• Communications of Mathematical Education
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• v.35 no.4
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• pp.425-444
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• 2021

In this study, under the assumption that the goal pursued in measurement area can be reached through the composition of the measurement activity considering the mathematical process, the method of summing the interior angles of a triangle using the measurement error was applied to the 4th grade class of the elementary school. Results of the study, first, students were able to recognize the possibility of measurement error by learning the sum of the interior angles of a triangle using the measurement error. Second, the discussion process based on the measurement error became the basis for students to attempt mathematical justification. Third, the manipulation activity using the semicircle was recognized as a natural and intuitive way of mathematical justification by the students and led to generalization. Fourth, the method of guiding the sum of the interior angles of a triangle using the measurement error contributed to the development of students' mathematical communication skills and positive attitudes toward mathematics.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.155-171
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• 2024

This study compared and analyzed students' reasoning processes and justification methods when introducing the concept of "the sum of angles in a triangle" in mathematics classes with a focus on both measurement and geometric aspects. To confirm this, the research was conducted in a 4th-grade class at H Elementary School in Suwon, Gyeonggi-do, South Korea. The conclusions drawn from this study are as follows. First, there is a significant difference when introducing "the sum of angles in a triangle" in mathematics classes from a measurement perspective compared to a geometric perspective. Second, justifying the statement "the sum of angles in a triangle is 180°" is more effective when explained through a measurement approach, such as "adding the sizes of the three angles gives 180°," rather than a geometric approach, such as "the sum of the angles forms a straight angle." Since elementary students understand mathematical knowledge through manipulative activities, the level of activity is connected to the quality of mathematics learning. Research on this reasoning process will serve as foundational material for approaching the concept of "the sum of angles in a triangle" within the "Geometry and Measurement" domain of the Revised 2022 curriculum.

• Journal of Korean Philosophical Society
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• v.145
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• pp.351-380
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• 2018

In every society, citizens must decide how to punish criminals, uphold the virtue of justice, and preserve the security of the community. In doing so, the members of society must ask themselves how they will punish those who carry out the most abhorrent of crimes. Many common responses to such a question is that death is an acceptable punishment for the most severe crimes. But to draw some theoretical distinction between a crime that deserves incarceration and a crime that is so heinous that it deserves capital punishment is subject to three errors. First, what possible line could be drawn? To decide on a particular number of deaths or to employ any standard would be arbitrary. Second, the use of a line would trivialize and undermine the deaths of those whose murderers fell below the standard. Third, any and all executions still are unjust, as the State should not degrade the institution of justice and dehumanize an individual who, although he or she has no respect for other human life, is still a living person. Simply put, all murders are heinous, all are completely unacceptable, and deserve the greatest punishment of the land; however, death as punishment is inappropriate. Also, while this article arrives at the conclusion that the death penalty is an inappropriate form of punishment, I have not offered an acceptable alternative that would appease those who believe capital offenders deserve a punishment that differs in its quality and severity. This is a burden that, admittedly, I am unable to meet. I finally conclude that the death penalty is unjustified retribution. This is the only claim that can effectively shift the intellectual paradigms of the participants in the debate. The continued use of the death penalty in society can only be determined and influenced by the collective conscience of the members of that society. As stated at the outset of this article, it is this essentially moral conflict regarding what is just and degrading that forms the backdrop for the past changes in and the present operation of our system of imposing death as a punishment for crime.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.249-257
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• 2018

The purpose of this study was to analyze the knowledge and ability levels of middle school students in four areas: conceptual understanding, argument construction, justification schemes, and use of scientific knowledge in a causal explanation for a genetic phenomenon. A group of 162 middle school students who have taken a class titled Genetics and Evolution participated in the study. Each student answered-and justified the answer to-one question pertaining to genetics. Ability levels were rated from level 0 to level 4, with 4 being the top rating. Students were required to choose one of two competing arguments to explain whether green seed pimps and red seed pimps of the same size and shape were the same species or not. Analyzing conceptual understanding: 47% of the respondents provided the correct answer. Analyzing their abilities for constructing an argument: 75% of the students with the correct answer and 42% of the students with the incorrect answer were evaluated to be at ability level 3 or 4 for argument construction. Analyzing the students' justification schemes: "Scientific idea" and "Analogy" were the most frequently used schemes. Analyzing their use of scientific knowledge: of the students who selected the scientific idea justification scheme, 36% used the correct scientific knowledge, but the remainder used inaccurate or nonspecific scientific knowledge. These findings provide implication for encouraging argumentative writing explaining scientific phenomena regarding epistemic practice.

• Digital Contents
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• no.9 s.160
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• pp.116-119
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• 2006

소비자는 게으르다. 이것저것 여러가지를 생각하는 듯 보여도 사실 소비자는 구매 행동을 할 때 의외로 단순하게 판단한다. 소비자에게‘ 많은 노력을 들이지 않아도 되는 것’은 매우 매력적인 요소가 된다. 그러다 보니 브랜드가 중요하게 된다. ‘ 이 브랜드라면…’이라는 인식은 소비자가 굳이 많은 정보처리의 노력을 들이지 않아도 자신의 선택을 정당화하는데 무척 도움이된다. 사람을 볼 때에도 이같은 소비자의 게으름은 그대로 적용된다.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.75-88
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• 2009

In this article it is investigated what role analysis play in the reasoning. The author suggests that the mathematical statements should be reformulated so that analysis can be activated in the reasoning.

• Korea Petroleum Association Journal
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• no.4 s.182
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• pp.90-93
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• 1996

이 자료는 The Economist지 1995년 11월 25일자부터 「Schools Brief」제하에 연재되고 있는 경제관련 주요쟁점의 오류 (economic fallacies)에 관한 소론의 마지막으로 시장실패가 정부개입을 정당화하는 것으로 속단하는 경향이 있으나, 시장은 스스로 실패를 시정하는 능력을 갖고 있으며 역사적으로도 정부개입의 효과는 신통치 않았다는 주장을 정리한 것임. <편집자 주>

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.49-69
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• 2014

The purposes of this study were (1) to investigate children's moral judgment, justification reasoning in terms of aggressive behavior, and (2) it examined the relationship to false belief understanding. Children aged between 3 to 5 years(N = 120) participated in this study. Each child was interviewed individually and responded questions designed to measure his/her moral judgment and justification reasoning and false belief understanding. The 12 pictorial tasks consisted of selfish and altruistic intentions and three different types of acts (physical, verbal, relational) as responses to aggressive behavior. The results indicated that the kind of moral judgment used was different according to the intention and the types of acts. There were significant differences in children's justification reasoning according to the age and the types of acts. There was a positive relationship between false belief understanding and moral judgment, justification reasoning. This paper also provided a detailed discussion of the results and recommendations in the context of more general cognitive developmental changes.

• Korean journal of communication and information
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• v.80
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• pp.7-39
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• 2016

This essay deals with the bulk of problems of media raised by social inequality. I attempted to examine the relationship between inequality and media/information. In adopting the method of political economy based on dialectical viewpoint, I argue that collaboration among Chaebol, media, power result in the media capitalism. This mode of production has brought about the decline of public service and democracy. It led the Korean industrial capitalism to media capitalism. This mechanism is a dominant but unfair system with grasping of wealth, power, information. The media capitalism, based on profit, privatizations, power monopoly, remains democracy and public service in retreat. Chaebol-media-power complex plays an important role in cementing the establishment. We are reminded how much the dominant system has deteriorated the public interests of the media market and information.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.15 no.26
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• pp.43-48
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• 1992

국제적으로 증가되어지고 있는 제조업분야의 경쟁으로 인하여 사업체들 간에는 경쟁적으로 이상적인 방법의 공장자동화 (Factory Automation)를 품질향상 및 생산성증가를 위한 한 방법으로 채택하고 있다. 치열해지는 경쟁력으로부터 시장을 고수하기 위해 공장자동화가 기업들 간에는 근본대책으로 설정되고 있는데, 이러한 경향은 사업체들이 보다 나은 품질의 제품을 저렴한 가격으로 소비자에게 제공하고 생산력향상을 경제적으로 달성하기 위하여 많은 액수의 비용을 투자하게끔 하고 있다. 현재 여러 종류의 공장자동화 방법이 개발되고 있고, 채택되어지고 있다. 그 중에서도 현재 많은 각광을 받고있는 분야가 유동제조시스템(Flexible Manufacturing System ; FMS)이다. 본 연구에서는 유동제조시스템을 공장자동화의 한 방법으로 채택하기 위해 필요한 기본적인 두 가지 요소, 정당화 및 계획과정에 관하여 논하였다. 우선적으로 정당화되어야 할 문제점들 중에는: 1) 유동성에 대한 이해와 경제성에 대한 연구, 그리고 2) 노사관계에 관한 문제점들을 고찰하여 각 기업의 특성에 맞게 조절을 해야한다. 이러한 점들에 대한 이해, 연구, 고찰이 이루어지고 정당성이 성립이된 후에는 유동제조시스템을 점차적으로 정착시킨다. 이 진행과정에서 성립되어야 할 점들은 다음과 같다. 첫째, 시스템 채택방법을 택하고, 둘째, 분임조를 결성시켜 설정되어진 과제들을 분담하여 해결해 나아가면서 유동제조시스템이 하나의 고유적인 방법으로 회사의 특색 및 실정에 맞게 정착되도록 한다.