• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.261-275
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• 2016

Many students have dualistic beliefs about mathematics and its learning- for example, there is always just one right answer in mathematics and their role in the classroom is receiving and absorbing knowledge from teacher and textbook. This article investigated some epistemic implications and limitations of common mathematics teaching practices, which often present mathematical facts(or procedures) and treat students' errors in a certain and absolute way. Langer and Piper's (1987) experiment and Oliveira et al.'s (2012) study suggested that presenting knowledge in conditional language which allows uncertainty can foster students' productive epistemological beliefs. Changing the focus and patterns of classroom communication about students' errors could help students to overcome their dualistic beliefs. This discussion will contribute to analyze the implicit epistemic messages conveyed by mathematics instructions and to investigate teaching strategies for stimulating students' epistemic development in mathematics.

• Journal of KIISE
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• v.44 no.4
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• pp.383-391
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• 2017

As we enter a new era of Big Data, the amount of semantic data has rapidly increased. In order to derive meaningful information from this large semantic data, studies that utilize the SWRL(Semantic Web Rule Language) are being actively conducted. SWRL rules are based on data extracted from a user's empirical knowledge. However, conventional reasoning systems developed on single machines cannot process large scale data. Similarly, multi-node based reasoning systems have performance degradation problems due to network shuffling. Therefore, this paper overcomes the limitations of existing systems and proposes more efficient distributed inference methods. It also introduces data partitioning strategies to minimize network shuffling. In addition, it describes a method for optimizing the incremental reasoning process through data selection and determining the rule order. In order to evaluate the proposed methods, the experiments were conducted using WiseKB consisting of 200 million triples with 83 user defined rules and the overall reasoning task was completed in 32.7 minutes. Also, the experiment results using LUBM bench datasets showed that our approach could perform reasoning twice as fast as MapReduce based reasoning systems.

• Journal of the Economic Geographical Society of Korea
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• v.9 no.3
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• pp.459-472
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• 2006

This paper examines the implication of competition and collaboration in the innovation process for regional economic development in an increasingly knowledge-based economy. While competition is an important force in securing the competitive advantage of firms, collaboration between firms and organizations should be necessary for promoting the innovative capacity of a region. This study shows that collaboration relations based on trust and stability is important for the long-term development of learning and innovation in competitive environment, and the way how spatial proximity plays an important role in interactive learning processes. It also discusses the reason why the innovative networks facilitating the exchange of tacit knowledge should be embedded in region. Finally, the paper examines the possibility of the networks based on collaboration relationship in less-favored regions such as Chonbuk, and suggests the policy implication of the result for achieving regional innovation systems in the region successfully.

• Korean Journal of Child Studies
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• v.34 no.6
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• pp.139-158
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• 2013

Karmiloff-Smith was first to propose the 'Representational Redescription model'. It describes a process through which children elaborate their knowledge from the unconscious and implicit levels to the conscious and explicit levels. The model also assumes that children in perfectly explicit levels are able to express their own representation of knowledge verbally. This study was conducted to investigate Karmiloff-Smith's Representational Redescription(RR) model(1990, 1992, 1999) within the drawing domain. Additionally, how verbalization training influences children's development of representational redescription in drawing were also examined. First, 331 children (4- to 6-year-olds and an older comparison group of 7- to 9-year-olds) were asked to create six drawings of both familiar and novel topics. From these drawings, children were measured for procedural rigidity and developmental differences. Thereafter 80 5-year-olds children who were not able to manipulate their drawings with flexibility were selected. They were divided into an experimental group and two control groups. A group of verbalization training was given a session using 5 tasks. Compared to the control groups, children who practiced verbalization in the training group showed more advanced levels of representation than their previous levels in the pretest. The results were interpreted as meaning that verbalization is likely to facilitate children's reorganization of implicit knowledge within the drawing domain and to transfer this toward explicit forms. Further research needs to pay more attention to the educational applications of learning processes based on representational redescription.

• Journal of Science and Technology Studies
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• v.2 no.1 s.3
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• pp.157-189
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• 2002

Science and technology policy a lot of implicit usjustified assumptions. These assumption without being reflected may cause various social problems. In this paper, lit is shown that philosophy of science could make contribution to resolving these problems. In epistemological viewpoints, theory of science and technology policy has been analyzed. I argue that social kinds, social entities appeared in social science should be interpreted realisticaly. Realizing this realistic interpretation of social kinds, as one field of social sciences, theory of science and technology policy can deal with the causal relation among social entities and the causal influence of science and technology policy more objectively- scientific knowledge has two components. One belongs to coded knowledge and the other belong to tacit knowledge which cannot be coded. I analyze the content and characters of tacit knowledge appeling to Michael Polany. One of the important function of science and technology policy is to make tacit knowledge more fruitful. I argue that philosophy of science fit well this function. Finally I claim that philosophy of science can help science and technology policy to reduce the ethical problems caused by science and technology.

• Journal of the Korean association of regional geographers
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• v.7 no.4
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• pp.1-17
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• 2001

The aim of this paper is to explore the role played by the endogenous farming organization sustaining rural community's competitiveness. Nulmi-Ri, Chungdo Kun in Kyongsangbuk-do chosen as a case study area is known to be one of the most competitive rural communities, making a living with a peach farming. This community maintains its competi- tiveness by operating a community-based filming organization which was organised in an endogenous way. Most of individual farmers in this community belong to the farming organization and they have cooperative relationships in the processes of production and distribution. In this respect, the exchange and circulation of knowledge, and collective learning, tend to be significantly taken place between the organization members. Based on the experience of the Nulmi-Ri's endogenous farming organization, we propose some constructive comments for rural community development.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.301-311
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• 2017

In this study, we observed the characteristics of students' small group discussions concerning the four friction problems. Participants in this study were 22 students of upper-level mechanics course and their small group discussions have been transcribed. As a result, we found that the phenomenon in this study is well defined by 'common context.' The process of formation of the common context was explicitly observed when students discussed about the identification of the problem situation (especially the movement of A in the second problem), the nature of friction and various forces, inertial frame, and noninertial reference frame. Meanwhile, the formation of common context was tacit when students thought they already had a common context. For example, students did not discuss about the friction rule itself because they had confidence about the knowledge. We also found that the presence of the questioner, receiver, and the other opinion were important for positive group discussions. The result of this study would be meaningful because it analyzed how the theme affects the group discussion beyond the limit of previous studies of just analyzing the form or pattern of discourse.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.343-354
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• 2018

In this study, the first experience of the whole research process of a novice scientist (student A) who participated in the Undergraduate Research Program (URP) was analyzed. The data were collected through observation, interviews, and document analysis with the cultural historical activity theory being used as a theoretical lens. At the beginning of novice's research, the mentor guided him in setting a research goal and provided mediating artifacts. Student A formed a research team based on the vertical relationship without a shared mental model. Two major contradictions occurred and they were the sources of changes of student A's activity system. The first contradiction was between the mentor's educational philosophy and the mentee's educational needs, which was resolved in a way that student A asked and used the mentor's network to obtain his needs about task-specific details. The second contradiction arose because the team members wanted horizontal relationship while student A wanted to stick to the vertical relationship. After student A accepted the opinions of the team members, they cooperatively changed the division of labor in the activity system. Student A decided to become a scientist and not a physics teacher, even if his major is physics education after finishing his URP research process. His URP experience also created and expanded his network in the academic field, and his negative attitude toward collaboration changed positively. Through the analysis of the structure and changes in the activity system of URP research, implications for instructional method and support system of the apprenticeship can be obtained.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.124-139
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• 2011

This study was to explore epistemological features presented in texts of exhibit panels in the science museum located in Gyeonggi Province. Out-of-school or daily experiences allow more properly and potentially students to form informative science image, because the understandings of scientific epistemology were constructed tacitly through various experiences over a long period of time. The target for this study was panel texts of exhibits in a science museum as an of out-of-school context. The analytical framework was adopted from epistemological frameworks by Ryder et al. (1999). The research results were explored in the categories of relationship between scientific knowledge claims and the data, the nature of lines of scientific enquiry, and social dimension of science. It revealed that one exhibit might reflect the characteristics of one epistemological position: relating one data to one knowledge claim; generating knowledge claim from scientists' individual interests or from discipline's internal epistemology; scientists working as a community or an institution. Findings suggested that the exhibits of a science museum including panel texts and medium need to reflect the wide ranges of scientific epistemology.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.629-648
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• 2015

This study is a case study examining how research-based 'authentic' science education program contextually facilitates students' learning on NOS as a process. We developed 'Becoming a Scientist' mentor-mentee program and applied it to six Korean 7th graders for 8 months. A mentor, who is also a researcher, provided scaffolding and coaching, and her mentees were to perform the whole process of science research, including selecting the research subject and questions, planning research design, doing experiments, collecting and analysing data, writing research paper, and experiencing poster presentation at an academic conference. The research questions are 1) What would the students experience at every step of their research process?, and 2) Which perceptions would they construct NOS as a process? Data include classroom observations, interview, mentor's journal, and students' learning products. The results show that the mentees have experienced their views of NOS as a process in various ways such as role of research question and purpose, validity of measured value, researcher's subjectivity in interpreting data, experience of making public and peer review, and significance of academic conference. This study has shown that students' actual experience in scientific research enhanced their views about NOS as process without explicit and reflective approaches. We defined 'authenticity' associated with not only with its similarity to what scientists do but to learner's identity as scientific researcher. Based on the situated learning theory, this study sheds light on the necessity of reconsideration about the meaning of authenticity and embodying authentic context in science education for better NOS learning.