• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.341-356
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• 2022

This study aims to derive the implications of actor-network theory in science education research. To this end, previous studies applying the actor-network theory were analyzed. The study results show that educational research using actor-network theory can be divided into three main approaches. First, ANT was used as an epistemological perspective to construct an educational method or perspective, Second, ANT was used as an ontological perspective to recognize non-human agency, Third, ANT was used as a methodology for educational research. Based on the results, the possibility of contributing to science education research is discussed. As a new theoretical point of view, we hope that actor-network theory will be meaningful in science education practice and empirical research.

• SUVANNABHUMI
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• v.3 no.2
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• pp.31-77
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• 2011

식민지하 동남아 천년왕국 운동에 대한 오늘날의 해석들은 그 주체인 농민들을 식민주의를 개념화하고 저항하는 동기와 조건 그리고 상징을 제공하는 토착 지식의 전수자로 간주한다. 종말론과 저항에 대한 관심의 대부분은 농민연구나 지역연구 학자들로부터 유래하며, 이들은 봉기에 대한 과거의 묘사들이 토착의 정신세계를 간과했거나 국가이념을 저항세력들의 결집원리로 과대 포장한 것에 주의를 기울인다. 천년왕국 봉기에 관한 글들에서 제공하는 해석들은 동남아 신념 체계에 관한 독립적인 관점을 제공할 뿐만 아니라, 인식론적 측면에서 식민지국가들을 이와 같은 전통에서 단절시키고 있다. 영국 식민지하에서 최대의 농민반란인 서야쌍 봉기(1930-1932)는 오늘날 이와 같은 천년왕국 운동의 정수를 보여주는 사례로 간주된다. 학자들은 수천 명의 농민들로 하여금 버마인의 권위를 되찾고, 불교를 회복시키며, 식민통치로 인해 낳은 사회-경제적 부조리를 일소시킬 그들의 왕으로 믿게 만든 한 농부의 흥미로운 이야기를 묘사하고 있다. 일련의 반란이 미신에 의해 추동되었다고 간주한 식민지 관찰자들과는 달리 이후의 역사가들은 그 반란이 불교를 재건하고 태평성대로 인도할 미래부처인 미륵불의 현신에 대한 믿음의 표현이라고 해석했다. 이러한 학자들에게 서야쌍 봉기는 어떻게 동남아 사람들의 감수성이 식민지의 사회-경제적 압력 속에서도 지속되었으며, 상좌불교의 예언이 토착의 문화적 토양에 얼마나 깊이 내재해 있는지를 말해주는 사례였다. 경험적 관점에서 본 글은 서야쌍 봉기의 근원을 재해석함으로써 천년왕국 봉기에 관한 글들이 대부분 식민지적 문서화 작업과 종교를 과장되고 세속화된 화술로 믿게 하려고 지역연구자들의 산물임을 밝히고 있다. 개념적 관점에서 본고는 버마에서 일어난 천년왕국 운동의 역사적 구성에 대한 식민주의의 역할을 보다 면밀히 관찰하였다. 또한 식민지법, 학문, 그리고 식민지하 버마 농촌에서 발생한 종교적 저항에 대한 우리들의 이해를 상호 연결하는 인식론적 관계를 탐구했다. 그리하여 본고는 천년왕국 해석이 이 시기에 공존했던 다른 유형의 불교정치적 형태를 어떻게 왜곡했는가를 밝히고 있다.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.109-126
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• 2023

In this study, I took the evidence-explanation (E-E) continuum perspective to examine the epistemological implications of scientific reasoning cases designed by preservice elementary teachers during their simulation teaching. The participants were four preservice teachers who conducted simulation instruction on the seasons and high/low air pressure and wind. The selected discourse episodes, which included cases of inductive, deductive, or abductive reasoning, were analyzed for their epistemological implications-specifically, the role played by the reasoning cases in the E-E continuum. The two preservice teachers conducting seasons classes used hypothetical-deductive reasoning when they identified evidence by comparing student-group data and tested a hypothesis by comparing the evidence with the hypothetical statement. However, they did not adopt explicit reasoning for creating the hypothesis or constructing a model from the evidence. The two preservice teachers conducting air pressure and wind classes applied inductive reasoning to find evidence by summarizing the student-group data and adopted linear logic-structured deductive reasoning to construct the final explanation. In teaching similar topics, the preservice teachers showed similar epistemic processes in their scientific reasoning cases. However, the epistemological implications of the instruction were not similar in terms of the E-E continuum. In addition, except in one case, the teachers were neither good at abductive reasoning for creating a hypothesis or an explanatory model, nor good at using reasoning to construct a model from the evidence. The E-E continuum helps in examining the epistemological implications of scientific reasoning and can be an alternative way of transmitting scientific reasoning.

• Journal of the KSME
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• v.54 no.2
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• pp.46-51
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• 2014

최근 각종 공학문제의 해결을 위해 결정론적(Deterministic) 관점보다는 각종 불확실성을 고려한 확률적 (Probabilistic) 또는 추계적(Stochastic) 관점에서 분석 평가하려는 노력이 증가하고 있다. 이는 신뢰성분석 및 설계 측면에서 특히 중요하게 인식되고 있으며, 이를 구현하는 방법론으로 베이지안 통계기법(Bayesian Statistics)이 최근 많은 주목을 받고 있다. 이 글에서는 이러한 기법을 신뢰성 평가 및 고장예지에 어떻게 적용하고 있는지 사례를 중심으로 설명하고자 한다.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.143-154
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• 2017

Science inquiry has long been emphasized in Korean science education. Scientific modeling is one of key practices in science inquiry with a potential to provide students with opportunities to develop their own explanations and knowledge thereafter. The purpose of this study is to investigate teacher's understanding of models in science and science teaching. A professional development program on Models (PDM) was developed and refined through three times of implementation while teachers' conceptions of models and modeling were examined. A total of 29 elementary and secondary teachers participated in this study. A survey based on model use of scientists in the history of science was developed and used to collect data and audio recordings of discussions among teachers and artifacts produced by the teachers during PDM were also collected. Three ways of ontological and two ways of epistemological understanding of models and modeling were found in teachers' ideas. After PDM, a quarter of the teachers changed their ontological understanding whereas very few changed their epistemological understanding. In contrast, more than two thirds of the teachers deepened and extended their ideas about using models and modeling in teaching. There were no clear relationships between teachers' understanding of models and ways and ideas about using models in science teaching. However, teachers' perceptions of school conditions were found to mediate their intention to use models in science teaching. The findings indicate possible approaches to professional development program content design and further research.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.63-81
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• 2014

Korean students have shown high achievements on the cognitive domain of mathematics in a range of international assessment tests. On the affective domain, however, significantly low achievements have been reported. Among the factors in the affective domain, this article discusses on the value of mathematics in the perspective of Michael Polanyi's philosophy, which centers personal knowledge and tacit knowing. Polanyi emphasizes abstractness and generalization in mathematics accompanied by intellectual beauty and passion. In his perspective, therefore, utilitarian aspects and usefulness of mathematics imparted through linguistic representations have limits in motivating students to learn mathematics. Students must be motivated from recognition of the value of mathematics formed through participating authentic mathematical problem solving activity with immersion, tension, confusion, passion, joy and the like.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.72-86
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• 2023

The purpose of this study is to examine what epistemological beliefs pre-service teachers have about science depending on the situation, and to explore in-depth changes in epistemological beliefs through disciplinary reading. For this purpose, 77 essays written by pre-service elementary school teachers after reading Feynman's 'the meaning of it all' were analyzed using an inductive analysis method. As a result of the study, the epistemological beliefs of pre-service teachers were divided into two situations: 'science in subject learning' and 'science in daily life', and the epistemological beliefs formed in the 'science handled by scientists' situation were analyzed after reading the book. Each situation was divided into sub-categories of 'Impression of Knowledge', 'Source of Knowledge', 'Justification of Knowledge', 'Variability of Knowledge', 'Structure of Knowledge', and 'Value of Knowledge Acquisition' to reveal differences in sophisticated beliefs and naive belief levels. As a result, it was derived that Feynman's science lecture influenced pre-service teachers in terms of establishing new perspectives and recontextualizing existing epistemological beliefs. This study is meaningful in that pre-service teachers' scientific epistemological beliefs may vary depending on the situation, and that the scope and depth of epistemological beliefs may be expanded to include scientists' beliefs in science through disciplinary reading.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.109-136
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• 2009

This study started with concerns for corporate philanthropy that is emerging as an alternative for resource development of social work field in Korea. However, corporate philanthropy is not operating as an accomplished conception yet, but as a type of the practical discourse. Therefore corporate philanthropy is interpreted a multiplicity of meanings is used ambiguously in social work practice field. This is because theoretical reviews on the conceptual thinking of corporate philanthropy are scant and is in need of empirical inquires into conceptual perception of social workers who uses this concept as a stakeholder to corporate philanthropy. After analyzing the data using Q methodology, the result shows that social workers' major perception patterns on corporate philanthropy perspective consists of three patterns; Win-Win Partnership, Social-obligation, Strategic Materialism. These patterns are classified by the dimension of 'classical view', 'socio-economic view', 'modern view' and 'philanthrophic view'. This result will attribute to develop theories, social work practice program and social worker' training program related corporate philanthropy. And to give facilities for lucid communication among practice and theory in social work field as it materializes the explicit conception of corporate philanthropy that is understood ambiguously in Korea.

• 한국문헌정보학회 학술발표논집
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• 2004.04a
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• pp.119-140
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• 2004

지식정보사회에서 지식에 관한 논의는 정보학적 관점뿐만 아니라 지식경영 입장에서도 활발하게 진행되고 있다. 지식은 고대 그리이스 시대로부터 서구철학의 인식론적인 논쟁이 되어왔다. 지식의 본질에 관한 연구로부터 지식의 범주, 활용에 이르기까지 지식을 둘러 싼 연구는 끊임없이 계속되고 있다고 볼 수 있는데 이 글은 지식의 범주를 계량, 비계량의 관점에서 일반 정보 시스템(도서관)과 경영정보시스템(DSS, EIS)으로 분리되어 연구되어 오던 종래의 연구 관행과 관리 방안에 대하여 재고해 보는데 그 목적을 둔다.(중략)

• Journal of Korean Philosophical Society
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• v.117
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• pp.57-84
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• 2011

As for the methodology of physical science, on the one side, Ludwig Boltzmann was declined to Scientific Realist and at the same time Epistemological Idealist. But on the other. He was neither fully nor consistently either one of them, because of rejecting the causal realism of the former and the belief in absolute certainty of the latter. Is there nevertheless any evidence that he had a coherent world view of his own? Yes. In short, he seems to identify his own position with what is called a mind-matter identity theory. In 1897, he supported that psychological processes are identical with certain processes in the brain(realism). And in 1903, he said : "Physics is not separated from psychology. They are only different sides." But Boltzmann did not explain concretely the possibility of this identity. So I tried to construct one theory of identity which is suitable for understanding problems n the physical world, though whether it would work for a full-scale world view which includes both physical and mental phenomena remains problematic. If light phenomena, for example, tend to be measured in terms of some contexts as if light were a wave and in others as if light were a particle, then one may be able to reasonably suppose that light has whatever characteristics in itself which it must have in order to seem like a wave under some conditions of measurement and like a particle in others. If this theory is provisionally to mental phenomena as well, it would mean that reality has those characteristics in itself which it must have to appear as it does to the various faculties of the mind and as it is measured in different physical situations. This is probably not what Boltzmann meant by his theory of identity, since it is very ontological and metaphysical. But in my opinion it is by far the most reasonable identity theory.