• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.401-418
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• 2003

The purpose of this study was to examine philosophical views on science of two influential curriculum documents, AAAS' s Benchmarks for Scientific Literacy (Benchmark) and NRC's National Science Education Standards (Standard), and to get educational implications about a desired philosophical view on science at a school science level. In order to determine the philosophical views on science explicitly suggested in the documents, Soh's Philosophical Perspectives Probe (PPP) was used as a framework for analysis. Forty preservice teachers reviewed the documents, extracting paragraphs with which statements of the PPP' s questions would agree. The results of the study were as follows: First, the Benchmark's philosophical view on science corresponds to the borderline between inductivism and eclecticism, or eclecticism close to falsificationism. The philosophical positions by the PPP' s themes are very different. Second, the Standard's philosophical position on science corresponds to inductivism close to eclecticism. Its philosophical position by the themes of the PPP is very different like the Benchmark. These results indicate that philosophical positions of the documents are more complex than popular conceptions would have it. That is to say, the results suggest that the science curriculum documents hold not only a contemporary philosophical view on science but also a traditional view on science, and that the philosophical positions on science are different from each other by documents and even by the PPP's themes in the same document. The results suggest that the philosophical views on science in school science contexts need to be adjusted and presented to K-12 students according to topics related to philosophy of science.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.234-240
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• 2004

The main purpose of this study was to examine the effects of interpretive style reading materials on high school students philosophical viewpoints on science. Subjects for this study were 137 girl students in four classes of a high school located in Daejeon city. The classes were divided into two groups: experimental groups and control groups. Students in the experimental groups were administered a series of the reading materials over thirty-six sessions. Additionally, PPP(Philosophical Perspectives Prove) was used in order to assess students philosophical viewpoints on science. Results of the study showed that the interpretive style reading materials takes effect on the change of students philosophical viewpoints on science. At the initial stage, a number of students exhibited viewpoints inclined toward inductivism. As time goes by, however, viewpoint of inductivism was decreased and view of falcificationism and view of relativism were increased. The results also indicated that the effect of intervention was stable.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.91-101
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• 1998

The purpose of this study was to find out how to be pursued elementary teachers' science instruction according to their understanding toward science. Sixty elementary teachers were involved in the questionnaire, investigating understanding on the nature of science and the science teaching. Two elementary teachers' science classes are observed. Their instructional objectives were analyzed. And their understanding toward science was measured. Teacher A had consistent modern philosophical views of science on the nature of science and science teaching, and teacher B had not consistency Klopfer's science educational objectives category was used to analyse instructional objective. The ideal proportions of the instructional objectives of the observed classes were established from science education specialist group. You ideality index was calculated. You ideality index indicate how far from the ideal proportions of the instructional objectives the observed instruction is. Relative proportions of instructional objectives appeared in science classes were compared with ideal instructional objectives. Instructional objectives containing the modem views appearing classes observed were compared according to teachers' understanding toward science. As results, teachers' understanding toward science showed lack of consistency, which is consisted of modern philosophical view of science on science teaching: modem and classical philosophical view of science on nature of science. Teacher A's instruction was approached more closely to the ideal proportions of the instructional objectives, showing fewer You ideality index. Instructional objectives containing the modern views are more appeared and closer to ideal proportions in teacher A's classes than in teacher B's. A teacher having modern understanding on nature of science would instruct science with modern scientific philosophical perspectives. Therefore teacher preparation programs should include more contents about modern philosophical understanding on the nature of science.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.678-688
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• 2005

The main objective of this study was to investigate Korean university students' understanding of the structure of the atom based on a Lakatosian view. In this study, we examined twenty-three Korean university students' understandings of atomic structure using an open-ended questionnaire. The participants were all junior students majoring in chemistry education in Korea. The characteristics of students' understanding were categorized into three philosophical stances based on the classification criteria. Assertions were constructed concerning students' written descriptions of the development of scientific knowledge with respect to atomic structure: (a) characteristics of positivist response; (b) characteristics of transitional response; (c) characteristics of Lakatosian response; and (d) tendencies in students' responses.

• Journal of the Korean earth science society
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• v.23 no.5
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• pp.397-405
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• 2002

This study investigated science gifted middle school students' philosophical views on scientific knowledge, and the effects of discussing and reading related to the knowledge. Ten eighth-graders in a science gifted class participated in this study. The results can be summarized as follows: 1, At the beginning, the students had one of six positions: (a) relativism (n = 2); (b) falsificationism (n = 2); (c) borderline between relativism and eclecticism (n = 1); (d) borderline between falsificationism and eclecticism (n = 3); (e) borderline among relativism, falsificationism, and eclecticism (n = 1); and (f) borderline inductivism and eclecticism (n = 1). This result indicated that most students had on almost modern philosophical view of scientific knowledge. 2, Some students, who had chosen the item of inductivism in some questions of the instrument at the beginning, maintained their selection despite discussions and readings related to scientific knowledge. The data were examples which indicated the difficulty of changing from a traditional view to a modern view of scientific knowledge.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.681-694
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• 2019

This study intends to delineate the characteristics of various perspectives on the nature of science (NOS) through the textbook analysis. Thus, centering on a science textbook called Science Laboratory Experiments, this study analyzes the elements of the NOS from three different perspectives: the consensus view, features of science (FOS), and family resemblance approach (FRA). While the consensus view highlights the similar elements of the NOS across the topics, the FOS is concerned about empirical ways for doing science. The FRA rather focuses on socio-cultural aspects of science activities. While the consensus view is useful to reify the features of the NOS, the FRA helps to understand science from various viewpoints. Regarding the philosophical account for three perspectives, all of them are ambiguous to some extent. The consensus view holds contradictory dispositions e.g., relativism vs. (post-)positivism, and critical realism and instrumentalism. The FOS supports empirical tradition but cannot effectively cope with the anomalous situation. The FRA is useful to show up the ways of science in both microscopic (personal) and macroscopic (social) viewpoints. However, the broader concept about science may mislead understanding of the NOS. Consequently, this study provides some implication for improving the framework of the NOS and teaching the NOS in the classroom.

• Journal of Sasang Constitutional Medicine
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• v.17 no.2
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• pp.15-26
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• 2005

1. Objectives The pesent study purposed to examine Dongmu Lee Je-Ma's Sasang philosophy from the viewpoint of Che-Yong relation and to understand the effect of Che-Yong relation on Dongmu philosophy. 2. Methods First, we briefly compared the concept of Che-Yong relation in Jeongju philosophy, which has a dualistic philosophical structure, with the concept of Han Suk-Ji's harmonious Che-Yong relation, which has a monistic philosophical struaure and, based on rhe result, analyzed the characteristics of rhe concept of Che-Yong in Dongmu philosophy focused on Seongmyeong rheory, Sadan rheory and Hwakchung theory in ${\ulcorner}$Dongyi Suse Bowon${\lrcorner}$. 3 Results and Conclusions Jeongju philosophy is different from Dongmu philosophy in irs philosophical struaure characterized by Che-Yong relation, and the concept of Che-Yong in Dongmu philosophy forms the characteristics of Han Suk-ji's monistic harmonious Ole- Y ong relation. This produces results as follows. (1) Form a universal view of human beings centering of man's autonomous will and possibility. (2) Have a philosophical structure understood nor as a partial thought but as a total thought. (3) Assert that man has a good nature fundamentally and is obliged to practice goodness. (4) Assume that all human beings are equal. (5) It is assumed that the structural characteristics of harmonious Che-Yong relation in Dongmu philosophy can be the ground of definition of Silhak (practical science) in Oriental philosophy. It can be said that the realities of the universe and human beings can be discussed in philosophical structure with the logic of harmonious Che-Yong relation based on the unity of time and space. The philosophical logic based on the tealities can be defined as Silhak.

• Journal of Korean Society of Rural Planning
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• v.15 no.4
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• pp.33-42
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• 2009

This study is aimed at the necessity application in 'Prototype' general concept on discovering cultural identity landscape of our national characteristics landscape research. Accordingly, It is considered landscape, fundamental concept, the prototypal landscape concept from previously researches that have been used. At the same time, the concept of prototypal landscape has been established by commenting a point of view which is defining previous researches that controverted prototypal landscape, then establish concept of prototypal landscape and derive attribute by comparing and considering similar terminology of prototypal landscape. Previously, research prototypal landscape in depth by applying defined concept of prototypal landscape and considering inherence ideological and environmental background prototypal figure and structure. Formation pattern of the prototypal landscape is classified in both philosophical formative primary factor from philosophy, religion and environmental formative factor of human that accumulated cultural life from a region and life. Examples of forming the prototypal landscape by philosophical formative factor are classified as 'Feng-Shui(the theory of divination based on topography)', 'Yin-Yang theory', 'Confucian idea theory' 'Philosophical Taoism', 'Buddhism theory' and 'Nature theory' then environmental formative factor are interpreted by 'Taekliji(determining of advantageous land)', 'Imwon(forest) economical geography', 'land use', 'topography' and 'terrain' as examples. This study is anticipating a new point of view and an establishment of reliable preservation to our characteristic of the prototypal landscape by considering concept of prototypal landscape and formative factor as studying limits of prototypal landscape and researching concentrated origination of the prototype.

• Journal for History of Mathematics
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• v.33 no.6
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• pp.327-343
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• 2020

This study investigate philosophical discussions related to the Zeno's paradoxes in order to derive the mathematics educational implications. The paradox of Zeno's motion is sometimes explained by the calculus theories. However, various philosophical discussions show that the resolution of Zeno's paradox by calculus is not a real solution, and the concept of a continuum which is composed of points and the real number continuum may not coincide with the physical space and time. This is supported by the fact that the hyperreal number system of nonstandard analysis could be another model of a straight line or time and that an alternative explanation of Zeno's paradox was possible by the hyperreal number system. The existence of two different theories of the continuum suggests that teachers and students may not have the same view of the continuum. It is also suggested that the real world model used in school mathematics may not necessarily match the student's intuition or mathematical practice, and that the real world application of mathematics theory should be emphasized in education as a kind of 'correspondence.'

• Journal of Korean Philosophical Society
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• v.126
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• pp.321-343
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• 2013

The Reformation seems to have nothing to do with modern philosophy, but in reality closely related to it. From a philosophical point of view, the Reformation had a profound effect on the formation of modern philosophy in two respects. Voluntarism, asserting the predominance of divine will over divine reason, which is the basic principle of the Reformation, allowed an arbitrary interpretation of the Bible by ignoring the tradition of the Church and emphasizing 'Sola Fide'. As a result, the severe religious disputes arose and the modern intellectuals sought a deism and natural religion as an universal religion which is expected to put an end to religious conflicts. Moreover, voluntarism changed the way of inquiring nature from the speculative to the experimental based on observation and experiment, and provided the clues of the birth of experimental philosophy (empiricism) which is the experimental inquiry of human nature. In short, the Reformation brings about the search for universal religion on the one hand, but on the other the advent of experimental philosophy. Universal religion is not a mystic religion on which the religious behaviors and practices are based but just a world view that is the basis for scientific inquiry, and it was nothing but a philosophy for science. And also the experimental philosophy was a philosophy by science in that it is a science of human nature through experiment and observation, After all, the Reformation expelled religion from the main living room of philosophy and placed science on the spot instead.