• Education of Primary School Mathematics
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• v.15 no.2
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• pp.159-170
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• 2012

Many obstacles have been found in the learning of ratio and rate. The types of epistemological obstacles concern 'terms', 'calculations' and 'symbols'. It is important to identify the epistemological obstacles that students must overcome to understand the learning of ratio and rate. In this respect, the present study attempts to figure out what types of epistemological obstacles emerge in the area of learning ratio and rate and where these obstacles are generated from and to search for the teaching implications to correct them. The research questions were to analyze this concepts as follow; A. How do elementary students show the epistemological obstacles in ratio and rate? B. What is the reason for epistemological obstacles of elementary students in the learning of ratio and rate? C. What are the teaching implications to correct epistemological obstacles of elementary students in the learning of ratio and rate? In order to analyze the epistemological obstacles of elementary students in the learning of ratio and rate, the present study was conducted in five different elementary schools in Seoul. The test was administered to 138 fifth grade students who learned ratio and rate. The test was performed three times during six weeks. In case of necessity, additional interviews were carried out for thorough examination. The final results of the study are summarized as follows. The epistemological obstacles in the learning of ratio and rate can be categorized into three types. The first type concerns 'terms'. The reason is that realistic context is not sufficient, a definition is too formal. The second type of epistemological obstacle concerns 'calculations'. This second obstacle is caused by the lack of multiplication thought in mathematical problems. As a result of this study, the following conclusions have been made. The epistemological obstacles cannot be helped. They are part of the natural learning process. It is necessary to understand the reasons and search for the teaching implications. Every teacher must try to develop the teaching method.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.27 no.6
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• pp.605-613
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• 2014

Epistemic uncertainty, the lack of knowledge, is often more important than aleatory uncertainty, variability, in estimating reliability of a system. While the probability theory is widely used for modeling aleatory uncertainty, there is no dominant approach to model epistemic uncertainty. Different approaches have been developed to handle epistemic uncertainties using various theories, such as probability theory, fuzzy sets, evidence theory and possibility theory. However, since these methods are developed from different statistics theories, it is difficult to interpret the result from one method to the other. The goal of this paper is to compare different methods in handling epistemic uncertainty in the view point of calculating the probability of failure. In particular, four different methods are compared; the probability method, the combined distribution method, interval analysis method, and the evidence theory. Characteristics of individual methods are compared in the view point of reliability analysis.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.173-186
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• 2019

The purpose of this study is to design and apply a pilot inquiry experiment focusing on the epistemological issues of scientific activities, and derive educational implications by analyzing experimental activities and reflective discussions. Three graduate students who major in science education participated in the study voluntarily. Participants showed the characteristics of stable enquiry in Experiment 1. However, the small but continuous changes in Experiment 2 led the experiment to a phase of fluid enquiry seeking new theories. Participants mobilized various resources, proposed new hypotheses, and models and requested additional experiments to verify them. In the process of reflective discussions, the participants led to the following three epistemological issues. First, at the beginning of the experiment, their observations were theoretically dependent. Second, when the observations were no longer coherent with theory, they face a crisis, and the adjustment of observation and theory proceeds. Third, stable enquiry and fluid enquiry are performed according to the relationship between observation and theory. The educational implications of school science inquiry based on the above process and results are as follows: First, this study shows that fluid enquiry can follow stable enquiry naturally, and examples of the activities are presented together. Second, in this study, it was confirmed that participants could draw up epistemological issues based on their experiences through reflective discussions following inquiry.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.950-962
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• 2012

인류의 해양에 대한 의존도가 점차 높아지면서 해양과 인류의 관계를 이해하고 이를 통해 해양의 지속가능성을 유지하기 위한 해양교육은 외국뿐만 아니라 국내에서도 더욱 활발하게 진행되어 가는 추세이다. 북미의 경우 해양교육의 증가에 비례하여 해양교육에 대한 연구도 양적으로 급격히 증가하였음은 물론이고 그 방법 또한 매우 다양하게 이루어지고 있다. 연구란 연구자가 가진 패러다임, 존재론, 인식론을 기반으로 이루어지므로 이에 대해 개략적으로 고찰한 뒤 양적, 질적, 혼합 방법론이 지닌 장점과 제한점을 논의한다. 해양교육과 관련된 북미의 연구논문들(1980년~ 2011년)을 대상으로 연구자들이 사용한 다양한 연구방법 및 디자인을 연구사례와 함께 소개하여 한국에서의 해양교육 연구 설계를 위한 참고자료를 제공한다.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.

• The Mathematical Education
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• v.34 no.2
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• pp.141-202
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• 1995

van Hiele의 사고수준 이론에는 기초수존, 제1수준, 제2수준, 제3수준, 제4수준 등 5가지가 있고, 이 중에서 국민학교에 해당되는 것은 기초수준 (1학년), 제1수준(2, 3학년), 제2주순 (4, 5, 6학년) 등 세 가지 뿐이다. 그리고 기하학적의 구조 인식론에는 관제, 구성, 정의, 공리, 정리, 증명, 척도, 자호, 응용 등 9가지 단계가 있고, 이 9가지 단계를 기초수준, 제 1수준, 제 2수준의 각 수준에 대응시켜서 거기에 해당되는 기하도형 학습을 연구·분석하였다. 기하도형에 관한 학습은 주로 경험성과 창의성을 바탕으로 하는 보기문제를 제시하여 그 흐름을 해결함으로써 각 수준의 각 단계들을 스스로 인식하도록 하였다. 특히 여기에서 처음으로 등장하는 기하학의 구조 인식론이라는 것은 위에서 언급한 9가지 단계를 차례로 거쳐 가야만 아동들은 도형을 올바르게 빠짐없이 인식할 수 있다는 이론이다. 이 이론의 특징을 예를 하나 들어서 설명해 보면, 흔히들 정의를 단순히 무정의어와 정의어로 구분하고 있는데 반하여, 이 이론에서는 서로 역동적인 관계를 갖고 있는 기초정의, 상황정의, 포괄정의, 기본정의, 부수정의, 특수정의 등으로 나누었다는 점이다.

• Journal of the Korean Institute of Telematics and Electronics B
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• v.31B no.10
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• pp.140-148
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• 1994

In this paepr, the modified neocognitron, which has capability of recognizing multi-patterns in input image in one pass, is proposed. It is the hierarchical neural network composed of S and V layer which are able to extract features and of C layer with little effect from deformation, changes in size, shifts in position. S and V cells extract the features of all patterns in input image by applying DCC(don't care condition) to those cells. S and C cells also have position informations of extracted patterns. Position information is used in extracting good features without extracted features beting interfered one another. The proposed method is shorter in recognition time than the selective attention method with backward connection, because of recognizing multi-patterns in one passe. The modified neocognitron can recognizze attached multi-patterns because of using DCC and position informations.

• Journal of Science and Technology Studies
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• v.12 no.2
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• pp.33-79
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• 2012

This paper first aims to reveal that, in the current trend of 'the participatory turn' in STS, there are divergent positions subtly different from each other, and that the understanding of these divergent positions can be significant to study the differences, similarities and interfaces between the various models of scientific governance discussed in STS and those in risk governance developed by risk studies. Secondly, this paper shows that theoretical differences among STS scholars on scientific governance and public participation goes back to the 1970s and 1980s, during which they first laid down the conceptual basis of STS. All ideas and theories have their own historicity. This article is about the 'historical epistemology' of the participatory turn of STS, and is to seek 'political epistemology' that can become a shared vision of STS.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.401-414
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• 2021

The purpose of this study is to explore the cognitive achievement characteristics by group of achievement levels in the PISA 2018 science domain compared to the results of the PISA 2015, and to compare and analyze the 'epistemic' knowledge in the revised curriculum 2009 and in the revised curriculum 2007. The average correctness rates in PISA 2015 and PISA 2018 were analyzed by sub category of the evaluation frame in the PISA scientific domain. In the competencies domain, especially, the average correct answer rates of 'evaluating and designing scientific inquiry' were the lowest in medium and lower groups, but the rates rose in all achievement groups compared to PISA 2015, which is encouraging. Although the answer rates were low for both 'living system' knowledge and 'epistemic' knowledge in the knowledge domain, the average answer rates of the upper and middle groups increased in 'epistemic' knowledge compared to PISA 2015. The changes in the curriculum experienced by students participating in PISA were analyzed in relation to the 'evaluating and designing scientific inquiry' competency and 'epistemic' knowledge, which increased in average correct answer rates. In terms of understanding science, the "What is science?" unit that explicitly presents epistemic knowledge, and nature of model in inquiry activities, were explicitly presented in the revised curriculum 2009. In terms of understanding the process of justifying scientific knowledge, the number of inquiry activities increased, scientific explanations based on experimental results strengthened, and the "Science and Human Civilization" unit was introduced to help students to understand STS while simultaneously conducting arguments. These findings confirm the educational performance of groups by achievement level in the PISA 2018 scientific domain and suggest that the direction of education relates to epistemic knowledge in Korea's Science curriculum.

• Journal of Science of Art and Design
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• v.9
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• pp.25-47
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• 2006

Amongst various methods of interpreting art, a understanding of the intention of artistic creation has been traditionally considered the most essential. Hermeneutics is the typical way of approaching it. With a focus on interpretation and understanding of the object, Hermeneutics delves into methodological techniques of interpretation and understanding of the existence of art from ancient Greece to the present. Nevertheless, from the Hermeneutic viewpoint, art as the object of interpretation is not free from social conditions and tradition; for this reason, interpretation of art basically has a socio-historical aspect. The starting point of this thesis is to examine the methods of understanding art from the socio-historical viewpoint. For this purpose, I study the theory of Hermeneutics as a basic of socio-historical interpretation of art, calling for methodology I need to justify inter-dependency of the epistemological viewpoint aid the ontological viewpoint in interpretation of art. Here, I suggest 'imputation(Zurechung)' and 'cycle(Zirkel)' as methodological concepts to support interdependency of these two viewpoints in Hermeneutics. Zurechung means explanation of meaning based upon the higher standard that includes to object of interpretation, while Zirkel means perception of part in order to understand the whole and, in turn, recognition of the whole in order to understand the part. These two concepts function inter-dependently in clarifying the object of interpretation and various problems of understanding human beings derived from it in the process of interpretation. This is also a key to the explanation that the object in social condition is closely related to historical perspective.