Four-types of GPSE were involved in the Basic Generating Process (BGP), Retrospective Generating Process (RGP), Cognitive Generating Process (CGP) and Attributive Generating Process (AGP). For this study, we made an experimental design capable of validating the 4-types of generating process (e.g. BGP, RGP, CGP and AGP), and then measured BOLD signals of 10 pre-service teachers' brain activities by 3.0T fMRI system. Subjects were 10 healthy females majoring in biology education. As a result, there were clear differences among 4-types of GPSE. Brain areas activated by BGP were at right occipital lobe (BA 17), at left thalamus and left parahippocampal gyrus, while in the case of RGP, at left superior parietal lobe (BA 8, 9), at left pulvinar and left globus pallidus were activated. Brain areas activated by CGP were the right posterior cingulate and left medial frontal gyrus (BA 6). In the case of AGP, the most distinctively activated brain areas were the right medial frontal gyrus (BA 8) and left inferior parietal lobule (BA 40). These results would mean that each of the 4-types of GPSE has a specific neural networks in the brain, respectively. Furthermore, it would provide the basis of brain-based learning in science education.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.531-554
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• 2020

In order to provide explanations of the practice of the abductive inquiry-based outdoor geological fieldwork education, this study examined the characteristics of students' performance in geological fieldwork before and after the introduction of explicit learning of geologic knowledge and inquiry. To this end, a 21st-class program was developed in the order of pre-evaluation, initial fieldwork, explicit learning of geologic knowledge and inquiry, and post-evaluation and applied to nine middle school students. As research data, outdoor geological fieldwork class recording data and students' activity sheets were collected and analyzed qualitatively. As a result, during the initial fieldwork, students caught clues of low geological importance and used everyday experience and/or general scientific knowledge as a rule when asked to generate hypotheses about the origin of the clues. Also, students evaluated their hypotheses by the scientific accuracy of the rule or their own criterion. Meanwhile, during the final fieldwork, students frequently caught key clues in geologic perspectives and generated geological event hypotheses related to the clues by borrowing geologic knowledge as a rule. Furthermore, students scientifically evaluated their hypotheses based on the consistency of evidence and rules. Combining these results, the effects of learners' geological knowledge and inquiry (abduction) abilities as a path model were presented in order to help students carry out a proficient abductive inquiry in geological fieldwork.

• The Bulletin of The Korean Astronomical Society
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• v.37 no.2
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• pp.102.2-102.2
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• 2012

이 연구의 목적은 거시적인 관점에서 NOS의 중요한 요소들을 강조한 Flow map(oh, 2011)를 이용한 명시적이고 암시적인 교육의 본성교육이 얼마나 이루어졌는가를 알아본다. 과학의 본성은 지식의 내용뿐만 아니라 지식이 어떻게 형성되었는가에 있다. 이러한 과학의 본성을 이해한다는 것이 현대의 과학의 중요한 목적중의 하나인 과학적 소양을 얻는 것이다. 이를 구체적으로 실현하는 교수 모형으로 가장 중요한 이론의 생성과 실험에 의한 확증과 이론의 확증을 미시적인 관점으로 연구를 전개하였다. 따라서 먼저 Kuhn(1996)의 과학철학 이론과 NOS를 통한 Flow map 개발에 이론적 배경이 된 과학의 본성의 정의, 과학의 본성에 대해 합의된 핵심 요소들, Kuhn(1996)의 과학철학 이론을 바탕으로 한 Oh(2011)가 제안한 Flow map의 구조를 알아본다. 연구방법은 귀추(abduction)를 통한 가설의 생성과정과 확증을 보여주는 Oh(2012)의 자연과학의 추리과정을 이용하여 충북대학교 천문우주학과에서 자연과학캠프에 참여한 고등학생들을 대상으로, "Galileo의 흑점발견과정"으로부터 현대의 태양의 흑점 모형을 이해하도록 한다.

• The Korean Journal of Applied Statistics
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• v.12 no.1
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• pp.165-173
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• 1999

사회과학분야에서 인자분석을 실시하는 경우 제1인자의 사전정의는 연구대상분야에서의 확립된 지식 또는 전제에 의해 나온다. 예컨대 고등학교 학생들을 대상으로 국어, 영어, 수학, 사회, 과학 등의 과목성적을 측정하여 인자분석을 하는 경우 사전적으로 제 1인자를 이 과목들의 단순평균에 의해 생성되는 일반지능으로 정의하는 것이 자연스럽다. 즉 다양한 사회과학분야에서 인지분석을 행함에 있어 선행 연구나 연구자의 사전지식 또는 가설 등에 의해 제1인자를 전제하는 경우 후속되는 나머지 인자를 자료에서 찾아냄으로써 인자분석을 완성하고자 하는 것이 본 연구의 기본 내용이다.