• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.29-38
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• 2024

In this study, we explored the philosophical perspective of Ian Hacking on experimentation and discussed its potential impact on science education in schools. Traditionally, many philosophers have advocated a theory-driven view of experimentation, emphasizing its importance primarily in validating theories. Similarly, in the context of education, the prevailing perspective has been to focus on experimentation primarily as a means of confirming and proving theories. However, in contrast to this theory-driven perspective, philosophers like Hacking have proposed that experimentation itself possesses autonomy and vitality. Through their discussions, they have brought to light the significance of previously overlooked elements in experiments, such as tool usage, materials, and the involvement of scientists. They have prompted a reevaluation of the role and importance of experiments in scientific activities. Therefore, in this study, we consider the application of this philosophical standpoint to school experimental education. We anticipate that the phenomenon-centered perspective we propose in this research will be beneficial for teaching scientific practices, including tool usage, the involvement of experimenters, and modeling activities.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.359-382
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• 2008

There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.

• Journal of Korean Society for Atmospheric Environment
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• v.15 no.E
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• pp.65-71
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• 1999

The log-normal size distribution theories developed recently for aerosol coagulation are reviewed. The analytical solutiosn to Brownian coagulation developed recently for various particle size regimes are reviewed. In order to describe the evolution of the size distribution of a coagulating aerosol over the entire size range, the analytical solutions developed individually for the free-molecule regime, the transition regime, the nearcontinuum regime, and the continuum regime have been combined. The work described here represents the first analytical solution to the aerosol coagulation problem covering the entire particle size range.

• Proceedings of the KSRS Conference
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• 2003.11a
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• pp.369-371
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• 2003

This paper attempts to study the evolution of the Solar System including the earth through various existing hypotheses and the occurrence of earthquakes on the earth. From the analysis of the various theories it can be inferred that the Mystery regarding evolution of Solar System is a complex problem which requires continuos research. The occurrence of the earthquake is also affected by the earth's rotation, which produces Centrifugal Force, which together with convection current causes plate displacement resulting in earthquakes. The extent of displacement varies with the size and density of the plates.

• Journal of the Korean Professional Engineers Association
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• v.37 no.6
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• pp.54-57
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• 2004

This study attempts to review the theories and systems related to the policy for scientific and engineering human resources, to delve into the relevant documents and case studies, to carry out a survey, and to compare the Korean situation with those of advanced countries. This will verify the problems in current policies and help draw up the plans for future policies.

• Korean Security Journal
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• no.3
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• pp.61-82
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• 2000

The purpose of thesis is to examine the two aspects of realities and fear of criminal victimization in the old. It also intends to provide useful date for criminal victimization prevention strategies and looks for alternatives promoting social welfare of the old in our society. For this, some important theories about criminal victimization and compensating of crime victims are reviewed as theoretical backgrounds. In addition to theoretical reviews, to identify realities of criminal victimization and fear of crime among the old, empirical survey was conducted using questionnaires about 200 respondents of 60 years old in Taegu.

• Communications of the Korean Mathematical Society
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• v.20 no.2
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• pp.209-219
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• 2005

Tor-torsion theory was defined by Jan Trlifaj in 2000. In this paper we introduce the notion of Co envelopes, CoCovers and Tor-generators as dual of envelopes, covers and generators in cotorsion(Ext-torsion) theory and deduce that each R-module has a projective and a cotorsion coprecover.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.711-720
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• 2005

The purpose of this study was to understand mechanisms of scientific discovery and how this can help students, as young scientists, to understand scientific ideas in the science classroom. To unravel this mechanism, this study employed the notion of chaos. This phenomena was rediscovered by Edward Lorenz. In this paper, the general concept of chaos was briefly discussed in relation with previous scientific theories such as Newtonian physics and quantum mechanics. Following this, discovery constraints in terms of available technology at the time was described. In addition, Lorenz's psychological processes during the discovery was also discussed. Based on analysis, major implications for the field of science education were the provision of relevant schemata, the use of cognitive tools, the presentation of problems with various representational forms, and the sharing of ideas with others.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.85-99
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• 2000

Researches have shown that learning science frequently requires the process of conceptual change. As a result, many of the constructivist teaching and loaming approaches focus on this kind of loaming. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. Students, however, still have much difficulty in loaming science. Theoretically, it underlies Piaget's genetic epistemology in which disequilibration demands an interplay between assimilation and accommodation until equilibrium is restored. Also, radical constructivism has its roots in a variety of disciplines, but has been most profoundly influenced by the theories of lean Piaget as interpreted and extended by Glasersfeld. This study is intended to interpret the conceptual change from radical constructivist perspective and explain difficulties of conceptual change which students have in learning science.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.