• Research in Mathematical Education
• /
• v.26 no.1
• /
• pp.19-30
• /
• 2023

This study analyzes the tasks selected and implemented by pre-service mathematics teachers to support students' development of epistemic actions. Data was collected from 20 students who participated in a mathematics education curriculum theory course during one semester, and multiple data sources were used to gather information about the microteaching sessions. The study focused on the tasks selected and demonstrated during microteaching by pre-service teachers. The results suggest that providing students with a variety of learning opportunities that engage them in different combinations of abductive and deductive epistemic actions is important. The tasks selected by pre-service teachers primarily focused on understanding concepts, calculation, and reasoning. However, the use of engineering tools may present challenges as it requires students to engage in two epistemic actions simultaneously. The study's findings can inform the development of more effective approaches to mathematics education and can guide the development of teacher training programs.

• Korean Journal of Logic
• /
• v.21 no.2
• /
• pp.269-300
• /
• 2018

In his recent three papers, Joohan Lee defends the following three theses. First, an ordinary term 'believes' is polysemous in that it can refer to three different types of mental attitudes; that is, it can refer to a belief as an involuntary mental disposition, or a pragmatic acceptance as a voluntary mental action, or an epistemic acceptance as a different voluntary mental action. Second, a person's pragmatic acceptance of a proposition is his voluntary mental action which takes it to be true for pragmatic reasons, despite the fact that there is no adequate epistemic evidence for the proposition, whereas a person's epistemic acceptance of a proposition is his voluntary mental action which takes it to be true for epistemic reasons, despite the fact that there is a pragmatic reason to the contrary. Third, mental attitudes to which epistemic norms apply are epistemic acceptances as voluntary mental actions, rather than beliefs as involuntary mental dispositions. If these theses are correct, then they will have important implications for contemporary epistemology. In this paper, however, I argue that Joohan Lee is not successful in defending these theses.

• English Language & Literature Teaching
• /
• v.11 no.2
• /
• pp.149-170
• /
• 2005

The purpose of this paper is to make a sentence systemic within the category of structural grammar for the modality in which a speaker expresses his attitude. It is the priority of a language to communicate meaning. By eliminating the theoretical description of traditional grammar, this paper also aims to illustrate the concepts of nine modal verbs through a systemic network. The concept of modality includes both the epistemic and the deontic characteristics of modality. Epistemic modality is associated with either knowledge or belief on the part of a speaker who gives his own judgments about the state of affairs, events, or actions. However, deontic modality is related to either the possibility or the necessity of acts that a speaker performs to give permission or fulfill an obligation. In conclusion, all the subsystems are described within the framework of the systemic network, with the intention of including all the potential options of the semantic functions available in a situation.

• Journal of The Korean Association For Science Education
• /
• v.39 no.1
• /
• pp.101-113
• /
• 2019

This study aims to explore which aspects of student agency have previously been studied and the ways agent practices have been investigated in learning communities in research on science education. Results reveal five aspects of agency related to students' actions in a learning community: epistemic agency, transformative agency, educated action in science, disciplinary agency, and material agency. We delineated how agency is captured in epistemic practices, as described in the literature on each of the aforementioned aspects. We also probed into the three approaches by which previous research has examined the practices of students as agents that construct learning communities. These approaches are (a) the investigation of students' actions as representative of the agency of an entire learning community, (b) the exploration of the effects of focused student action on the structure of activity, and (c) the investigation of interactions between students as agents. We discussed the implications of previous research on the basis of each approach to understanding the diverse features of student-centered learning communities. The present work contributes to the exploration and support of students' practices as agents in the learning communities in science classrooms.

• Korean Journal of Cognitive Science
• /
• v.34 no.3
• /
• pp.243-257
• /
• 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 Korean Society of Systems Engineering
• /
• v.15 no.1
• /
• pp.51-59
• /
• 2019

After Fukushima Dai-ichi NPP accident, the need for implementation of diverse and flexible coping strategies (FLEX) became evident. However, to ensure the effectiveness of the safety strategy, it is essential to quantify the uncertainties associated with the station blackout (SBO) scenario as well as the operator actions. In this paper, a systems engineering approach for uncertainty analysis (UA) of a SBO scenario in advanced pressurized water reactor is performed. MARS-KS is used as a best estimate thermal-hydraulic code and is loosely-coupled with Dakota software which is employed to develop the uncertainty quantification framework. Furthermore, the systems engineering approach is adopted to identify the requirements, functions and physical architecture, and to develop the verification and validation plan. For the preliminary analysis, 13 uncertainty parameters are propagated through the model to evaluate the stability and convergence of the framework. The developed framework will ultimately be used to quantify the aleatory and epistemic uncertainties associated with an extended SBO accident scenario and assess the coping capability of APR1400 and the effectiveness of the implemented FLEX strategies.

• Coupled systems mechanics
• /
• v.12 no.5
• /
• pp.429-444
• /
• 2023

The comprehension and structural modeling of masonry constructions is fundamental to safeguard the integrity of built cultural assets and intervene through adequate actions, especially in earthquake-prone regions. Despite the availability of several modeling strategies and modern computing power, modeling masonry remains a great challenge because of still demanding computational efforts, constraints in performing destructive or semi-destructive in-situ tests, and material uncertainties. This paper investigates the shear behavior of masonry walls by applying a plane-stress FE continuum model with the Modified Masonry-like Material (MMLM). Epistemic uncertainty affecting input parameters of the MMLM is considered in a probabilistic framework. After appointing a suitable probability density function to input quantities according to prior engineering knowledge, uncertainties are propagated to outputs relying on gPCE-based surrogate models to considerably speed up the forward problem-solving. The sensitivity of the response to input parameters is evaluated through the computation of Sobol' indices pointing out the parameters more worthy to be further investigated, when dealing with the seismic assessment of masonry buildings. Finally, masonry mechanical properties are calibrated in a probabilistic setting with the Bayesian approach to the inverse problem based on the available measurements obtained from the experimental load-displacement curves provided by shear compression in-situ tests.

• Journal of Korean Philosophical Society
• /
• no.123
• /
• pp.239-264
• /
• 2018

In order to understand the whole picture of virtue epistemology with knowledge-action theory, I will first examine contours between concepts like capacity, character and intellectual virtues in relation to the notion of virtue. At first, my $na{\ddot{i}}ve$ question is why smart people do such bad things without any shame. This question would be either ethical or epistemological because epistemology is viewed as a normative discipline and intellectual agents and communities should be considered as the primary focus of epistemic evaluation. This is the core idea of virtue epistemology. The stance virtue epistemology views virtues as a solution to the justification of knowledge is similar to the knowledge-action theory in the East Asian intellectual tradition. But, their core issues are different from each other. Thus, I will explain how to differ from one another and analyze such concepts as capacity, character, and intellectual virtues in the Analects. I will insist that capacity and character without normative disciplines cannot be intellectual virtues leading to right actions.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.2
• /
• pp.221-226
• /
• 2023

Can art really change the way people understand and interact with nature in order to reduce the possibility that ecological disasters will continue to expand due to failure to correct human actions that damage the global environment? What is the artistic methodology to realize environmental justice and sustainability of life on Earth? This paper seeks to find answers to these questions. Finding ways to look at, feel, understand, and act for the global environment, that is, the process of considering the way of orientation toward the global environment will lead to critical thinking of the history in which human centered behaviors treated nature as a resource for exploitation rather than a source of life. Therefore, this paper pays attention to the ecological art of The Harrison Studio, which is called the 'pioneer of the environmental art movement'. In the main body, The Harrison Studio's major projects are analyzed to find ecological implications and aesthetic strategies. In particular, their dialogical methodologies are demonstrated in detail. To this end, the significance of various collaborative practices of The Harrison Studio is explained. The Harrison Studio contributed to expanding the scope of practical experience and understanding of the value of eological art. They have the power to look back on the direction of ecological consciousness by constantly producing mutually connected and overlapping epistemic dimensions without being limited to any uniform rules of exchange.