• Journal of the Korean Geographical Society
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• v.47 no.2
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• pp.297-309
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• 2012

This study examines how East Asia is represented in US World Geography textbooks and what kind of cultural and political epistemological frameworks are embedded in those representation focused on China and Japan. For this, four World Geography textbooks that widely used in public middle school throughout the State of Connecticut are selected as the major units of analysis and analyzed using content analysis. The results are as follows. First, The textbooks have the cultural epistemological framework that East Asia are portrayed not only as homegenous and static world but also as exotic world whose mode of life is quite different from that the West. Second, China are represented as having more traditional and negative images, whereas Japan are portrayed as receiving more modern and positive images in the textbooks. This difference is caused by the relationship between the U.S. and them and imply that the epistemological framework on East Asia of American can change according to the relationship between the U.S. and East Asia. Third, the textbooks seem to be dominated by colonialism epistemological framework that emphasize hierarchical order between the U.S. and East Asia and omit East Asian countries' contribution to global cultures and economies as political epistemological framework. These findings suggest the need to investigate the epistemological frameworks underlying World Geography textbooks used Korean classroom about neighbor Asia or non-Western societies.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.179-198
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• 2006

In This Paper, I call Johnson & Lakoff (1980; 1999)'s Experientialism or Experiential Realism or, Embodied Realism, Nunez(1995; 1997)'s Ecological Naturalism as Experientialism and try to investigate the possibility of their Experientialism to be a philosophy of mathematical education. This possibility is approached in the respect with the problem of objectivism and relativism. I analyzed the epistemological background of embodied cognition first and then mathematical epistemology of experientialism. Experientialism shares its Philosophical position partly with Dewey and Merleau-Ponty. Experientialists deny the traditional hypothesis of philosophy as such separability of subject and object, and of body and rationality and also They have better position of epistemology than that of Hamlyn, and of Social Constructivism. Therefore, They guarantee wider range of mathematical universality than Hamlyn and Social constructivist. I conclude that the possibility of Experientialism to be a philosophy of mathematical education depends on the success of its supporting the practical study on mathematics education.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.262-275
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• 2002

The purpose of this paper is to suggest a particular approach to geomorphology education based on an epistemology (anti-realist of geomorphology knowledge. Anti-realist epistemology of geomorphology may be characterized by the belief that (1) geomorphology knowledge is made or constructed rather than discovered, (2) knowledge construction begins with the perception of meaningfulness of the landform, and (3) it means recognizing the given land in terms of shape or form; (4) the construction is, in other words, a subjective or inter-subjective interpretation by the perceivers; (5) knowledge develops along with the hermeneutic circles. Aims of geomorphology education according to this epistemology, may be (1) to have children not so much construct geomorphology knowledge as live the very construction, (2) to have children maintain an enduring interest in their surrounding landform, and (3) to have them appreciate the intimate connections between the landform of a region and the modes of living in that region. In short, aims of geomorphology education may have to be ontological, i.c., to have children engaged in the understanding as a process of living rather than for the resulting knowledge.

• School Mathematics
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• v.19 no.4
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• pp.775-793
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• 2017

In this study, instruments were developed to measure of mathematics attitudes by conceptualization of epistemological beliefs as a cognitive dimension, mindfulness as a conative dimension, affect as an affective dimension. Perry's epistemological development scheme and Langer's mindfulness theory was noticed as a theoretical approach. Exploratory factor and confirmatory factor analyses, and a reliability test were assessed. This article suggest a new framework for analysing attitudes toward mathematics and changes in attitudes toward mathematics.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.67-67
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• 2010

과학교육에서 효과적인 과학 수업을 위하여 과학사 도입의 중요성이 계속 강조되어 왔다. 이에 따라 과학 교과서에는 많은 과학사 자료가 사용되고 있다. 하지만 과학 교과서에 사용된 과학사 자료가 어떤 유형과 맥락에서 어떠한 역할을 하고 있는 지에 대한 면밀한 분석은 이루어지지 못한 실정이다. 이에 본 연구에서는 선행 연구와 관련 문헌 분석을 통해 과학 교과서에 사용된 과학사 자료를 분석하기 위한 3차원 틀을 개발하고, 이를 제 7차 교육과정의 과학 교과서 지구과학 내용을 대상으로 적용하였다. 개발된 분석틀은 수업맥락, 역할, 제시유형의 3개 차원으로 구성된다. 수업맥락 차원은 흥미, 사회-문화적, 인식론적, 개념적 맥락의 4가지 영역으로 세분되며, 제시유형 차원은 에피소드/일화, 발견/고안, 선형적인 발전, 역사적 실험의 4가지 영역으로 세분된다. 역할 차원은 기본적, 보충적, 탐구적의 3가지 영역으로 세분된다. 개발된 3차원 분석틀을 적용하여 과학 교과서의 지구과학사 자료들을 분석한 결과, 수업맥락 차원에서는 개념적 맥락의 과학사 자료가 모든 학년별 과학 교과서에서 가장 많았다. 역할 차원에서는 기본적 역할이 압도적으로 많았으며, 탐구적 역할의 경우에는 매우 적었다. 제시유형 차원에서는 발견/고안과 선형적인 발전 유형이 대부분이었고, 에피소드/일화 유형의 자료는 주로 흥미 맥락과 연계되어 극히 일부만 사용되고 있었다. 3차원 각 영역들을 48개의 조합으로 분석한 결과, '개념적 수업맥락-기본적 역할-발견/고안 유형'과 '개념적 수업맥락-기본적 역할-선형적 발전 유형' 2개 조합에 집중되었으며, 나머지 조합들의 빈도는 매우 낮았다. 전체적으로 3차원 분석틀 각 영역에 부합하는 과학사 자료가 과학 교과서에 다양하게 포함되지 못하고 일부 영역에만 집중되는 것으로 나타났으며, 이러한 연구 결과는 앞으로 다양한 수업맥락, 역할, 그리고 유형으로 과학사 자료들이 개발될 필요가 있음을 시사한다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.3 no.3
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• pp.1-15
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• 2008

The paper discusses application of soft OR methodologies, which have been developed for last decades centered in European OR communities, to strategy formation process. It is shown that there is strong similarity in understanding of strategy formation between descriptive school of strategy and the research trend of soft OR. The focus and philosophical background of cognitive school of strategy, in particular, share much in common with soft OR school. The analysis and overview of several soft OR methodologies are introduced. It is also proposed that SODA can be utilized more directly to the strategy formation process. However, it is also noted in this paper that the epistemological issues should be considered and resolved for fluent investigation of soft OR methodologies in relation with existing rich strategic research works, for soft OR adopts interpretative research methods while strategy research generally lies on positivistic approaches.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.1
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• pp.139-162
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• 2006

This study suggested a knowledge theory, theoretical framework and general principles in methodologies for library and information science by theoretically weighing domain analysis. The central concept to domain analysis are a subject knowledge constituting the domain and a discourse communities to share their knowledge. Therefore the study described a definition of domain and explained domain in ontological, epistemological, and sociological dimensions, proposed eleven approaches available in domain analysis. And the study argued the implications of domain analysis for library and information in position of socio-cognitive view and pragmatic realism.

• 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 Korean Institute of Landscape Architecture
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• v.45 no.4
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• pp.71-80
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• 2017

Landscape design pursues a balance among different values in our society, but aesthetic value and ecological value in landscapes must bring complex relationships into harmony. Ecological aesthetics can be defined as a domain of study that manages the relationship between landscape ecology and landscape aesthetics to create aesthetically attractive and ecologically beneficial landscapes. Despite the importance of the research area, there has been limited empirical research addressing ecological aesthetics. This article aspires to connect and expand the conceptual framework to the research methodologies of ecological aesthetics. First, this study suggests a conceptual framework that examines the relationship between landscape and perceptual process in the context of ecological aesthetics. This framework stresses the importance of information and design intervention as moderators in this relationship. From this framework, three key topics in ecological aesthetics arise: (1) correlation between ecological integrity and aesthetic preference, (2) "compromised" design and management intervention principles that enhance aesthetic pleasure and still have biodiversity, and (3) the impact of information intervention in aesthetic experience. The framework indicated three domains affect each other; thus, when one domain is studied, the other two need to be considered. Secondly, several theoretical and empirical studies on ecological aesthetics will be reviewed from a methodological point of view. This will help to consider ecological aesthetics research, which has primarily been limited to theoretical discourse in empirical research.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.33 no.5C
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• pp.371-377
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• 2008

In this paper, we present a framework for vision-based two-arm gesture recognition. To capture the motion information of the hands, we perform color-based tracking algorithm using adaptive kernel for each frame. And a feature selection algorithm is performed to classify the motion information into four different phrases. By using gesture phrase information, we build a gesture model which consists of a probability of the symbols and a symbol sequence which is learned from the longest common subsequence. Finally, we present a similarity measurement for two-arm gesture recognition by using the proposed gesture models. In the experimental results, we show the efficiency of the proposed feature selection method, and the simplicity and the robustness of the recognition algorithm.