• 한국과학교육학회지
• /
• 제24권6호
• /
• pp.1158-1172
• /
• 2004

이 연구는 중등학생들이 가지고 있는 자연에 대한 관점중 인식론적 관점과 존재론적 관점과 그러한 관점의 원인을 알아보고자 하였다. 156명의 중등학생들이 참여했고, 자료는 설문지를 통해 수집되었다. 이 설문지는 선행연구에 기초하여 연구자들에 의해 개발되었다. 연구 결과, 중등학생들의 자연에 대한 관점 중에는 자연은 알 수 없다는 인식론적 관점이 가장 많았다. 이러한 관점의 근원은 자연의 규칙성과 조화, 예측 가능한 자연 현상, 자연 현상의 순환 과정이나 인과 관계, 자연과 인간과의 관계 등으로 매우 다양하였다. 중등학생들의 존재론적 관점에는 초자연적인 관점이 가장 많았다. 존재론적 관점들 중에서 학생들의 초자연적 관점은 그들의 신학적 측면의 영향이 광범위하게 나타났다. 과학이 다루는 세상이면서 동시에 과학의 대상물이 존재하는 물질세계인 자연에 대한 인식론적 관점과 존재론적 관점은 학습자가 과학 학습을 어떻게 이해하는지에 대한 바탕을 제공하는 중요한 자료가 된다. 앞으로 학생들이 가지고 있는 자연에 대한 인식론적 관점과 존재론적 관점과 그들의 과학 학습 과정 사이의 관련성의 연구가 필요하다.

• 한국과학교육학회지
• /
• 제35권1호
• /
• pp.15-25
• /
• 2015

교사의 인식론적 신념을 바라보는 이론적 입장은 크게 영역과 무관하게 발달된다는 입장과 상황이나 맥락에 따라 차별적으로 활성화된다고 바라보는 입장으로 나누어 볼 수 있다. 본 연구에서는 교사의 인식론적 신념을 보다 복합적인 구인으로 이해하기 위해 과학 교사의 인식론적 신념이 서로 다른 과학 내용 지식의 영역(용불용설, 임페투스론)에서 그리고 '과학 지식', '과학 학습', '과학 교수'라는 세 가지 상황에서 어느 정도의 일관성이 있는지, 인식론적 신념의 맥락의존성을 고찰하였다. 연구 결과 예비교사들의 인식론적 신념이 '과학 지식', '과학 학습', '과학 교수' 세 가지 상황에서 일관적인 경우는 극히 적었다. 두 가지 상황에서만 일치하는 연관적 신념이 대부분이었고 세 가지 상황에서 모두 서로 다른 유형의 인식론적 신념을 가진 비일관적 신념을 가진 비율이 일관적인 인식론적 신념을 가진 비율보다 높았다. 또 용불용설과 임페투스론 두 주제 영역을 가로질러 예비교사들의 인식론적 신념이 일관적인지 알아본 결과 '과학 지식'과 '과학 교수' 상황에서는 주제 영역과 관계없이 일관적 신념을 보인 비율이 높았으나 '과학 학습' 상황에서는 주제 영역에 따라 인식론적 신념이 달라지는 경우가 일관적인 경우보다 더 많았다. 이러한 연구 결과를 바탕으로 예비교사들이 보다 일관된 인식론적 신념을 통합적으로 구성할 수 있도록 도와주기 위한 시사점을 논의하였다.

• 대한수학교육학회지:수학교육학연구
• /
• 제23권2호
• /
• pp.237-252
• /
• 2013

수학교육학 내의 논의에서 Bachelard의 과학철학은 인식론적 장애 개념을 중심으로 소개되어 있다. 그의 과학철학에서 인식론적 장애는 과학의 변증법적 발달과 연결되어 있다. 과학은 기존에 명백한 것으로 인식된 것을 부정하여 얻은 개념의 재구성과 일반화를 통해서 발달한다. 이 과정에서 기존의 인식에 대한 단절이 필요하다. 인식론적 장애는 재구성이 필요한 시점에서 기존의 것과 단절하지 못하고 고수함으로써 나타나내는 발달의 지연이며, 지식의 형성 혹은 학습 과정에 내재적인 어려움이 존재한다는 것을 의미한다. 이상과 같은 Bachelard 관점을 수학교육학에서 널리 적용되고 있는, '내면화-압축화-대상화'의 단계적인 반영적 추상화 도식과 비교하고 논의하였다.

• 한국과학교육학회지
• /
• 제21권5호
• /
• pp.795-821
• /
• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• 대한화학회지
• /
• 제54권5호
• /
• pp.643-649
• /
• 2010

이 연구에서는 고등학생들의 이론과 자료에 대한 인식론적 관점과 과학 과정 기술, 선호하는 실험 학습 환경에 대한 인식, 실험 수업에 대한 태도 사이의 관계를 조사하였다. 연구 결과, 과학 과정 기술, 선호하는 실험 학습 환경에 대한 인식의 모든 하위 범주(응집성, 개방성, 통합성, 준칙성, 물리적 환경), 실험 수업에 대한 태도는 이론과 자료에 대한 인식론적 관점과 유의미한 상관이 있었다. 중다 회귀 분석 결과, 과학 과정 기술, 선호하는 실험 학습 환경에 대한 인식의 하위 범주 중 개방성과 물리적 환경, 실험 수업에 대한 태도가 이론과 자료에 대한 인식론적 관점을 유의미하게 예측하였다.

• 인문언어
• /
• 제2권1호
• /
• pp.7-42
• /
• 2002

This paper reexamines ideas about linguistic relativity in the light of new interest in the theoretical climate. The original idea is based on the incommensurability of the semantic structures of different languages. On this view, language, thought, culture are deeply interconnected, so that each language might be associated with it a distinctive world view. Throughout this work I utilize the historico-epistemological standpoint to dissect the conceptual structure of this principle. In the introduction I will of for a justification of choice of the theme. Section 1 will address some essential definition of the linguistic principle and insist on the necessity to elaborate a typological spectrum of relativism and universalism. In the second section some important landmarks of linguistic relativity were marked from Plato to Humboldt via Condillac and Herder. 1 will subdivide the relativity hypothesis into 3 theses which are interlated. In the final section the epistemological structure of the linguistic principle will be analysed in some detail by providing my exposition of Sapir-Whorf hypothesis. By way of conclusion I will present the works of Wierzbicka who demonstrated the lexicons of different languages suggest different conceptual universes. By rejecting analytical tools derived from the English language she proposed instead a natural semantic metalanguage based on lexical universals, which is made up of universal semantic primitives. In this paper we attempted to construct a general problematics of linguistic relativity, focolizing on the Sapir-Whorf hypothesis. We devided this very problematic question into its ontological and epistemological dimensions. In particular the ambivalance of Whorf's relativity is discussed in some detail. Also, an archeological survey of this subtle question on the relation between language, thinking and culture was provided. (from Aristotle to Humboldt, via Condillac and Nitzche). In conclusion this investigation underlines the necessity of preparing the cultural linguistics to enlarge the scope of contempory linguistics.

• 한국초등과학교육학회지:초등과학교육
• /
• 제37권2호
• /
• pp.173-187
• /
• 2018

The purpose of this study is to clarify the specific terms of epistemic and epistemological by reviewing the literature on epistemological understanding of science learning, examine the necessity of epistemic discourse analysis based on the view of social epistemology, and provide an exemplar of practical epistemology analysis for elementary children's science learning. The review was conducted in terms of meaning and terminology about epistemic or epistemological approach to science learning, epistemology of/for science, and methodologies for epistemic discourse analysis. As an alternative way of epistemic discourse analysis in science classroom I employed practical epistemology analysis (by Wickman), evidence-explanation continuum (by Duschl), and DREEC diagram (by Maeng et al.). The methods were administered to an elementary science class for the third grade where children observed sedimentary rocks. Through the outcomes of analysis I sought to understand the processes how children collected data by observation, identified evidence, and constructed explanations about rocks. During the process of practical epistemology analysis the cases of four categories, such as encounter, stand-fast, gap, and relation, were identified. The sequence of encounter, stand fast, gap, and relation showed how children observed sedimentary rocks and how they came to learn the difference among the rocks. The epistemic features of children's observation discourse, although different from scientists' discourses during their own practices, showed data-only conversation, evidence-driven conversation, or explanation inducing conversation. Thus I argue even elementary children are able to construct their own knowledge and their epistemic practices are productive.

• 농촌계획
• /
• 제13권2호
• /
• pp.39-49
• /
• 2007

The objective of this paper is to investigate the development of Silhak as a Korean epistemology, to investigate the implications of Silhak in Korean society, and to discover further environmental implications. The main discussion of this paper concerns with the epistemology of environmental philosophy. Epistemology is based on the justification of certain knowledge and social philosophy. Epistemology, from the Greek words episteme (knowledge) and logos (word/ speech) is the branch of philosophy concerned with theories of the sources, nature, and limits of knowledge. Since the seventeenth century, epistemology has been one of the fundamental themes of philosophers, who were necessarily obliged to coordinate the theory of knowledge with the development of scientific thought. It is a general belief that Western ideology is substantially embedded in Eastern ideology due to physical and metaphysical colonial involvement. We argue that ecological crisis may be resulted from western epistemological mechanical view, thus we suggests a Korean epistemology as an alternative. In this paper, we seek possibility of epistemological alternative of nature in the Korean traditional epistemology incorporating the epistemology of Sung confucianism and The Silhak.

• 수완나부미
• /
• 제13권1호
• /
• pp.7-33
• /
• 2021

With a view to contributing to the epistemological and methodological debates in Southeast Asian Studies, the aim of this paper is to examine critically the epistemic concepts and approaches in the social sciences and then to seek an epistemic reflexivity and its potential methodological applications to Southeast Asian Studies. Although the field of social sciences has attempted to search for a means of tackling the ontological and epistemological dilemmas in its major paradigms, Southeast Asian Studies still demands a more 'actor-centered' epistemic account of reflexive interaction between actors and social structures. Bearing in mind the need for a more 'actor-centered' epistemic approach, this paper continues to discuss the 'epistemic reflexivity' in the social sciences and its potential applications to Southeast Asian Studies. In this paper, I will consider 'epistemic reflexivity' as an alternative methodological orientation. It emerges as interlinked with the ontological standpoint of what is called 'reflexive approaches' and its application to the detailed 'reflexive methodology' which I am proposing in this paper. In doing so, this paper discusses the autobiographical experiences of the author arising from his ethnographic field research in North Sulawesi, Indonesia and their implication for a reflexive methodology in Southeast Asian Studies. In conclusion, the paper argues that we need a 'more actor-centered' epistemic framework to compensate for the epistemological and methodological dilemmas in the social sciences and the alternative framework will equip Southeast Asian Studies with a reflexive methodology relevant to the life-dynamics of the social world in the process of developing its inquiries, methodological technics, analysis, and validation.

• 인문언어
• /
• 제5권
• /
• pp.7-36
• /
• 2003

In this paper I am arguing in favour of more vigilance on the part of the Korean linguistics' melieu and, if deemed necessary, a more solid epistemological foundation of the Korean Linguistics. The purpose of this work consist in providing some epistemological inquiry on the major orientations and tendencies which are manifested in the reception of western linguistic theories. I might call this point of view as a critical approach to the philosophy and history of Korean linguistics. In the first section, I gave a short description of the model of the linguistic historiography which can be applied to the history of the Korean linguistics. In the second section, I am concerned with the comparative epistemology of the development of linguistic ideas produced in the West and East. In the final section, I made some critical reflections on the limits of Korean linguistics.