• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.919-929
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• 2015

This study aims to develop a modeling-based learning program about geologic structures and to reveal the relationship between the argumentation patterns and levels of students' mental models. Participants included 126 second grade high school students in four sessions of modeling-based learning regarding continental drift, oceanic ridges, transform faults, and characteristics of faults. A modeling-based learning program was implemented in two classes of the experimental group, and teacher-centered traditional classes were carried out for the other students in the comparison group. Science achievement scores and the distribution of students' mental models in experimental and comparison groups were quantitatively compared. The video-taped transcripts of five teams' argumentation were qualitatively analyzed based on the analytic framework developed in the study. The analytic framework for coding students' argumentation in the modeling-based learning was composed of five components of TAP and the corresponding components containing alternative concepts. The results suggest that the frequencies of causal two-dimensional model and cubic model were high in the experimental group, while the frequencies of simple two-dimensional model and simple cross sectional model were high in the comparison group. The higher the frequency of claims, an argumentation pattern was proven successful, and the level of mental model was higher. After the rebuttal was suggested, students observed the model again and claimed again according to new data. Therefore, the model could be confirmed as having a positive impact on students' argumentation process.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.323-345
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• 2015

This study examined the types of abduction appeared in the exploration activities of 'law of large numbers' in order to figure out relation between statistical reasoning and abduction. When the classroom discourse of students was analyzed by Peirce's abduction, Eco's abduction type and Toulmin's argument pattern, students used overcoded abduction the most in the discourse of abduction. However, there composed a low percent of undercoded abduction leading to various thinking, and creative abduction used to make new principles or theories. By the CAS calculators used in the process of reasoning, students were provided with empirical context to understand the concept of abstract probability, through which they actively participated in the argumentation centered on the reasoning. As a result, it was found that not only to understand the abduction, but to build statistical context with tools in the learning of statistical reasoning is important.

• Korean Journal of Logic
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• v.16 no.3
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• pp.407-436
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• 2013

I examine the notion of truth in the intuitionistic type theory and provide a better explanation of the objective intuitionistic conception of mathematical truth than that of Dag Prawitz. After a brief explanation of the distinction among proposition, type and judgement in comparison with Frege's theory of judgement, I examine the judgements of the form 'A true' in the intuitionistic type theory and explain how the determinacy of the existence of proofs can be understood intuitionistically. I also examine how the existential judgements of the form 'Pf(A) exists' should be understood. In particular, I diagnose the reason why such existential judgements do not have propositional contents. I criticize an understanding of the existential judgements as elliptical judgements. I argue that, at least in two respects, the notion of truth explained in this paper is a more advanced version of the objective intuitionistic conception of mathematical truth than that provided by Prawitz. I briefly consider a subjectivist's objection to the conception of truth explained in this paper and provide an answer to it.

• Journal of Science Education
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• v.47 no.1
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• pp.75-87
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• 2023

This study analyzed correlation among peer evaluation, self-evaluation, and instructor evaluation of argumentation writing conducted in the 'Biology logic and essay' class. To this end, 14 pre-service biology teachers wrote argumentation four times, and peer evaluation, self-evaluation, and instructor evaluation were conducted on these results. The peer evaluation for argumentation writing averaged 2.70 points, the self-evaluation average was 2.68 points, and the instructor evaluation average was 2.71. Looking at the average of each sub-evaluation area, scientific knowledge was the highest in peer evaluation, and the composition area was the highest in self-evaluation. In addition, the area of scientific knowledge was the highest in the instructor evaluation. As a result of examining the standard deviation, the standard deviation of self-evaluation was the largest. As a result of analyzing the correlation between evaluation types, there was a high correlation between peer evaluation and instructor evaluation, and there was a moderate correlation between self-evaluation and instructor evaluation. On the other hand, there was no significant correlation between peer evaluation and self-evaluation. As a result of analyzing the correlation by evaluation area, there was no significant correlation between peer evaluation and self-evaluation in all four areas of scientific knowledge, scientific argumentation, composition, and expression. On the other hand, in the analysis between peer evaluation and instructor evaluation, there was a significant correlation in the areas of scientific knowledge, scientific argumentation, and composition. In addition, there was a significant correlation between self-evaluation and instructor evaluation only in the area of expression. The results of this study show that peer evaluation is highly likely to be applied in the 'Subject logic and essay' class. It also suggests that it is necessary to subdivide evaluation criteria according to the type of evaluation in order to use peer evaluation and self-evaluation.

• Communications of Mathematical Education
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• v.11
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• pp.389-401
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• 2001

삼각형은 초 ${\cdot}$ 중등학교 수학교육에서 가장 기본적인 평면도형들 중의 하나지만, 삼각형을 활용한 다양한 유형과 수준의 교수-학습 자료들은 많이 개발되어 있지 않다. 특히, 정형적인 교수-학습 활동을 포함하여 학습자들의 창의적 성향을 개발 ${\cdot}$ 육성하는데 도움을 줄 수 있는 자료들은 그리 흔치않은 실정이다. 본 연구에서는 삼각형을 창의성 신장을 도구로 활용하여, 다양한 구체적 조작 활동에서부터 다양한 형식적인 논증의 경험을 제공할 수 있는 창의적 학습 자료를 개발할 것이다.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.676-690
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• 2022

The present study aims to explore how fallacies, arguments that seem valid but are not, appear in 2022 South Korean presidential debates. It qualitatively analyzes the candidates' remarks in the first and last presidential debates (240 minutes) using 20 formal and informal fallacy concepts as a theoretical framework. Results show that the three candidates used 23 informal fallacies from 15 categories, including the straw man, red herring, begging the question, complex question, hasty generalization, appeal to the masses, and you too. The candidates relied on fallacies to defend their image and electoral agenda from adversary attacks and to contaminate their opponent's image and agenda. The arguers, who struggled with tough questions, frequently made fallacies as pseudo-arguments to avoid the situation without lying and violating election laws. This study indicates that the fallacy system can be a framework for analyzing crucial political content. Moreover, it warns against the abuse of fallacies in TV debates.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2007.11a
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• pp.232-236
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• 2007

모바일 RFID 는 ‘모바일’과 'RFID’ 특징의 결합이라는 강력한 장점을 가지고 있어서 사용자 정보에 대한 파악과 사용자의 위치 및 상황에 따른 광고에 다양하게 활용될 수 있다. 이에 본 연구에는 태그 매치 광고를 중심으로 한 모바일 RFID 광고 비즈니스 모델을 설계한다. 이를 위해 모바일 RFID 서비스의 특징 및 서비스 유형을 분류하는 것에서부터 연구를 시작하여, 모바일 RFID 광고의 정의 및 유형을 분류한다. 이후 모바일 RFID를 활용한 태그 매치 광고를 중심으로 시나리오를 제시하고, 비즈니스 모델의 프로세스 분석 및 각 사업 참여자들의 역할 및 제공가치와 인센티브를 고찰한다. 본 비즈니스 모델의 타당성을 논증하기 위해 태그 매치 광고와 유사성이 있는 온라인 광고 모델 및 모바일 광고에 대하여 검토한다.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.162-171
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• 2014

The use of evidence is very important in scientific argumentation. This study investigated the types and levels of evidence in scientific argumentation in an elementary science class. 34 fourth graders in a class were selected as subjects, and argumentation was performed in seven lessons on 'Heat transfer and our lives' unit. Small group argumentation was recorded, transcribed and used as data for analyses. The analyses found the following results. First, in regard of the types of evidence, personal evidence dominated over authority-based evidence. Second, in the analysis of the levels of evidence, using inappropriate evidence was found to account for the highest percentage, followed by using appropriate evidence and just arguments without evidence. There were quite a lot of cases of arguments without evidence. It was found that the types and levels of evidence that students used could change depending on the relevance between experiments and argument tasks.

• Korean Journal of Social Welfare
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• v.67 no.2
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• pp.161-181
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• 2015

This article tries to identify the regulating mechanism of the welfare states on the private spheres of individuals and families. When the welfare state is to be understood as an institutional arrangement which is based upon the 'modernity', the reflectivity on the welfare state is about to be on the modernity and on the institutions as well. Authors assume the welfare state as an historical and developmental type of modern states. The critical components of modernity embedded in birth and growth of modern welfare states projected to their institutions are identified. Welfare states dissociates the political dynamics which have built the foundation of the welfare state itself, and faces against the new political dynamics of the individualized society. Finally, welfare state confronts the institution failure due to its intrinsic characteristics, and consequently individuals and families come across the institution dependency. Individuals in the overly rationalized spheres are being depoliticized, and they are identified themselves as the subjects of status-struggles of the institutions other than the subjects of the political dynamics of welfare states.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.77-87
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• 2000

The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.