• Journal of The Korean Association For Science Education
• /
• v.38 no.6
• /
• pp.793-812
• /
• 2018

This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.

• Education of Primary School Mathematics
• /
• v.24 no.4
• /
• pp.247-264
• /
• 2021

The area of a trapezoid is an important concept to develop mathematical thinking and competency, but many students tend to understand the formula for the area of a trapezoid instrumentally. A clue to solving these problems could be found in Dienes' theory of learning mathematics and Watson and Mason' concept of example spaces. The purpose of this study is to obtain implications for the teaching and learning of the area of the trapezoid. This study analyzed the example spaces constructed by students in learning the area of a trapezoid based on Dienes' theory of learning mathematics. As a result of the analysis, the example spaces for each stage of math learning constructed by the students were a trapezoidal variation example spaces in the play stage, a common representation example spaces in the comparison-representation stage, and a trapezoidal area formula example spaces in the symbolization-formalization stage. The type, generation, extent, and relevance of examples constituting example spaces were analyzed, and the structure of the example spaces was presented as a map. This study also analyzed general examples, special examples, conventional examples of example spaces, and discussed how to utilize examples and example spaces in teaching and learning the area of a trapezoid. Through this study, it was found that it is appropriate to apply Dienes' theory of learning mathematics to learning the are of a trapezoid, and this study can be a model for learning the area of the trapezoid.

• The monthly packaging world
• /
• no.7 s.183
• /
• pp.85-89
• /
• 2008

• The Korean Nurse
• /
• v.23 no.5 s.128
• /
• pp.90-99
• /
• 1984

• The monthly packaging world
• /
• s.265
• /
• pp.66-69
• /
• 2015

• Honam Mathematical Journal
• /
• v.4 no.1
• /
• pp.1-12
• /
• 1982

• Review of Korea Contents Association
• /
• v.12 no.1
• /
• pp.14-20
• /
• 2014

• Magazine of the Korea Concrete Institute
• /
• v.7 no.6
• /
• pp.38-49
• /
• 1995

• Proceedings of the Korea Water Resources Association Conference
• /
• 2005.09a
• /
• pp.281-282
• /
• 2005

• Journal of Korean Association for Spatial Structures
• /
• v.7 no.6
• /
• pp.20-25
• /
• 2007