• 한국과학교육학회지
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• 제26권5호
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• pp.637-645
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• 2006

This study reviewed and discussed the nature of scientific hypothesis described in philosophy, the philosophy of science, science, and science education. In these descriptions, a hypothesis was defined as one of five types: hypothesis as an assumption, hypothesis as a prediction, hypothesis as a tentative explanation, hypothesis as a tentative law, and hypothesis as a tentative causal explanation. Most scholars agreed that a hypothesis is a proposition or a set of propositions proposed as an explanation for an observed situation. In this view, a hypothesis is a possible answer to or an explanation of a question that accounts for all the observed facts. Also, it is a statement that explains why things happen in nature or an explanation for an observation that can be tested. In the five types of hypothesis meanings, a tentative explanation includes a tentative law and a tentative causal explanation. However, tentative laws are not explanation but description which are general statements drawn from specific experiences by way of a process known as induction. A number of studies also have distinguished hypothesis from assumption, tentative explanation, tentative law, and prediction. Therefore, a hypothesis is concluded to be a proposition or a set of propositions proposed as a tentative causal explanation for an observed situation.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• International Journal of Advanced Culture Technology
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• 제7권3호
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• pp.158-165
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• 2019

Knowledge based system includes tools for constructing, testing, validating and refining the system along with user interfaces. An important issue in the design of a complete knowledge based system is the ability to produce explanations. Explanations are not just a series of rules involved in reasoning track. More detailed and explicit form of explanations is required not only for reliable reasoning but also for maintainability of the knowledge based system. This requires the explanation mechanisms to extend from knowledge oriented analysis to task oriented explanations. The explicit modeling of problem solving structures is suggested for explanation generation as well as for efficient and effective reasoning. Unlike other explanation scheme such as feedback explanation, the detailed, smaller and explicit representation of problem solving constructs can provide the system with capability of quality explanation. As a key step to development for explanation scheme, the problem solving methods are broken down into a finer grained problem solving primitives. The system records all the steps with problem solving primitives and knowledge involved in the reasoning. These are used to validate the conclusion of the consultation through explanations. The system provides user interfaces and uses specific templates for generating explanation text.

• 의료법학
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• 제14권2호
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• pp.143-172
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• 2013

In order to achieve the purpose of treatment for patients by a doctor, the instruction explanation obligation, which means that he should give patients the description in more details to prepare for postoperative sequelae or complications, is common with the advice explanation obligation as a doctor should ex-plain some information to patients. Since the advice explanation obligation is the benefit and protection of the law for self determination right, but the instruction explanation obligation is one for the integrity of body and life, one can be distinct from the other. Judgments giving the instruction on the concept of instruction explanation obligation, specific methods of implementation and a range of compensation for damage are recently being made by courts at all levels including the Supreme Court. It is the time to systematize them. The contents which have been mainly discussed so far include the essence of above mentioned instruction explanation obligation. However, when the tendency of practice is considered, the efforts are required to admit the organic relevance between instruction explanation obligation and advice explanation obligation and to explain the relationship without any contradiction. For whereabouts of li-ability of proof, patients theoretically demonstrate the failure to implement it. However, when the theoretical consistency is maintained, it is likely to fail the intent to recognize the instruction explanation obligation and it may ask patients to prove something impossible to be proven. Thus, these things should be considered. Moreover, as the instruction explanation obligation is associated with medicine instruction obligation of a pharmacist and the coverage is being extended, it is the time to require the systematic study on the theoretical limit.

• 한국과학교육학회지
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• 제22권4호
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• pp.683-695
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• 2002

이 연구에서는 고등학교와 대학교 화학과 생물 교과서에 제시된 삼투 개념에 대한 설명 유형 및 그림 표현 유형을 분석하였다. 그리고 고등학교 화학 II 교과서와 생물 II 교과서의 단원을 분석하였다. 분석 결과, 삼투현상에 대해서는 용매의 확산으로 설명하는 유형, 충돌로 설명하는 유형, 수화로 설명하는 유형, 농도의 평형으로 설명하는 유형 그리고 구멍을 막는 것으로 설명하는 유형 등 다섯 가지 유형으로 설명하고 있었다. 그리고 삼투 개념에 대한 설명 유형과 교과서에 제시된 그림 표현 유형 사이에 일치하지 않는 경우도 분석되었다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• 영어어문교육
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• 제15권3호
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• pp.83-104
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• 2009

This study examined whether self-correction or metalinguistic explanation might make a difference in the ability to accurately write two English grammatical structures when learners received indirect teacher feedback in the form of underlining target errors in a Korean EFL college classroom. With the goal of helping low-proficiency students improve their ability to accurately write sentences including nonfinite present participial relative clauses and present participial constructions, four groups were formed: a group which received indirect feedback, a group which received indirect feedback and metalinguistic explanation, a group which received indirect feedback and self-corrected errors, and a group which received indirect feedback and self-corrected errors after receiving metalinguistic explanation. The results showed that the effects of either metalinguistic explanation or self-correction integrated with indirect feedback on learners' ability to accurately write the target structures were not meaningful, while the combined effects of metalinguistic explanation and self-correction were statistically significant.

• 한국과학교육학회지
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• 제26권7호
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• pp.813-825
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• 2006

이 연구는 설명 대상에 따른 학생들의 진화 개념의 특성을 알아보기 위하여 인간, 동물, 식물의 소재에 따른 진화 개념과 연령별 진화 개념의 추이, 진화에 관한 인식의 특성에 대해 조사하였다. 인간, 동물, 식물을 소재로 한 진화 개념 검사지와 진화에 관한 인식 검사지를 개발하여 8개 초 중 고 학교 1,540명에게 투입하여 분석하였다. 연구 결과 학생들의 진화개념이 인간, 동물, 식물에서 다르게 나타났다. 식물은 목적론명이 많았으며 내부 의지와 용불용설이 적었다. 인간은 돌연변이 후 자연 선택이 적었다. 이것은 학생들의 진화 개념에 인간중심적 사고가 영향을 미쳤다고 판단된다. 학생들의 연령이 증가하면서 목적론과 내부 의지가 감소하고 용불용설이 증가하였다. 또한 진화 개념의 다양도 지수가 고등학교로 갈수록 감소한다. 저학년일수록 목적론, 내부 의지, 용불용설을 고루 가지고 있다가 고학년으로 갈수록 용불용설이 가장 많은 비율을 차지한다. 용불용설은 연령이 증가하면서 자연스럽게 획득되는 개념인 것이며, 학생들의 인지에 강하게 고착화되어 있다고 판단된다. 학생들은 진화가 약간의 증거가 있는 과학적 가설로 인식하는 경우가 많았으며 진화에 대한 관심이 부족하였다. 그리고 진화개념이 비형식적 교육매체를 통해 많이 형성되고 있다. 본 연구 결과를 토대로 보았을 때 과학적 진화 개념의 형성을 위해서는 먼저 학생들의 인지구조에서 강하게 자리 잡고 있는 용불용설을 제거해주어야 한다. 이때 사용하는 진화 학습 소재는 인간중심주의적 사고를 극복할 수 있는 소재를 시용하면서, 흥미 있으며 진화 증거에 대한 학생들의 신뢰가 높은 것을 활용해야 한다.

• 한국음향학회지
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• 제27권6호
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• pp.303-308
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• 2008

본 연구는 한국어에서 단어빈도가 명사 정의하기에 미치는 효과를 살펴보는 것이다. 초등학생, 중학생, 고등학생, 대학생 80명을 대상으로 명사의 친숙도와 명사의 정의하기를 분석하였다. 의미범주를 "사용/목적," "묘사," "관련/관계," "부분설명," "설명," "오류," "부분설명-속성," "부분설명-특정 분류." "부분설명-비특정 분류," "설명-특정 분류," "설명-비특정 분류"로 분류하여 분석하였다. 그 결과 저빈도 명사보다 고빈도 명사의 경우 더 친숙도를 보였고 분류명사나 속성의 의미범주를 사용하는 "설명"의 경우 저빈도 명사보다 고빈도 명사의 경우 더 높은 빈도를 보였다. 그리고 분류명사와 속성의 의미범주가 연령에 따라 증가하였고 오류반응이 연령이 증가하면서 적게 나타났다. 따라서 명사 정의하기에서 명사의 출현빈도가 중요한 영향력을 미치는 것을 알 수 있었다.

• 대한영양사협회학술지
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• 제15권4호
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• pp.383-396
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• 2009

The purpose of this study was to investigate the inpatients' perception of therapeutic-diets and of explanation about those diets provided by hospitals and satisfaction on therapeutic-diets at hospitals in Busan. The subjects consisted of 155 inpatients at five hospitals, which all had over 400 beds. The research was performed through the interviewing process using questionnaires. Seventy five percent of patients had received an explanation for their therapeutic-diet and 57.4% of respondents were given a manual that explained the reason for the therapeutic-diet. The professionals who explained the therapeutic-diet was 61.7% dietitians and 25.6% doctors. 59.4% of the patients considered the dietitian to be suitable for explaining the diet and 25.6% patients believed the doctor to be suitable for explaining the diet. In terms of the patients' perception of the therapeutic-diet explanation, 74.5% of the patients understood very well, 78.9% of them perceived this explanation as very important, and 67.5% of them were satisfied. On a scale of 5.00 for therapeutic-diet satisfaction, the average scores were 2.95 for meal characteristics and 3.06 for service characteristics. The items that scored low in therapeutic-diet satisfaction were taste, seasoning and appearance of meals, provision of selective menu and consideration of personal preference. In terms of the perception of understanding the therapeutic-diet, patients who were provided a manual and an explanation gave high scores to 'taste', 'variety of diet', 'meeting opportunity with dietitians', and 'prompt dealing with meal complications'. There was a significant (p<0.05) positive correlation between satisfaction for the explanation of the therapeutic-diet and the degree of perceived benefits of the explanation to the nutrition-management and the satisfaction on the therapeutic-diet satisfaction. Therefore, the results of this study suggest that hospitals should increase support for explaining the therapeutic-diet by dietitians and develop menus based on the patients' preference and the taste of the meal.