• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.703-722
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• 2006

The purpose of this study is to investigate the characteristics of abduction suggested by C. S. Peirce, and to discuss its implications in science education. Peirce's abduction is the logic of generating hypothesis. Abduction is a kind of logical inference, which colligates general rule and the observed result, and then it makes us judge the observed result as a case of the general rule on the basis of their resemblance. The process of abduction is also the logic of inquiry. In a Peirce's view, inquiry is a struggle for escaping from the condition of 'doubt' and to 'belief the nature of which is the establishment of habits. Because what habit an object has is its whole meaning, in his views, the fixation of belief is the way of attaining the truth related to it. The beliefs of individuals, however, are always fallible. So, to attain a truth, we need the terminal opinion of community of inquiry that could conduct infinite inquiry. These characteristics of Peirce's abduction give suggestions in science education as follows; firstly, hypothesis generating which transforms the condition of 'doubt' into the 'belief by considering practical effects should be highlighted, secondly, logical inference which makes us judge the observed result as a case of the general rule on the basis of resemblance should be highlighted, and thirdly, communities of inquiry which stand on the view of modest realism should be intended toward. These results could be expected in playing a role in critical discussion on science education relating to abduction.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.611-626
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• 2010

The purpose of this study is to explore the composite properties of linear functions using CAS calculators. The meaning and processes in which technological tools such as CAS calculators generated to instrument are reviewed. Other theoretical topic is the design of an exploring model of observing-conjecturing-reasoning and proving using CAS on experimental mathematics. Based on these background, the researchers analyzed the properties of the family of composite functions of linear functions. From analysis, instrumental capacity of CAS such as graphing, table generation and symbolic manipulation is a meaningful tool for this exploration. The result of this study identified that CAS as a mediator of mathematical activity takes part of major role of changing new ways of teaching and learning school mathematics.

• The Journal of Korean Association of Computer Education
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• v.8 no.3
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• pp.77-89
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• 2005

Design of a new information technology curriculum is very difficult work. It has relatively short history of operation. It advances very fast. Furthermore, people have very different understandings between information application and information knowledge. Therefore making decision for information technology contents is very difficult work. So we try to get effectiveness of the curriculum design through the comparison with other countries' cases. In this paper we tried to search and analyze about the historical trends, current states, and characteristics of Chinese information technology curriculum. China has strong focus on information technology education while she makes great success in economic development. We also suggested some good points of Chinese information technology curriculum which can be adapted to the design of a new Korean computer curriculum. The China's information technology curriculum is summarized by four categories. They are (1) educations on the basic knowledges and functions of the stable level of information technology, (2) educations on the information technology applications for the problem solving, (3) educations for the individualized learning through the research and project implementations in depth, and (4) systematic arrangements and integrated operations of the information technology curriculum.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.99-112
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• 2005

Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.667-679
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• 2000

One of the major activities in scientific inquiry, as well as in the process of conceptual change, is the generation of scientific hypothesis. In this study, the definition and the characteristics of scientific hypothesis are analyzed. Especially, differences between explanatory hypothesis and scientific explanation, predictive hypothesis and scientific prediction, and scientific hypothesis and the inductive generalization are analyzed. And the process of making scientific hypothesis is suggested as 4 stages, and the role and the characteristic of the abductive thinking, which can be viewed as one of the scientific inferences needed to generate hypothesis, are discussed. In analysis, concrete examples from integrated science textbook of high school are used for application to the classroom teaching.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.193-208
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• 2018

Classification is presented in the curriculum of elementary school mathematics, science, Korean language, and integrated subjects as the major function that needs to be learned. In addition, mathematics textbooks teach the classification as a basic process for organizing and interpreting collected materials in a separate unit. So, we analyzed the curriculum documents and textbooks of mathematics, science, Korean language, and integrated subjects. And we explored how to teach the classification in the context of mathematics subject. As a result, it is necessary to find different classification criteria in conjunction with detailed observation and investigation activities, and to teach that considering the circumstances and purpose of the classification. It also provided implications on how to revive converged classes that focus on big ideas and skills, which are commonly offered by various subjects.

• Journal of Korean Philosophical Society
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• v.126
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• pp.263-293
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• 2013

Die vorliegende Abhandlung beachtet die methodologische $N{\ddot{u}}tzlichkeit$ der Dialektik $f{\ddot{u}}r$ die philosophische $Wissenschaftst{\ddot{a}}tigkeit$ des Aristoteles in einer besonderen Aufmerksamkeit auf den Begriff "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$". Bei Aristoteles bedeutet "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$" 'das durchaus $gr{\ddot{u}}ndliche$ Untersuchen einer Aporie', und eine solche Untersuchungsweise folgt der Dialektik. Deshalb beabsichtige ich zuerst, durch eine Begriffsanalyse und - interpretation von "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$" die dialektische Aporetik zu bestimmen als eine Argumentationsmethode nicht nur in einer dialogischen, sondern auch in einer nicht-dialogischen Situation. Besonders will ich einen methodologischen Grund $daf{\ddot{u}}r$ suchen, dass ein allein Forschender in der nicht-dialogischen Situation die dialektische Aporetik verwendet, indem ich einen Text von "De caelo" II 13, 294b 6~13 interpretiere. $N{\ddot{a}}mlich$ betont Aristoteles in Bezug auf den Durchgang der $Wissenschaftst{\ddot{a}}tigkeit$ eine Forderung der selbstkritischen Haltung, die der allein Forschende sich selbst seine Untersuchung in $R{\ddot{u}}cksicht$ auf die anderen Untersuchungen und auch auf die vorhersehbaren Hypothesen ${\ddot{u}}berpr{\ddot{u}}fen$ und verifizieren, um die aus seiner Untersuchung zu entdeckenden Aporien auf die dialektische Weise zu $l{\ddot{o}}sen$. Und diese Position von Aristoteles kann der wichtige Grund $daf{\ddot{u}}r$ sein, den fachsprachlichen Sinn von "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$" als auch den wissenschaftlichen Sinn der dialektischen Untersuchung der Aporie richtig verstehen und $erkl{\ddot{a}}ren$ zu $k{\ddot{o}}nnen$. Zuletzt bin ich in der Absicht, die dialektische Aporetik und ihre Funktion in drei Modeln zu formulieren und einige Beispiele $f{\ddot{u}}r$ jedes Model vorzustellen, um zu zeigen, auf welche Art und Weise Aristoteles die dialektische Aporetik $f{\ddot{u}}r$ den Lauf seiner Theoriebildung in der Tat anwendet. Durch solchen Versuch $w{\ddot{u}}nsche$ ich, dass meine Untersuchung ${\ddot{u}}ber$ die dialektische Aporetik etwas besseres $Verst{\ddot{a}}ndnis$ $f{\ddot{u}}r$ die wissenschaftliche Bedeutung der aristotelischen Dialektik anbieten $k{\ddot{o}}nnte$, und auch dass diese Studie als bedeutsame Basisdaten zu einer noch tieferen Forschung und $Verst{\ddot{a}}ndigung$ ${\ddot{u}}ber$ die philosophische Haltung und Methode des Aristoteles betrachtet werden $k{\ddot{o}}nnte$.

• Archives of design research
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• v.12 no.4
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• pp.191-200
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• 1999

Improving the design ability of idea developing and creative problem solving should be started from the primary school. Design education in the primary school should be not education for design but education by design. It helps students can naturally understand the basic concept of design and experience the process of activities. Therefore primary educational circle use the term of 'Design-related activities', or 'Design-Based Education'. It can be applied to variable themes of mathematics, science, music, society as well as Art. On the Basis of these literature review, the traditional design education as a part of the art education is analyzed in two aspects of its contents and behaviors. The contents in design education involve aesthetic·symbolic, useful·functional, and scientific·technological area. And, the basic design behaviors are classified with 'know', 'perceive', 'inquire', and so on. This concept becomes the analytic frame of the present condition of design education in Korean primary school. Through the analysis, it is found that the portion of scientific·technological area in contents and 'inquire' related behaviors are relatively very low. Also, the planning and teaching methods for leading children's opportunity of creative expression are found inadequate. This study proposes the potential capability and the integrative contents of design education in primary school.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.161-170
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• 2018

Various forms of visual representations enable scientific discovery and scientific reasoning when scientists conduct research. Similarly, in science education, visual representations are important as a means to promote students' understanding of science concepts and scientific thinking skills. To provide a framework that could facilitate the effective use of visual representations in science classroom and systemic science education research, a visual representation competence taxonomy (VRC-T) was developed in this study. VRC-T includes two dimensions: the type of visual representation, and the cognitive process of visual representation. The initial categories for each dimension were developed based on literature review. Then validation and revision was made by conducting teachers' workshop and survey to experts. The types of visual representations were grouped into 3 categories (descriptive, procedural, and explanative representations) and the cognitive processes were grouped into 3 categories (interpretation, integration, and construction). The sub categories of each dimension and the validation process would be explained in detail.