• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.419-429
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• 2015

In this study, we explored students' epistemological framing during scientific argumentation and how interactions among group members influenced group argumentation. Twenty-one gifted science students divided into groups of three or four participated in this study. Students' discussions related to data interpretation concerning the rate of photosynthesis were analyzed. Students' activities were videotaped in groups so the discourse could be transcribed and students' behavioral cues analyzed. Students' epistemological framing has been identified through analysis of their speech and behavioral responses to the anomalous data from the inquiry process. Subsequently, their sources of warrant and group argumentation levels were explored. We found out that group members framed the inquiry in two ways: "understanding phenomena" and "classroom game." Group members whose framing was "understanding phenomena" required other members to justify the anomalous data by examining its validity and reliability, which conclusively demonstrated a high level of argumentation. On the other hand, when group members used "classroom game" to frame their argumentation, they did not recognize the necessity of explaining the anomalous data; rather, these students used simple empirical justification to explain the data, reflecting a low level of argumentation. When students using different epistemological framing disagreed over interpretations of anomalous data throughout the discussion, clashes ensued that resulted in emotional conflict and a lack of discussion. Students' framing shifts were observed during the discussion on which group leaders seemed to have a huge influence. This study lays the foundation for future work on establishing productive framing to prompt scientific argumentation in science classrooms.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.181-192
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• 2002

There are various methods of proving a proposition. Among these, 'mathematical induction' is treated in school mathematics weightly. But many students have difficulty with the proof by 'mathematical induction'. To solve this problem, analysis needs to be attempted in various aspects This study attempts to compare the teaching methods of 'mathematical induction' in South and North Korea and to acquire the implication. In fact, many differences between South and North Korea are found. These differences are caused by epistemological and psychological premise. Therefore this study investigates the epistemological and psychological aspects in North Korea and compares the textbooks in South and North Korea. Through this study, some implications are found. First, the sequence of introducing the 'mathematical Induction' needs to be considered. Second, the rich context of applying the 'mathematical induction' is needed. Finally, disagreement between curriculum and textbook in South Korea needs to be reconsidered.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• The Journal of the Korea Contents Association
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• v.7 no.4
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• pp.103-113
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• 2007

This paper attempts to construct a storytelling model of computer games by using the Greimas's schema of narrative. Analysis target is multi-play of Starcraft, which has the non-linearity and interactivity. As a result, the process of manipulation and sanction, occurred in epistemological level at very short time and the process of competence had lots of small schema of narratives and repeated that small narratives. This model may be applied to other games, because it looks that most of games have very short process of manipulation and sanction at epistemological level and have long process of competence as main game play.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.85-101
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• 2013

This study is to analyse the characteristics of Barrow's theorem on the historical standpoint of hermeneutics and to discuss the teaching-learning sequence for guiding students to reinvent the calculus according to historico-genetic principle. By the historical analysis on the Barrow's theorem, we show the geometric feature of the theorem, conjecture the Barrow's intention in dealing with it, and consider the epistemological obstacles undergone by Barrow. On a basis of this result, we suggest a purposeful and meaning-oriented teaching-learning way for students to realize the sameness of the 'integration' and 'anti-differentiation', and point out the shortcomings and supplement point in current School Mathematic Calculus.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.638-644
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• 2004

The purpose of this study was to investigate students' views on the scientific model and to compare their views by grade, gender, and achievement. Relationships between students' views on the scientific model and epistemological beliefs were also investigated. Participants were 137 8th- and 112 11th-graders in Seoul. The results indicated that the students' views on the scientific model, on the whole, were adequate except the items concerning the 'models as exact replicas'. Male students or high-achieving students had more adequate views on the scientific model than female students or low-achieving students. However, there was no significant difference between 8th- and 11th-graders. In correlation analysis, students with inappropriate views on the scientific model were found to have traditional epistemological beliefs.

• Journal for History of Mathematics
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• v.18 no.3
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• pp.91-106
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• 2005

History of mathematics must be analysed to discuss mathematical reality and thinking. Analysis of history of mathematics is the method of understanding mathematical activity, by these analysis can we know how historically mathematician' activity progress and mathematical concepts develop. In this respects, we investigate teaching algebra through historico-genetic analysis and propose historico-genetic analysis as alternative method to improve of teaching school algebra. First the necessity of historico-genetic analysis is discussed, and we think of epistemological obstacles through these analysis. Next we focus two concepts i.e. letters(unknowns) and negative numbers which is dealt with school algebra. To apply historico-genetic analysis to school algebra, some historical texts relating to letters and negative numbers is analysed, and mathematics educational discussions is followed with experimental researches.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.