• Korean Journal of Cognitive Science
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• v.8 no.1
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• pp.57-76
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• 1997

Evolutionary epistemologist says that the growth of human knowledge involves nonjustificational process. I, however, argue that evolutionary espistemology also can involove justificational process with respect to pragmatic norm.Furthermore, epistemology can be naturalized without loosing the normative elements.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.259-265
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• 2015

This study examined high school students' acceptance of evolutionary theory, evolutionary knowledge, and epistemological belief. The Christian and non-Christian students' acceptance of evolutionary theory and evolution content knowledge were compared in relation to their 'scientific epistemological views' (domain-specific) and 'evolution in relation to nature of science' (context-specific). The Christian students' evolutionary knowledge was most predicted by the theory-laden exploration of science, while the non-Christian students' scores on evolutionary knowledge were most predicted by the scientific epistemological views. In addition, the Christian students' scores on scientific epistemological views and evolution in relation to evolution were not significantly related to each other, while the non-Christian students' scores on both variables were significantly related. Furthermore, 'evolution in relation to nature of science' is the strongest predictor of both Christian and non-Christian students' acceptance of evolution.

• Journal of the Korean earth science society
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• v.30 no.3
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• pp.317-329
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• 2009

By comparing the understandings of theology major with science major in a college, this study investigates how theology major students view the origin of universe and life and how they portray the view of sciences. In addition, this study examines how theology majors change their viewpoints through a series of lectures related to understanding of the modem sciences. Twenty six theology majors and nineteen science education majors participated in the survey investigation. For theology majors, questionnaire data revealed that 42% of theology majors support theistic evolution, while 42% responses with young and old Earth creation and none with evolutionism. On the other hand, most respondents in science education major espoused evolutionism and no one with extreme creationism. Most respondents with creationism shared the insights that science is an instrument for describing the creator's work, whereas most with evolutionisms perceived science as a logical and descriptive system of the natural world. After taking science courses, the theology majors' support of an extreme view like young Earth creationism has decreased by 4% (was 23%), while their support of the theistic evolution increased by a small percentage. This result lends support to the idea that science related courses helps theology major undergraduate students to understand the scientific evolutionism based on their theological backgrounds.

• Science & Technology Policy
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• v.7 no.7 s.100
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• pp.22-36
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• 1997

목차 1. 학습경제에서의 발전 전략 2. 개발도상국의 산업화과정에서 연구개발과 기술이전의 역할 3. 전환기를 맞은 한국의 기술혁신시스템 4. 동아시아와 동남아시아의 기술혁신시스템 5. 수요기업의 진입과 한국 자본재산업의 발전 6. 계약, 기업능력 그리고 경제발전: 신흥공업국에 대한 함의 7. 인터넷 기반의 국가혁신시스템이 아시아에 주는 의미 8. 국제기술협력과 기업의 동력 :NIEs의 의미 9. 삼성반도체의 동태적 기술경영능력에 대한 사례연구 10. 수평적 기술정책에 대한 학습론적 접근: 진화론적 인식 11. 아시아 신흥공업경제국가들의 효과적인 기술혁신 12. 한국의 산업발전과정에서 과학기술정책의 역할

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.767-778
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• 2014

Many biologists and various educational associations define evolution as a unifying theme as well as a central idea in biology. In this study, teacher education programs were developed as 18-hour courses on understanding the unified role and significance of evolution in biology, and their effectiveness was tested. As factors for the program content, enhancement of the acceptance of evolution, reinforcement of the conception of evolutionary theory, and recognizing and practicing evolution as the unifying nature of evolution were considered. Hands-on activities, self- and peer-evaluation, and projects based on the small teams including frequent questioning and feedback by instructors were considered methodological factors. Six in-service biology teachers and seven pre-service teachers took part in the programs of the graduate school of H university to testing their effectiveness. They were effective in improving the acceptance of evolution, the understanding of evolutionary mechanism, the perception on the unified role of evolution. The programs also induced a positive change in self-evaluation for knowledge of evolution and perception on importance of evolution in biology. Subsequent studies on whether the changed perceptions of the teachers who participated in the programs reflect on their biology classes in secondary schools after finishing the graduate program are required.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.100-108
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• 2020

20th century music has been recognized as disconnected. Some criticized that it is not music. This controversy has been continued over decades in music history. This study applied Darwin's evolutionary theory to John Cage's 4'33", the most popular music in 20th century and tried to prove musical continuity embedded in it. 4'33" has always been a subject of controversy because it has no sound. However, the study found out that 4'33" has the common musical factor, the rest. 4'33" can be interpreted as the variation of the rest in evolutionary view. The rest has undergone a variety of variations in form and meaning since the beginning of the musical notation and was suitable for a new musical environment changed in 20th century. In the evolutionary view, 4'33" is evolved music, not disconnected.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.277-287
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• 2022

This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than outcome in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rather than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teachers believed that learning ability was born with experience, while high-career male teachers value the learning process. Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers' personal characteristics.

• Journal of Science Education
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• v.34 no.2
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• pp.246-259
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• 2010

The purpose of this study was to investigate pre-service biology teachers' perception of the evolution. This study was to compare the views of pre-service biology teachers with no religion with those of christian preservice teachers. Subjects were 77 pre-service biology teachers who enrolled in an university and graduate school of education located in Seoul. The instrument of this study was a questionnaire which consisted of 14 items on 2 domains: the nature of science, the origins of human beings. The key results are as follows. Most pre-service teachers showed highly understanding of the characteristics of science. However pre-service biology teachers still possessed naive views on the distinction of law and theory. In terms of the methods of science, many of the pre-service biology teachers considered scientific theories to progress through the accumulation of observation and experiments or through changes and modifications in existing theories. Compared with the pre-service teachers with no religion, christian pre-service teachers had conflicting views and misconceptions about the origins of human beings. The factors of religion were found to be one of the important barriers which prevent them from understanding the origins of human beings. The results suggested that the education program for pre-service biology teachers integrating the concepts and development process of the scientific knowledges should be effective for understanding the nature of science. For pre-service biology teachers, It is important to understand conflicting views of the christian pre-service teachers who understand creationism as a science.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.354-372
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• 2022

The purpose of this study is to explore the philosophical position of various scientific theories based on the scientific worldviews for science education. In addition, it aims to expand science education, which has usually dealt with epistemology and methodology, to ontology, that is, to the problem of metaphysics. It can be said that there exists a physical realism, traditionally defined as a strong determinism of the metaphysical belief. That is fixed and unchanging objective scientific knowledge independent of our minds, which was established by Newton, Einstein and Schridinger. What can be seen in the natural laws of dynamics can be called 'mathematicization'. Einstein also shook the traditional views to some extent through the theory of relativity, but his theory was still close to traditional thinking. On the contrary, to escape from this rigid determinism, we need anthropomorphic concepts such as 'possibility' and 'chance'. It is a characteristic of the modern scientific worldviews that leads the change of scientific theory from a classically strong deterministic thought to a weak deterministic accidental accident, probability theory, and a naturalistic point of view. This can be said to correspond to Darwin's theory of evolution and quantum mechanics. We can have three types of epistemological worlds that justify this ontological worldviews. These are rationalism, empiricism and naturalism. In many cases, science education does not tell us what kind of metaphysical beliefs the scientific theories we deal with in the field of education are based on. Also, science education focuses only on the understanding of scientific knowledge. However, it can be said that true knowledge can bring understanding only when it is connected to the knowledge of learned knowledge and the learner's own metaphysical belief in the world. Therefore, in the future, science education needs to connect various scientific theories based on scientific worldviews and philosophical position and present them to students.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2007.11a
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• pp.328-332
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• 2007

본연구에서는 센서의 융합을 통하여 환경을 인식하며, 주변환경에 대한 지식을 갱신, 학습할수 있는 방법론을 연구하며, 동적인 장애물의 감지및 움직임 예측에 기반한 지능적 회피 알고리즘과 AHP를 이용한 Navigation Strategy수정과 이동 로봇 스스로 최적의 결과를 낼수 있게 개선 시키는 알고리즘을 구현한다. 그와 더불어 AHP를 이용하여 Navigation Performance를 최대로 높일 수 있는 방향을로 진화시키는 알고리즘을 구현한다. 또한 부여된 임무수행을 위한 목표물 추적을 위한 비전 시스템에서의 대상체 추출및 인식 알고리즘을 개발하며 인간뇌의 환경인식 체계와 유사한 방식의 Map building기법을 연구한다.