• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.407-415
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• 2014

Genetic determinism of human behaviors is considered as a philosophical perspective that genes in humans determine biological as well as social traits. However, many biologists agree that human traits are determined by interactions between genes and genes, as well as between genes and environments. In this context, genetic determinism still affect ideas of the general public as well as research directions of biologists. According to Cl$\acute{e}$ment's KVP model (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012), teachers' conceptions of genetic determinism influence students' concepts of genetics. This study intends to investigate teachers' conceptions on genetic determinism of human behaviors. For this end, a questionnaire adopted from a previous research (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012) has been administered to 308 teachers including 151 pre-service and 157 in-service. Factor analysis has been conducted to extract major factors and one-way ANOVA has been employed to find out differences in extracted factors among different groups of teachers. Four factors have been extracted from 14 items of questionnaire, including factor 1, a perspective of genetic determinism of gender differences in intellectual ability, social status, and emotional traits; factor 2, a perspective of genetic determinism of individual differences in intellectual ability; factor 3, a perspective of genetic determinism of individual differences in biological immune function and behavioral trait; and factor 4, a perspective of genetic determinism of ethnic differences. From the results of One-way ANOVA among teacher groups on four factors, first, it has shown a significant difference in factor 1 (F=3.325, p=.006), factor 3 (F=3.320, p=.006) and factor 4 (F=4.325, p=.001) due to their subject matters. In post-hoc comparison there have been no significant difference between biology teachers and other teachers. It has also been found that there was a significant difference between pre-service and in-service teachers in factor 1 (t=-3.938, p=.000) and factor 4 (t=-3.121, p=.002) and in-service teachers are more genetic deterministic than pre-service teachers. Finally, different religions have no influence on teachers' conceptions of genetic determinism of human behaviors.

• Journal of Educational Research in Mathematics
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• v.20 no.1
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• pp.85-102
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• 2010

Linear programming(LP) is useful for finding the best way in a given condition for some list of requirements represented as linear equations. This study analysed LP in mathematics contexts and LP in school mathematics contexts, considered learning process of LP from an epistemological point of view, and explored a hypothetical learning trajectory of LP. The differences between mathematics contexts and school mathematics contexts are whether they considered that the convex polytope $\Omega$ is feasible/infeasible or bounded/unbounded or not, and whether they prove the theorem that the optimum is always attained at a vertex of the polyhedronor not. And there is a possibility that students could not understand what is maximum and minimum of a linear function when the domain of the function is limited. By considering these three aspects, we constructed hypothetical learning trajectory consisted of 4 steps. The first step is to see a given linear expression as linear function, the second step is to partition a given domain by straight lines, the third step is to construct the conception of y-intercept by relating lines and the range of k, and the forth step is to identify whether there exists the optimum in a given domain or not.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• 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.

• The Journal of Information Technology and Database
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• v.4 no.1
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• pp.93-103
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• 1997

소프트웨어에 대한 사용자의 인식이 높아감에 따라 다양한 기능의 고품질 소프트웨어의 개발이 요구되고 있으며 이러한 요구를 만족시킬 수 있는 방안들이 다양한 관점에서 연구되고 있다. 그 중에서도 소프트웨어의 품질평가를 통해 그 결과를 개발자에게 피드백함으로써 소프트웨어의 품질을 향상시키려는 관점에서 품질평가 방법론 및 지원도구에 대한 연구가 활발히 진행되고 있다. 본 논문에서는 소프트웨어의 품질에 관한 국제표준인 ISO/IEC 9126의 기능성, 신뢰성, 사용성, 효율성, 보수성, 이식성 등의 품질특성을 바탕으로 보수성에 대한 품질특성, 부특성, 내부특성의 체계에 따라 메트릭스를 정의하고 내부특성 체계에 맞추어 품질측정표를 개발함으로써 실제 품질향상을 위해 필요한 개발자 관점의 내부특성의 품질평가를 통해 사용자 관점의 외부특성에 대해 평가할 수 있는 체계를 확립하고 실제 프로젝트 업무에 대해 평가한 결과를 제시하였다.

• Journal of Science Education
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• v.38 no.2
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• pp.454-469
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• 2014

Teachers' presuppositions of nature of science, scientific causality, and nature are unconsciously constructed through interactions with his or her physical and social environment everyday and it began even before they were in any formal education. It directly influences their teaching later. Thus, this study examined what comprehensive presuppositions in nature of science, scientific causality, and nature are held by in-service secondary science teachers. For the study, Q-methodology was used. Q-sorting was done on 81 statements from three instruments: Nature statements, the Test of Preferred Explanations, and the Nature of Science Scale with twelve in-service science teachers. Teachers sorted the statements along a presented agreement scale of their viewpoint and the collected data was analyzed using recommended procedures for Q-sorts in order to group teachers with similar views. As a result, ten participants were placed in five factors based on their presuppositions of science, scientific causality, and nature and distinctive features of each factor were discovered. In addition, the study confirmed that presuppositions of science, scientific causality, and nature are interrelated. This study method will be helpful to discover more relationships regarding teachers' various viewpoints further.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.55-75
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• 2005

As part of development research of a gender-neutral mathematics program, this paper provides a discussion of the fearures of the developed mathematics program. Based on the theory of feminist pedagogy and critical theories about women' ways of knowing, this mathematics program for girls pursues the mathematical empowerment of girls. Specifically, this mathematics program facilitates girls' awareness of their mathematical potentials, encourage them to position women at a center of mathematics in order for th equity in mathematics education. For the purpose, this program emphasizes constructive learning through girls' active participation. Thus, the instructions will value girls' own cognitive resources such as their experiential knowledge and ways of mathematical justification and provide an environment to support the growth of girls' own mathematical potential. This developmental research will be furthered to the systematic program evaluation to extend this program to support the equity for the marginalized poppulations as well as girls in mathematics education.

• Journal of the Korean Geographical Society
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• v.38 no.6
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• pp.961-970
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• 2003

The 1972 United Nations Conference on the Human Environment sparked off actions aimed at protecting the ocean on all scales. Physical science was essentially in the foreground, and the ecological dimension remained in the background as well. During the following two decades, ocean uses increased and spread unexpectedly, and there was an urgent need for management patterns to deal with coastal areas, regional seas, and with the ocean as a whole. Meanwhile, mainly thanks to the Man and the Biosphere (MAB) programme, the ecological dimension of the environmental issue became more evident, while the concept of sustainable development was designed by the World Commission on Environment and Development (1987). As far as the ocean is concerned, by adopting Agenda 21, the 1992 Conference on Environment and Development (UNCED) could neither embrace a wholly ecology-oriented policy, nor adopt the concept of sustainable development in its whole extent. This circumstance encourages efforts to consider the ocean from an effective ecological perspective, and to explore how cultural and ecological systems have interacted. Hence the concept of diversity becomes an increasingly key factor.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06b
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• pp.396-398
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• 2012

대부분의 실세계 데이터는 시간성을 띄고 있으므로 시간성을 지닌 데이터를 분석할 수 있는 기계 학습 방법론은 매우 중요하다. 이런 관점에서 비디오 데이터는 다양한 모달리티가 결합된 대표적인 시간 데이터 이므로 비디오 데이터를 대상으로 하는 기계 학습 방법은 큰 의미를 갖는다. 본 논문에서는 음성 채널에기반한 비디오 데이터 분석 방법의 예비 연구로 비디오 데이터에 등장하는 화자를 인식할 수 있는 간단한 방법을 소개한다. 제안 방법은 MFCC (Mel-frequency cepstrum coefficients)를 이용하여 인간 음성 특성의 분포를 분석한 후 분석 결과를 신경망에 입력하여 목표한 화자를 인식하는 복합 신경망 모델을 특징으로 한다. 실제 TV 드라마 데이터에서 가우시안 혼합모델, 가우시안 혼합 신경망 모델, 제안 방법의 화자 인식 성능을 비교한 결과 제안 방법이 가장 우수한 인식 성능을 보임을 확인하였다.

• Journal of the Korean Home Economics Association
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• v.37 no.5
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• pp.61-84
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• 1999

The purpose of this study is to understand the context of cosumers' lives in Korea with a narrative analysis method. The epistemological orientation of eh narrative analysis is Interpretivism, which blends the two polar philosophical perspectives, Empiricism and Rationalism, and includes Narrotology, Hermeneneutics, Semiotics, and Structural Criticism. Narrative analysis takes as its object of investigation the story itself. This study collects eleven narrative plots from four housewives, into which Labov's structural approach is applied. This study shows clearly that the socio-cultural environment in which consumers live has strong influence on their consumption behavior and also reveals that narrativization tells not only about past actions but how individuals understand those actions, that is, meaning.