• East Asian mathematical journal
• /
• v.28 no.4
• /
• pp.403-417
• /
• 2012

We can understand in the context of kant's philosophy the intuitive geometry education arguing that geometry education should begin with intuition. Both Pestalozzi and Herbart advocate a connection between geometry and intuition as well as a close relationship between geometry and the world. Significance of the intuitive geometry education resizes in the fact that geometry becomes both an example of and a principle of general cognition. The intuitive geometry education uses figures as an educational foundation in the transcendental condition for the main agent of cognition. In this regard, the intuitive geometry education provides grounds for the human character development.

• The Mathematical Education
• /
• v.34 no.2
• /
• pp.141-202
• /
• 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 earth science society
• /
• v.23 no.4
• /
• pp.309-323
• /
• 2002

This qualitative study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of learning through four in-depth interviews. Of the sixteen participants in a larger study, five significantly changed ontological and epistemological beliefs and eleven did not. This study focused on these eleven teachers who have hardly changed their philosophical beliefs throughout the teacher education program. Ten teachers who consistently maintained the scientific realist beliefs were presented as a composite case (Young's case). Among the eleven teachers, there was one outlier who had consistently maintained an idealist and relativist epistemological position from the beginning of the study and was subjected to another case analysis (Ben's case). These cases corroborated the assertion that each individual's deeply entrenched ontological and epistemological beliefs are very hard to change. For researchers, this study offers insights into the reasons that preservice teachers give for non-changes in their thinking about learning to teach. The study also examines preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. This research emphasize necessity of the field-based teacher education program and the need of empowering experienced school teachers as teacher educators in teacher preparation and professional development.

• Journal of The Korean Association For Science Education
• /
• v.24 no.6
• /
• pp.1158-1172
• /
• 2004

This study searched secondary school students' epistemological views and ontological views about nature and the root causes of such their views. The subjects were 156 secondary school students and data were gathered by the questionnaire developed based on preceding researches. As a result, many secondary school students had epistemological views of unknowable nature. There were various root causes of their epistemological views such as regularity and harmony of nature, predictable and circular natural phenomenon, causation, the relation between human and nature. On the other hand, a lot of secondary school students had ontological view of supernatural nature. Their religious beliefs were very powerful influence their supernatural ontological views. The nature is the object of science and the physical world. Because those views supply science educators basic backgrounds how leaners understand science class, secondary school students' epistemological views and ontological views are precious information. From now on, it is necessary to study relations between students' epistemological views and ontological views and their science class processes.

• School Mathematics
• /
• v.15 no.2
• /
• pp.221-241
• /
• 2013

This study considers the experiment of Inhelder and Piaget(1963) in various aspects, and reveals the characteristics of the 'the formation of a critical mind', 'the transformation into the research question', 'the translation into the experiment', and 'the interpretation of the result of the experiment' in Piaget's genetic epistemology. According to these analyses, this study discusses the educational implications that the results of the Piaget's experiment support the education which raises the student's awareness.

• Korean Journal of Logic
• /
• v.18 no.1
• /
• pp.39-64
• /
• 2015

The most difficult problem for mathematical Platonism is the epistemological problem raised by Paul Benacerraf and Hartley Field. Recently, Mark Balaguer argued that his version of mathematical Platonism, Full Blooded Plantonism (FBP), can solve the epistemological problem. In this paper, I show that there are serious problems with Balaguer's argument. First, I analyse Balaguer's argument and reveal a formal defect in his argument. Then I raise an objection based on an analogical argument. Finally, I disarm some potential moves from Balaguer.

• Journal of the Korean earth science society
• /
• v.23 no.3
• /
• pp.221-233
• /
• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

• Journal of the Korean earth science society
• /
• v.23 no.3
• /
• pp.242-258
• /
• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of Educational Research in Mathematics
• /
• v.22 no.4
• /
• pp.459-475
• /
• 2012

Epistemology in which only subject and object of cognition exist can't play a role well in the society. In this paper we analyze structuralism which discusses linguistic and social conditions that make subject of cognition possible and semiologic epistemology's philosophical base with three keywords: subject, structure and discourse. Signification by the signs' relation not object of cognition and construct of subject make meaning of sign in network of signs. The construct exists before subject and subject can exist in the structural order. In understanding and analyzing learning of mathematics, this point of view makes you consider the other problems besides construction by subject.

• Journal of the Korea Convergence Society
• /
• v.11 no.4
• /
• pp.311-321
• /
• 2020

The purpose of this study was to analyze the recognition of secondary pre-physical education teachers' recognition for the learning athletics using Q methodology. P-sample was composed of 28 pre-secondary P·E teachers. The selected Q samples were arranged in the normal distribution form. The collected data were analyzed by factor analysis through varimax rotation using QUANL PC program. This study found four types of recognition on learning athletics. Type I is defined 'the type of recognition for education value.' Type II is defined 'the type of emphasizing assistant activities.' Type III is defined 'the type of an appeal difficulty to learn athletics skill.' Type IV is defined 'the type of emphasizing the basic movement value.' Based of the results of this study, the implications and direction to future research on athletics activities are suggested.