• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.69-77
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• 2015

The purpose of this study was to examine changes in student writings of claim and evidence after group and class discussions; changes in students' critical thinking; and students' perceptions on an argument-based claim and evidence writing approach. Seventy two grade 11 students from two classes of a high school located in Seoul participated in ten chemistry activities using the argument-based claim and evidence writing approach. Claim scores for 9 topics and evidence scores for 10 topics significantly improved after group discussion. There were also statistically significant differences in claim scores for 7 topics and evidence scores for 10 topics after class discussion. Participant students responded to an open-ended survey that group discussion helped them to figure out the problem context and class discussion guided them to provide with more sufficient evidence. There were also statistically significant increases in sub-scores of the Cornell Critical Thinking Test after the intervention.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.211-226
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• 2008

The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

• The Journal of the Korean life insurance medical association
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• v.28 no.1_2
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• pp.31-35
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• 2009

Background : Many of internists have been working for insurance industry. Insurance medicine is use of medical knowledge for insurance industry. There is social role of insurance medicine in terms of soundness of insurance administration. Recently social role of internists also have been being watched. Although theme of insurance medicine is medical risk selection, insurance claims administration also needs medical experts'opinion. There are not any corroborative study of medical consulting for insurance claims. Among insurance industry, someone called this medical review of insurance claims as 'medical claims review'. Aim : To investigate usefulness of medical review of insurance claims. Design : Questionnaire survey with claim staffs in one of insurance claim adjustment company in Korea. Methods : 265 claim staffs were divided into 4 groups and conducted survey using a questionnaire of 20 questions. Utility score, job satisfaction score, and difficult factors of claims administration were measured. Results : Utility score and job satisfaction score are highest in medical claims review group. The most difficult in claim administration to claim staffs was demonstrated to medical knowledge. Conclusion : Medical review of insurance claims is proved to be worthy. Document-based consulting method, namely medical claims review, is more useful than telephone-based simple query among claim staffs...Subjects of the medical claims review are medical record and it's principle is independent medical examination with evidence-based approach, it also has role of protecting fraud of insurance claims. Two main question types of medical claims review are verification and advice.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.787-794
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• 2014

The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy'. For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.

• Language and Information
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• v.2 no.1
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• pp.177-213
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• 1998

conflicting criterial used in identifying words have called the lexical integrity principle into question. That is, cases where the morphological word does not coincide with the syntactic word have notivated the syntactic view of word derivation, as pointed out by Bresnan and Mchombo(1995). Further, the implicit desire to make the clausal structure of Korean parallel to those posited for English(Chomsky 1991) and French(Pollock 1989) has also led most of the current literature on Korean morphology to claim that Korean verbal inflections head their own functional projections such as AgrP, TP, and MP im syntax. In this paper, I will first argue against such a syntactic view. After reviewing some basic properties of Korean verbal inflections, I will show that the evidence from mismatch phenomena supports the lexical integrity principle over the head-movement theories of word derivation. Then, I will propose a theory of lexical grammar which maintains the lexical integrity principle while retaining the effects of functional projections and syntactic movement.

• 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.

• Food Science of Animal Resources
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• v.42 no.5
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• pp.744-761
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• 2022

The liquid chromatography mass spectrometry (LC-MS)-based metabolomic and lipidomic methodology has great sensitivity and can describe the fingerprint of metabolites and lipids in pork and beef. This approach is commonly used to identify and characterize small molecules such as metabolites and lipids, in meat products with high accuracy. Since the metabolites and lipids can be used as markers for many properties of a food, they can provide further evidence of the foods authenticity claim. Chromatography coupled to mass spectrometry is used to separate lipids and metabolites from meat samples. The research data usually is compared to lipid and metabolite databases and evaluated using multivariate statistics. LC-MS instruments directly connected to the metabolite and lipid databases software can be used to assess the authenticity of meat products. LC-MS has good selectivity and sensitivity for metabolomic and lipidomic analysis. This review highlighted the combination of metabolomics and lipidomics can be used as a reference for analyzing authentication meat products.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.2
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• pp.37-47
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• 2022

This study uses monthly data from January 2009 to December 2020 to examine the effectiveness of foreign currency intervention and its influence on monetary policy in Vietnam using a Hierarchical Bayesian VAR model. The findings suggest that foreign exchange intervention has little influence on the exchange rate level or exports, but it can significantly minimize exchange rate volatility. As a result, we can demonstrate that the claim that Vietnam is a currency manipulator is false. As well, the forecast error variance decomposition results reveal that interest rate differentials mainly determine the exchange rate level instead of foreign exchange intervention. Moreover, the findings suggest that foreign exchange intervention is not effectively sterilized in Vietnam. Inflation is caused by an increase in international reserves, which leads to an expansion of the money supply and a decrease in interest rates. Although the impact of foreign exchange intervention grows in tandem with the growth of international reserves, if the sterilizing capacity does not improve, rising foreign exchange intervention will instead result in inflation. Finally, we use a rolling window approach to examine the time-varying effect of foreign exchange intervention.

• Environmental and Resource Economics Review
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• v.17 no.3
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• pp.61-89
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• 2008

In this study, by extending the model proposed by Fullerton and Kim(2006), we explored the tax interdependency effect to examine the relationship between environmental tax and economic growth. The theoretical model shows that environmental tax cannot always stimulate economic growth if other taxes such as labor or income tax are distorted by environmental taxes. However, environmental tax can boost economic growth if cutting distortionary taxes offset the distortion of taxes, or improvement of abatement knowledge can sufficiently reduce the cost of production. An empirical analysis using 14 OECD countries shows a positive relationship between the increase of implicit energy tax rate and the increase of implicit income tax rate. Meanwhile, empirical analysis does not provide enough evidence to claim that the increase of implicit energy tax decreases implicit labor tax. We can presume that environmental tax policy in Europe did not necessarily mitigate the burden of labor tax.