• Journal of Korean Elementary Science Education
• /
• v.40 no.3
• /
• pp.407-419
• /
• 2021

This study investigated the perception of science philosophy education targeting 150 elementary school teachers in metropolitan cities and provinces. The questionnaire survey on the perception of the philosophy of science education was composed of a 5-point Likert scale based on the interest and experience of the philosophy of science, the reason for difficulty in using it, and the introduction method, the expected effect. As a result of the survey, elementary school teachers' awareness of the interest and necessity of the philosophy of science was generally high, while the experience of learning and teaching the philosophy of science was low. In addition, to the reason why it was difficult to utilize the philosophy of science, teachers answered that there was insufficient teacher training and development of teaching and learning methods. As a way to introduce the philosophy of science in science education, it was thought that it was necessary to combine the concept learning and inquiry method, and elementary school teachers' perception of the expected effect of using the philosophy of science was generally high. The results of this study are meaningful in that they provide basic data on the direction of the introduction of the philosophy of science in elementary science education.

• Journal of Science and Technology Studies
• /
• v.1 no.2 s.2
• /
• pp.439-467
• /
• 2001

We need to establish a systematic and consistent program in order to enhance 'science culture.' Such a program cannot be obtained without understanding the methods of doing science, with which the philosophers of science have been concerned. I divide the historical development of the philosophical understandings of doing science into three as follows: 1) the 'normative' philosophy of science, 2) the 'historical' philosophy of science and 3) the 'naturalized' philosophy of science. Based upon the classification, I propose the 'critical constructionism' and explicate its theses. I then argue that critical constructionism can incorporate the strengths of the above schools of philosophies of science. Considering the cross-disciplinary nature of the science studies, it is claimed that critical constructionism alone can mediate and facilitate the collaborative understanding of science and contribute to enhancing the science culture because of its comprehensive understandings of the methods of doing science.

• Journal of Korean Philosophical Society
• /
• v.131
• /
• pp.245-272
• /
• 2014

이 논문은 풍우란(馮友蘭:1895~1990)의 신리학적 철학과학관을 해명하는 것이다. 풍우란은 과학의 역할과 중요성을 긍정하면서도, 철학의 독자적인 역할을 인정한 철학자이다. 그에 따르면 과학은 실제세계에 대한 구체적 적극적 지식을 추구하고, 철학은 '인생경지(경계(境界))의 고양'을 추구하며 나아가 정신의 '자유와 불멸'을 목표로 하는 학문이다. 과학과 철학은 학문의 대상 방법 목표가 상이한 별개의 학문이다. 그는 신실재론의 논리분석방법을 빌어 중국전통철학을 재해석하여 신리학적 철학체계를 수립함으로써 그 혼동을 정리하려했다. 과학은 구체적 객관세계[기(器)] 즉 실제(實際)에 관한 학문이고, 철학은 추상적 보편세계[이(理)] 즉 진제(眞際)에 대한 학문이라는 것이다. 그래서 과학은 구체적인 실제세계에 대한 적극적[긍정적] 지식의 축적을 목표로 하고, 철학은 보편적 세계에 대한 이지적 분석 종합 해석을 목표로 한다. 가장 철학적인 철학인 형이상학은 인생의 경지를 드높이는 것을 추구한다. 철학은 최고의 인생경계 즉, 천지경계(天地境界)의 도달을 목표한다. 이를 위해 철학은 진제에 대한 개념적 논리적 분석을 통해 실제를 초월하는 네 가지 형이상학적 관념을 얻어 천지경계에 도달할 수 있다. 천지경계에 도달하는 형이상학적 방법은 두 가지이다. 하나는 정(正)의 방법으로 논리분석법인데, 경험에 대해 논리적 분석 종합 해석을 하는 것이다. 다른 하나는 부(負)의 방법으로 중국화(中國畵)의 '홍운탁월(烘雲托月)'처럼 말할 수 없는 것을 말하는(불가사의(不可思議), 불가언설(不可言說)) 방법이다. 형이상학은 이를 통해 인간의 삶에 자유와 불멸을 가져다줄 수 있다. 이런 형이상학적 활동은 과학이 목표로 하지도 않고 할 수도 없다는 것이 풍우란의 견해이다. 이로서 풍우란은 참과 거짓을 밝힐 수 없는 무의미한 명제의 추방을 주장한 논리실증주의와 대립되는 철학관에 도달했다.

• The Science & Technology
• /
• s.472
• /
• pp.104-105
• /
• 2008

• Annual Conference on Human and Language Technology
• /
• 1990.11a
• /
• pp.120-127
• /
• 1990

본 논문은 과학철학을 논의하는데 있어서 AI를 활용하는 가능성을 다루고 있다. AI를 이용한 과학철학은 그것의 논의 절차가 분명하게 표현된다는 점 이외에도 그러한 절차를 테스트할 수 있다는 장점을 갖고 있다.

• Journal of The Korean Association For Science Education
• /
• v.39 no.4
• /
• pp.499-510
• /
• 2019

History and philosophy of science has been consistently emphasized in science education for various purposes. In accordance with the introduction of the 2015 revised curriculum, history of science could be implemented for the curriculum; designing well-organized learning strategies is required. This study examines the case of undergraduate students who solved the convergence problem based on history and philosophy of science in the problem-based learning program. In particular, this study tries to find strategies for integrated education by comparing the problem structuring process and the meaning of problem solving experience of science/engineering and humanities/social sciences students. Participants were three students majoring in science/engineering and humanities/social sciences. Participants constructed and solved their own convergence problems by integrating the domains that were familiar to them into history and philosophy of science. While the process of structuring the problems and the use of history and philosophy of science were similar, there were differences between the science/engineering and humanities/social sciences students' point of view on history and philosophy of science and the other domain which they choose. Moreover, there were differences between the two group's meanings of problem solving experience. Finally, based on the results of this study, history and philosophy in science provided some implications in the context of science education and integrated education.

• The Science & Technology
• /
• no.7 s.458
• /
• pp.100-101
• /
• 2007

• The Science & Technology
• /
• s.530
• /
• pp.90-95
• /
• 2013

• The Science & Technology
• /
• s.531
• /
• pp.82-89
• /
• 2013

• The Science & Technology
• /
• s.474
• /
• pp.104-105
• /
• 2008