• Korean Journal of Cognitive Science
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• v.34 no.3
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• pp.243-257
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• 2023

This paper aims to examine how proprioception provides a sense of ownership over one's body and physical actions. Proprioception is a sense that relies on somatic interoceptors rather than exteroceptors that receive external stimuli and has epistemic importance of knowing the presence, location, and movement of bodily parts. In this paper, I will argue that Shoemaker's principle, "Immunity to Error through Misidentification (IEM)" can be applied to proprioception by focusing on one of the intrinsic features of proprioception: First-Person Perspective. I will advocate the following two arguments by defeating each of Marcel's pathological counter-examples in turn. Proprioception is infallible in that it provides a sense of ownership over one's body and physical actions. Second, proprioception is indispensable for the sense of ownership of one's body and physical actions.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.28 no.4
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• pp.409-415
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• 2015

For the design of Concrete-Filled Steel Tube(CFST) columns, the outside diameter D to the steel tube thickness t ratio(D/t ratio) is limited to prevent the local buckling of steel tubes. Each design code proposes the respective model to compute the maximum D/t ratio using the yield strength of steel $f_y$ or $f_y$ and the elastic modulus of steel E. Considering the uncertainty in $f_y$ and E, the reliability index ${beta}$ for the local buckling of a CFST section can be calculated by formulating the limit state function including the maximum D/t models. The resulted ${beta}$ depends on the maximum D/t model used for the reliability analysis. This variability in reliability analysis is due to ambiguity in choosing computational models and it is called as "modelling uncertainty." This uncertainty can be considered as "non-specificity" of an epistemic uncertainty and modelled by constructing possibility distribution functions. In this study, three different computation models for the maximum D/t ratio are used to conduct reliability analyses for the local buckling of a CFST section and the reliability index ${beta}$ will be computed respectively. The "non-specific ${beta}s$" will be modelled by possibility distribution function and a metric, degree of confirmation, is measured from the possibility distribution function. It is shown that the degree of confirmation increases when ${beta}$ decreases. Conclusively, a new set of reliability indices associated with a degree of confirmation is determined and it is allowed to decide reliability index for the local buckling of a CFST section with an acceptable confirmation level.

• Environmental and Resource Economics Review
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• v.24 no.2
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• pp.283-309
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• 2015

Nagoya Protocol came into effect October of 2014. For Korean companies to follow Nagoya Protocol with ease, this research conducts the survey to figure out consumers' additional willingness to pay for bio-diversity. The hypothesis that the bio-diversity label will make an impact on willingness to pay through emotional value, conditional value, and epistemic value is based on consumption value theory. The survey is conducted for two product categories; first one is utilitarian product (milk) and the other one is hedonic product (cosmetics). The analysis result shows the bio-diversity label on both product categories incur additional willingness to pay. Especially, expectation on effectiveness of bio-diversity label increases the additional willingness to pay on biodiversity label. This implies for easy following on Nagoya Protocol, the education and promotion of bio-diversity is need to increase consumers' additional willingness to pay, which can be the attraction for companies to obey the Nagoya Protocol.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.106-117
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• 2010

The purpose of this study was to explore students' argumentation in perspectives of epistemology and psychology and to find out how teacher can promote students' abilities of developing argumentation. The 60 hours of lessons from the interaction between one science teacher (Mr. Physics, who had 35 years of teaching experience) and his 26 students were observed, transcribed, and analyzed using two different analyzing tools; one is from the perspective of epistemology and the other from the perspective of psychology, which can portray how argumentation is constructed. Mr. Physics created the environment where students could promote the quality of scientific argumentation through explicit teaching strategy, Claim-Evidence Approach. The low level of argumentation was portrayed through examples from students' prior knowledge or experience in the form of an Appeal to the instance operation and the Elaboration reasoning skill. Students' own claims were developed through application of knowledge in a different context in the form of an Induction operation and Generativity reasoning skill. Higher level of argumentation was portrayed through Consistency operation with other knowledge or experience and Explanation reasoning skills based on students' ideas with more active teacher's inputs. The teacher in this study played a role as a helper for students to enact identities as competent "sense makers," as an elaborator rather than evaluator to extend students' ideas, and as a mentor to foster and monitor the students' development of ideas of a higher quality. It is critical for teachers to understand the nature of argumentation, which in turn is connected to their explicit teaching strategy with the aim of providing opportunities where students can understand the science enterprise.

• Journal of Science and Technology Studies
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• v.10 no.2
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• pp.107-141
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• 2010

Visualization techniques are transformed into reliable representations through socio-technological processes which include the agreement on the instrument and the embodiment of practices in relevant scientific communities. Visual representations thus produced are justified by realistic and epistemic virtues in science. This paper analyzes different visual images presented in the scientific papers of two research groups who argue different theories about the mechanism of face perception. These two scientific groups use the same fMRI technology; yet, different experimental paradigms and visual stimuli change their hypotheses into distinct testable theories, which in turn lead to different evidences to support their own theories. Visual evidences are intermediate representations which lie between fMRI brain images and scientific theories, and theoretical models obtain the scientific value based on the consistency in the chain of visual representations. This study shows that representations in science tend to be good representations within the context of scientific communities. It will provide a chance to think of the value and limit of the scientific knowledge

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.717-754
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• 2015

As a design research, this study aims to identify students' collaborative problems solving patterns using the Wiki and design factors triggering MKB(mathematical knowledge building) in virtual environment. For 70 days, 14 Korean secondary gifted students, who enrolled in calculus II courses in one of gifted institutions in Korea, solved 10 math problems together using the Wiki. In this study, I considered five design factors; motivation, practice of LaTeX, norms of participation, epistemic agency, and two types of educational settings. The primary pattern emergent in students' collaborative problem solving process is identified as 'solutions and refutations' along the double helix consisting of the constructive line and the critical line, which is very similar to the pattern of 'Conjectures and Refutations'(Lakatos, 1976). Despite that most participants had difficulty in using LaTeX for mathematical expressions, this study shows that Wikis are valuable tools for providing Korean secondary students opportunities to learn social virtue such as humility and courage (Lampert, 1990), which is considered to be have been neglected in Korean educational environment but is emphasized as precious for doing mathematics in the field of mathematics education.

• Journal of the Korean Geographical Society
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• v.48 no.1
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• pp.1-18
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• 2013

The mountain region in Korea has been known as 70% of total area and most Korean people have recognized Korea as the mountainous country. Those concepts are thought to be mislead by the definition of the Korea Forest Service for the mountain region. According to KFS's definition based on the land-use, the forest and farmland at the low altitude are also included in the mountain region. In this study, firstly, the geomorphological mountain region is extracted according to the definition of Kapos et al. (2000). The rates of mountain region in S. Korea, N. Korea, Korea Peninsular are 31%, 51%, 42% respectively. And the rates between mountain area and non-mountain area in the 300-1000m and 1000-2500m intervals are considerably different due to the existence of plateaus such as high-level plain surfaces. Secondly, using the overlay analysis in GIS, the distribution of mountain areas are compared with that of order-mountains' areas defined by Qui and SON (2010). Even in case of the 5th order, the highest order mountains, the hill & plain and non-mountain areas are included in that mountain area. It is possible to suggest that the definition of the KFS is completely different from the academic, realistic and epistemic definition for mountain area, and the geomorphological definition of mountain area is useful to classify the mountain area according to the its physical properties. Therefore, it would be expected that the definition contributes the development of methodologies on the scientific management of mountain area in future.

• 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.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.29-40
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• 2020

The purpose of this study is to explore how a high school science teacher (Teacher E) shifted her understanding and facilitation of scientific modeling through participation in a professional learning community (PLC) for over a year. Based on socially situated theory of learning, I focused on examining Teacher E's frames about scientific modeling from her social interactions. Teacher E participated in her school-based PLC over a year and collaborated with other science teachers, coaches, and researchers to improve science instruction. I qualitatively explored her participation in 6 full-day professional learning opportunities-studios-where the PLC members collectively planned, implemented, and debriefed modeling-based lessons. Especially, I focused on two Studios (Studio 2, 6) where Teacher E became the host teacher and implemented the lessons. I also examined her classroom teaching in those Studios. To understand how the PLC inquiry affected the shifts observed in Teacher E's understanding and practice, I explored how the inquiry evolved over the 6 Studios. Findings suggest that in Studio 2, Teacher E viewed students' role in scientific modeling as to fill out the worksheet with "correct" answers. Meanwhile, in Studio 6, she focused on helping students collaborate to construct explanatory models of phenomena using evidence. The PLC inquiry, focused on supporting students' construction of evidence-based explanations and collaboration in scientific modeling, seemed to promote the shifts observed in Teacher E's understanding and facilitation of scientific modeling. These findings can inform educational researchers and practitioners who aim to promote teachers' professional learning to support students' epistemic practices.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.1-12
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• 2020

In scientific argumentation, students can use rebuttals to escape uncertainty, which, in this case, can be defined as a vague and fuzzy feeling about other students' explanations. As rebuttals can play a critical role in the sophistication of arguments and the alleviation of uncertainty, this study aims to understand the dynamics of uncertainty and rebuttals by exploring the context of the uncertainty experienced by elementary school students in the argumentation of "Why did the kidney beans not germinate?" and to get insights based on the research results. Twenty fourth-grade students and their homeroom teacher in Kyong-Ki province, South Korea, took part in the research. Students engaged in argumentation in five small groups of four students. The researcher collected qualitative data through video transcriptions, student interviews, and field notes. In the data analysis, the researcher employed the constant comparative method to explore in what context students experienced uncertainty and how they used rebuttals. The results of this study were as follows: First, students tried to reduce their uncertainty through argumentation on why the kidney beans did not germinate. Second, students used elaboration-oriented rebuttals, personal opinion-oriented rebuttals, and blame-oriented rebuttals to reduce this uncertainty. However, when they used blame-oriented rebuttals, their uncertainty and negative emotions increased. Third, intervention by the teacher led students to stop using blame-oriented rebuttals. Instead, they employed elaboration-oriented rebuttals to explore why the kidney beans would not sprout, and finally, they escaped uncertainty by discovering an appropriate explanation. Based on the findings of this study, the researcher discussed how the interaction between uncertainty and elaboration-oriented rebuttals could shape and facilitate argument development in elementary school students.