• 한국조경학회지
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• 제24권2호
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• pp.25-42
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• 1996

During the last two and a half decades, philosophical interest in the aesthetics of nature and environment has been gained momentum. One of the most coherent theories in this arena of debate has been developed over a series of articles by Allen Carlson. The purpose of this paper is to examine Carlson's theory critically and suggest an alternative aspect that remains untouched by his model. Briefly stated, Carlson's view of the appreciation of nature is that it is a matter of under standing nature under suitable scientific categories. His argument, based on the objectivist epistemology, is basically a disjunctive syllogism : a) The concept of appreciation, derived from traditional disinterestedness and Stolnitz's aesthetic attitude, provides an insight into the explanation of aesthetic appreciation of nature, and is objectivistic in the light of its object-oriented character. b) Nature must be appreciated as nature itself, and the natural environmental model is the appropriate loci of our nature appreciation. c) The paradigmatic form of our nature appreciation is order appreciation. d) There can be a correct and objective aesthetic judgment of nature, and the sources of guiding categories pertinent to it is natural science and natural history. In regarding nature as an environment and as natural, his natural environmental model is meaningful. Nevertheless, his stance results in some serious problems : a) The natural environmental model excludes certain very common appreciative responses to nature-responses of a less intellective, more visceral sort. Therefore, the arousal model with appropriate emotions might be one of our characteristic forms of nature appreciation. b) Even if we consider the scientific knowledge as an objective source of our nature appreciation, this gives rise to the question of whether the natural science can be objective or not. Is there an objectivist aesthetic appreciation of nature\ Does aesthetic appreciation of nature need to be science-based\

• 한국학교수학회논문집
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• 제5권1호
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• pp.111-122
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• 2002

The purpose of this study was to examine high school second graders' understanding of the basic nature of logarithm, the major type of error they made about logarithmic function and the cause of such an error, and to seek ways to instruct it better. For that purpose, three research questions were posed: 1. Investigate how much high school students in their second year comprehend the nature of logarithm. 2. Analyze what type of error they make about logarithmic function. 3. Analyze the cause of their error according to the selected error models and how it could be taught more efficiently. The findings of this study were as below: First, the natural science students had a better understanding of the basic nature of logarithm than the academic students. What produced the widest gap between the two groups' understanding was applying the nature of logarithm to the given problems, and what caused the smallest gap was the definition of logarithm and the condition of base. Second, the academic students had a poorer understanding of the basic nature of logarithmic function graph and of applying the nature of logarithm to the given problems. Third, the natural science students didn't comprehend well the basic nature of logarithmic function graph, the nature of characteristics and mantissa. Fourth, for all the students from academic and natural science courses, the most common errors were caused by the poor understanding of theorem or nature of the ［E4] model. Fifth, the academic students made more frequent errors due to the unfamiliar signs of the ［El］ model, the imperfect understanding of theorem or nature of the ［E4］ model, and the technical part of the ［E6］ model. Sixth, the natural science students made more frequent errors because of the improper problem interpretation of the ［E2］ model and the logically improper inference of the ［E3］ model.

• 문화기술의 융합
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• 제9권1호
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• pp.119-128
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• 2023

본 연구는 플로러닝을 기반으로 자연에 대한 인식과 활동 방법을 익히고 느낄 수 있는 자연체험활동 프로그램을 개발하여 자연체험활동을 통한 대안적 수업 모델을 제시하기 위한 목적으로 수행되었다. 연구의 목적을 달성하기 위하여 자연과 만나기, 자연 탐구하기, 자연과 온몸으로 놀기, 자연에서 느낀 감동 나누기의 네 단계가 순환적으로 이루어지는 플로러닝 자연체험활동을 기저로 하여 ADDlE 교수설계 모형의 각 단계별 주요 절차를 바탕으로 자연체험활동 프로그램 개발하였다. 연구 과정을 통하여 자연체험활동 프로그램의 각 단계별 활동 및 유의사항에 대해 제시하였으며, 개발된 프로그램을 바탕으로 주요 교육적 시사점을 논의하였다. 연구를 통해 개발된 자연체험활동 프로그램은 교사에게 자연체험활동 방법에 대한 인식의 전환과 더불어 자연체험활동에 대한 기본적인 방향을 제시할 수 있고, 유아는 자연체험활동 프로그램을 통하여 자연을 자유롭게 느끼고 경험하며 스스로 지식을 구성하는 학습자가 될 수 있을 것으로 기대한다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.353-366
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• 2011

An alternative vision for science inquiry that appears to be important and challenging is model-based inquiry in which students generate, evaluate and revise their explanatory model. Pre-service teachers should be given opportunities to develop and use their mechanistic explanatory models in order to participate in the practice of science and to have a sound understanding of science. With this view, this study described a case of pre-service elementary teachers' scientific modeling in magnetism. The aims of this study were to explore difficulties preservice elementary teachers encountered while they engaged in a model-based inquiry, and to examine how their understandings of the nature of scientific models changed after the model-based inquiry. The data analysis revealed that the pre-service teachers had difficulties in drawing and writing their own thinking because they had little experience of expressing their own science ideas. When asked to predict what would happen, they could not understand what it meant to make a prediction "based on their model". They did not know how to use or consider their model in making a prediction. At the end of the model-based inquiry they reached a final consensus of a best model. However, they were very anxious about whether the model was the "correct" answer. With respect to the nature of scientific models, almost all of the pre-service teachers initially viewed models only as a communication tool among scientists or students and teachers to help understand others' ideas. After the model-based inquiry, however, many of them understood that they could create, test, and revise their "own" models "by themselves". They also realized the key aspects of scientific models that a model can be changed as evidence is accumulated and a model is a knowledge production tool as well as a communication tool. The results indicated that pre-service elementary teachers' understandings of the nature of scientific models and their previous school science experiences could affect their performance on a model-based inquiry, and their experience of scientific modeling could help them enhance their understandings of the nature of scientific models.

• 농촌계획
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• 제5권2호
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• pp.56-65
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• 1999

Recently, new concept and paradigm of 'Environmentally-Friendliness' is taking a growing interest in environmental planning and design. This study is to establish the evaluation model for environmentally-friendliness of 'Tourism Farms' in rural areas by LISREL structural equation model. A questionnaire survey was conducted for deputy manager group and expert group. As the Result of LISREL structural equation model, the environmentally-friendliness of tourism farms is composed of three categories. First, conservation of global environment (Low Impact), second, friendliness to surrounding nature(High Contact), and third, environmental health and amenities (Health & Amenity). Five indicators, such as (1)saving of energy and water resource, (2)reduction and reuse of garbage, (3)natural purification of sewage disposal, (4)utilization of natural energy, (5)campaign and education programs of environmentally-friendliness, were affecting the first category, i.e., conservation of global environment(Low Impact). Friendliness to surrounding nature (High Contact) is affected by 3 indicators, (1)contact to nature and diverse green areas, (2)water intimate & contact areas, (3)natural ecology observation by biotope. Finally, the dimension of environmental health and amenity is affected by 3 indicators, (1)nature affinity by farming experience, (2)environmental-friendliness of soil & crops by organic farming, (3) campaign and education programs of environmentally-friendliness. Total coefficient of determination of the structural equation model by LISREL was 0.897, which showed high explanatory power.

• 한국과학교육학회지
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• 제28권7호
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• pp.759-767
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• 2008

This article arose from the previous studies, which suggested a synthetic list for the nature of science (NOS), discussed the relationship between the NOS and scientific inquiry and the development of the NOS in the context of scientific inquiry. In this article, for teaching scientific inquiry through the NOS, I proposed three teaching models - reflection, interaction, and the direct model -. Within these teaching models, understanding the NOS is viewed as a prerequisite condition for the improved performance of scientific inquiry. In the reflection model, the NOS is embedded and reflected in scientific inquiry without explicit introduction or direct explanation of the NOS. In the interaction model, concrete interaction between scientific inquiry and the NOS is encouraged during the process of scientific inquiry. In the direct model, subsequent to directly comprehending the NOS at the first stage of activity, students conduct scientific inquiry based on their understanding of the NOS. The intention of this present article is to facilitate the use of these models to develop teaching materials for more authentic scientific inquiry.

• Structural Engineering and Mechanics
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• 제18권4호
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• pp.461-474
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• 2004

A proposed incremental model for the solution of a general class of convex programming problems is introduced. The model is an extension of that developed by Mahmoud et al. (1993) which is limited to linear constraints having nonzero free coefficients. In the present model, this limitation is relaxed, and allowed to be zero. The model is extended to accommodate those constraints of zero free coefficients. The proposed model is applied to solve the elasto-static contact problems as a class of variation inequality problems of convex nature. A set of different physical nature verification examples is solved and discussed in this paper.

• 한국과학교육학회지
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• 제32권3호
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• pp.428-445
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• 2012

The objective of this study is developing an instrument for investigating views of the respondents on nature of science(NOS) by using experienced scientific knowledge, atomic model. It consists of total six questions and 36 detail items, and each question is reflected the aspects of different NOS which are 'recognition on the model', 'tentativeness of scientific knowledge', 'subjectivity in science', 'use of inference and imagination', 'myths of the scientific method', and 'comparison between science and art'. Particularly, 'comparison between science and art' is addressed almost for the first time in this questionnaire. In the class environment almost not to teach nature of science linking with concrete scientific knowledge, to inquire how the students recognize nature of science, relating to experienced scientific knowledge through this questionnaire will give the data of scientific knowledge based recognition on the nature of science and an important implication for nature of science teaching with concrete scientific knowledge. Developing processes have gone through four steps. In first step, we chose aspects of NOS and developed questions and details. In second step, we tested the draft into fifteen science teachers and, reflecting their opinions, corrected the form and contents of questionnaires. In third step, we tested the questionnaire included writing section for expressing thoughts of the respondents into 55 students in science high school and checked index of coincidence between Likert and open-ended responses which shows 88.2% degree of consensus. Furthermore, to identify the feature of using concrete scientific knowledge we applied this and views on science and education questionnaires together into six university students. We performed final test to 68 university students and measured Cronbach's, and ultimately completed final questionnaire in last step.

• 한국과학교육학회지
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• 제27권2호
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• pp.153-167
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• 2007

In this study, it is assumed that understanding the nature of science (NOS) would enhance students' performance of scientific inquiry in more authentic ways. The ultimate goal of this study is to suggest new models for developing scientific inquiry activities through understanding the NOS by linking the NOS with scientific inquiry. First, the various definitions and statements of the NOS are summarized, then the features of the developmental nature of scientific knowledge and the nature of scientific thinking based on the philosophy of science are reviewed, and finally a synthetic list of the elements of the NOS is proposed, consisting of three categories: the nature of scientific knowledge, the nature of scientific inquiry, and the nature of scientific thinking. This suggested synthetic list of the NOS is used to suggest a model of scientific inquiry through the understanding of the NOS. This list was designed to provide basic standards regarding the NOS as well as practical guidance for designing activities to improve students' understanding of the NOS.

• 한국과학교육학회지
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• 제31권4호
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• pp.539-556
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• 2011

이 연구는 원자모형 사례를 이용한 과학의 본성 검사지를 사용하여 중등예비 과학교사들이 가지고 있는 과학의 본성에 대한 인식이 '원자모형'이라는 과학지식과 관련되어 어떻게 드러나는지를 살펴보고, 기존의 선행연구와 비교해 보았다. '모형에 관한 인식', '과학지식의 잠정성', '과학에서의 주관성', '추론과 상상력의 사용', '보편적인 과학적 방법에 대한 잘못된 신념', '과학과 예술의 비교'라는 6 관점을 조사하였다. 연구결과, 예비과학교사들은 과학지식(구름원자모형)의 잠정성, 과학에서의 주관성(톰슨과 러더퍼드의 알파입자 산란실험에 대한 해석)에 대해 비교적 잘 이해하고 있는 것으로 나타난 반면, 보편적인 과학적 방법과 관련하여 가장 바람직하지 못한 인식을 드러냈다. 모형(원자모형)에 관한 인식과 과학(보어의 원자모형)과 예술(피카소의 작품)을 비교하는 영역에서는 존재론적 관점과 구성주의적 관점이 혼재되어 나타났으며, 과학연구에서 상상력의 사용은 필수적인 동시에 최대한 자제되어야 한다는 다소 모순된 생각을 보여줬다. '모형'이나 '과학이론'과 같은 일반적인 용어를 사용하여 조사된 기존의 선행연구들을 본 연구결과와 비교한 결과, 과학지식의 잠정성에 대해 보다 높은 긍정을 나타내게 했으며, 과학자의 연구방법에 대해 구체적인 과학자를 제시하였을 때, 응답자들은 좀 더 바람직한 인식을 드러내는 경향을 보였다.