• Journal for History of Mathematics
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• v.26 no.5_6
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• pp.389-400
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• 2013

The article makes a discussion to conceptualize a histo-genetic principle in the real historical view point. The classical histo-genetic principle appeared in 19th century was founded by the recapitulation law suggested by biologist Haeckel, but recently it was shown that the theory on it is no longer true. To establish the alternative rationale, several metaphoric characterizations from the history of mathematics are suggested: among them, problem solving, transition of conceptual knowledge to procedural knowledge, generalization, abstraction, circulation from phenomenon to substance, encapsulation to algebraic representation, change of epistemological view, formation of algorithm, conjecture-proof-refutation, swing between theory and application, and so on.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.117-132
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• 2006

For a meaningful learning of the Construction Unit in 7-B Grade, this study aims to develop teaming materials on the basis of Clairaut's $El{\`{e}}ments$ de $G{\`{e}}om{\`{e}}trie$, which is grounded on a natural generation derived from the history of mathematics and emphasizes students' inquiry activity and reflective thinking activity, and to analyze the characteristics of learning process shown in classes which use the application of teaming materials. Six students were sampled by gender and performance and an interpretive case study was conducted. Construction was specified so as to be consciously executed with emphasis on an analysis to enable one to discover construction techniques for oneself from a standpoint of problem solving, a justification to reveal the validity of construction, and a step of reflection to generalize the results of construction.

• Korean Institute of Interior Design Journal
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• v.19 no.2
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• pp.99-106
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• 2010

This study is about Foucault's conceptual and methodological relevance for structural analysis of Korean traditional space design history. By Foucault's Theory, regionalism is product of the instrumentality of space, power, knowledge and provide the basis for making the operation of power both spatial and temporal. The purpose of this study is to establish topographical map of historical progress and to shed new light on the forming of identity in Korean traditional space design on the poststructural-archaeological aspect. The process of this study is illustrated as follows: At first, it suggests Foucault's 'Theory of archaeology'. It mentions 'historical apriori' and archive, collateral space and general grammar as theoretical background of archaeological logic. Secondly, it clarifies 'statements' depending on the conditions that is 'episteme' in which they emerge and exist within a field of discourse. And it discuss Korean traditional space design concept as a social product on the situated character of interaction in time-space. Finally, it studies genetic variation process of Korean traditional space design based on the social progress in Korean society. And it analyses practical actions of 'Statements' in terms of general grammar and textuality.

• Korean Journal of Psychosomatic Medicine
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• v.8 no.1
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• pp.110-121
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• 2000

With Cartesian dichotomy, a person's behavior and illness distinguished sharply between "biologically based" phenomena and "psychologically based" phenomena in western country. But a more balanced view that considers both concepts swept into psychiatry in the 1960s and 1970s. And ironically, the revolution of neurosicience and genetics have now reached a level of sophistication that allow it to serve as a bridge between biology and psychosocial environment. So, even subtle changes in the environment can produce biological changes in the brain. We review the history of definitions and relationship of mind and body. And we provide a selective survey of the recent 3 conceptual models of mind-body relationships in general-biopsychosocial model, mental-physical identity theory, organic unity theory-, the relationships of genetic and environment, and stress-diathesis model.

• The Journal of Art Theory & Practice
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• no.15
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• pp.137-165
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• 2013

The prefix 'bio' with the meaning of 'life,' has been used for biotechnology, biochemistry, bioengineering, biomedicine, bioethics, bio-information as well as 'bio art' since 1990s. Bio art is an art as life itself and a kind of new direction in contemporary art that manipulates the processes of life. Bio artists use the properties of life and materials as scientists in laboratory of biology, and change organisms within their own species, of invents life with new characteristics. Technologically and socio-culturally, bio art has been connected with bioengineering. This essay is on the bio art that use vegetables, and on the specified gaze of so-called 'Sci-Artists.' Not only the genetically modified vegetables like works of George Gessert, Ackroyd & Harvey, and Eduardo Kac, but also the works made from the critical viewpoint like those of Paul Vanouse, Natalie Jeremijenko, and Amy Youngs, have 'the molecular gaze'(Suzanne Anker and Dorothy Nelkin's concept) of the genetic age in their art works. As the art history have showed, artists' gazes have insights about social problems that surround us. Bioartists' gazes reveal their insights about social and ethical problems, possibly concealed by science itself. Those problems are about results from practical discoveries of the sequencing of the genome, genetic engineering, cloning and reproduction of human and animals, body transformation, and the commercialization of cell and genes etc. We can find the significance of bioart in the molecular gaze about those problems, and we can rethink the identity of human, the reception of social influences from bio-technology and medicine.

• School Mathematics
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• v.13 no.1
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• pp.65-88
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• 2011

Epistemological development process of the Fundamental Theorem of Calculus is considered in a history of mathematical notions and the genetic process of the Fundamental Theorem is arranged by the order of geometric, algebraic and formalization steps. Based on this, we studied students' episte- mological obstacles and error and analyzed the content of textbooks related the Fundamental Theorem of Calculus. Then, We developed the "Folding Back Model" of the fundamental theorem of calculus for students to lead meaningful faithfully. The Folding Back Model consists of "the Framework of thou- ght"(figure V-1) and "the Model of genetic understanding of concept"(figure V-2). The framework of thought in the Folding Back Model is included steps of pedagogical intervention which is used "the Monitoring working questions"(table V-3) by the mathematics teacher. The Folding Back Model is applied the Pirie-Kieren Theory(1991), history of mathematical notions and students' epistemological obstacles to practical use of instructional design. The Folding Back Model will contribute the professional development of mathematics teachers and improvement of thinking skills of students when they learn the Fundamental Theorem of Calculus.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.355-372
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• 2020

The concept of infinite series is an important subject of major mathematics curriculum in college. For several centuries it has provided learners not only counter-intuitive obstacles but also central role of analysis study. As the understanding in concept on infinite series became foundation of development of calculus in history of mathematics, it is essential to present students to study higher mathematics. Most students having concept of infinite sum have no difficulty in mathematical contents such as convergence test of infinite series. But they have difficulty in organizing concept of infinite series of partial sum. Thus, in this study we try to analyze construct the concept of infinite series in terms of APOS theory and genetic decomposition. By checking to construct concept of infinite series, we try to get an useful educational implication on teaching of infinite series.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.856-869
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• 2006

J. J. Schwab is usually considered as the founder of the concept of scientific enquiry, perhaps the most important key word of science education of the 20th century. Mainly through the method of literature review, this study reappraises Schwab's life as a science educator as well as a curriculum scholar, and his ideas concerning several important issues about science and science education. Like other eminent science educators, before the 1950s, who were originally talented scientists but later became engaged in educational activities, Schwab were trained and known as a genetic scientist, but later he concentrated on university reform, curriculum studies and science education. His academic interest was very diverse across different disciplines, from biology and science in general to history, philosophy and education. The essence of his theory of scientific enquiry was 'to teach science as science', and the best way to do it was 'to teach science as enquiry'. With enquiry, however, he tried to deliver some important but differentiated meanings, for example by distinguishing 'science as enquiry' and 'teaching as enquiry', and 'static enquiry' and 'fluid enquiry'. Scientific enquiry was the core concept upon which many of his ideas concerning science education and education in general were based, such as the diversity of science, textbooks, curriculum and roles of teachers. In summary, Schwab can be characterized as a rational reformist of science education, who tried to identify the very nature and goals of the discipline and to bring its substantial changes with concrete and practical guidelines. Nevertheless, some of his ideas, like the diversity of science and conceptual invention, have been handed down by his followers frequently with considerable distortion.