• Journal of Science Education
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• v.38 no.1
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• pp.57-77
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• 2014

A longitudinal study traced changes in students' understanding of Nature Of science (NOS) through the public secondary science education in Ontario Canada. Although the concepts of NOS are complicated, and students' understandings are not easy to change, not many longitudinal studies have been done across the world. The current study tried to identify the changes of participating students' understandings of NOS for two and half years of public secondary science education in Ontario Canada. Pretest was administered using Views of Nature of Science (VNOS-C) when six participants graduated from a middle school of Toronto. Two and half years of secondary education, the posttest was carried out using the same instrument. After pre and posttest, probing interviews were performed. The analysis of the data was founded on the Standards and the conceptual framework for this study. The findings were that the initial views have little changed. Most examples and explanations the participants provided were from their science classes. Lab activities for confirming the existing laws and theories and observable photos in science textbooks made students regard the knowledge as a truth. Naturally, their knowledge has been expanded for 2 and 1/2 years, but this expansion of scientific knowledge led students toward Universalist views on science. On the other hand, when science was presented with a historical approach or was networked with other concepts, students acknowledged science and scientific knowledge had been induced from inferences as well as observations and experimental results. Based on the findings the authors of this research suggest that educating the knowledge of science should be historical and networked approaches rather than teaching the knowledge as concise and true statements of the nature.

• Korean Journal of Logic
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• v.12 no.2
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• pp.141-170
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• 2009

We can witness the recent surge of interest in the controversy over the scientific status of mathematics among Jesuit Aristotelians around 1600. Following the lead of Wallace, Dear, and Mancosu, I propose to look into this controversy in more detail. For this purpose, I shall focus on Biancani's discussion of scientiae mediae in his dissertation on the nature of mathematics. From Dear's and Wallace's discussions, we can gather a relatively nice overview of the debate between those who championed the scientific status of mathematics and those who denied it. But it is one thing to fathom the general motivation of the disputation, quite another to appreciate the subtleties of dialectical strategies and tactics involved in it. It is exactly at this stage when we have to face some difficulties in understanding the point of Biancani's views on scientiae mediae. Though silent on the problem of scientiae mediae, Mancosu's discussions of the Jesuit Aristotelians' views on potissima demonstrations, mathematical explanations, and the problem of cause are of utmost importance in this regard, both historically and philosophically. I will carefully examine and criticize some of Mancosu's interpretations of Piccolomini's and Biancani's views in order to approach more closely what was really at stake in the controversy.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.309-335
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• 2011

Writings of gifted students were classified by the writing analysis protocol built on the scientific inquiry process and writings of scientific journals. These writings were classified 7 types based on the existence of tentative explanations and types of conclusion. In addition the writings were classified by linear form, double linear form, supporting-conclusion form based on the number and position of writings. The characteristics of writings show that, first, the tentative explanation is located at the beginning and the drawing conclusion at the end of articles. Secondly, students prefer the linear form writing to explain their logics. Finally, supporting-conclusion writings are shown when answers of question is written only in the drawing conclusion without estimation.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.229-238
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• 2022

Through the converging concept of 'an actor doctor,' this paper deals with an actor and its double, the emotional care giver. In the first place, actor doctors have appeared in the medical scene as hospice volunteers. But, as a developing project, the concept of 'an actor doctor' leads to a professional emotional specialist who works at hospitals during the day and performing at the stage at night. In our contemporary culture, our emotional life is threatened by various social and environmental stimuli. The role of 'an emotional specialist' in our everyday life and hospitals is very essential to our healthy life. Against the backgrounds of the high emotional intelligence and the systemic training, actors are qualified to embody this social vision. From the perspectives of performance studies and cognitive studies, this paper tries scientific explanations of the role, the function, and the techniques of an actor doctor. By doing so, this paper seeks to build a scientific foundation for an actor doctor as an emotional specialist.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.193-214
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• 2017

This study was carried out to identify the reality of students' understanding of Korean traditional scientific knowledge (TSK), the educational contexts influenced their understanding of TSK, and their sense of value of TSK, through the science activity 'Being a commentator on Korean traditional scientific culture' as a way of finding direction to apply TSK to science education while maintaining the inherent meaning of our traditional science. Seventh grade students have discovered TSK contents in Changdeok Palace, prepared their own scripts for seven months, and finally, explained to fifth to sixth grade students. The video recordings of all lessons, scripts of explanation, reports of field activities, and individual interviews were all analyzed. Students understood TSK in four viewpoints: the traditional view of nature, the traditional science and technology, the traditional life using science, and the natural science contents. During their activities, communication with peers or elders both in classroom and in Changdeok Palace, the interaction with place, and the sense of responsibility as a commentator helped students understand the scientific aspects of TSK, form contextual and sensible scientific knowledge, and apprehend various scientific explanations of contents. Depending on their internalization of experiences, the students' experiences produced three types of interpretation: delivery, persuasion, and understanding. Students formed their TSK sense of value as scientific characteristics, the need of new perspective about science, the need to protect and maintain TSK as our culture. The results of this study show that TSK can provide integrated and actual contextual education in science education and can be used to understand the cultural diversity of scientific and scientific methods and the characteristics of oriental scientific thinking. In addition, the simultaneous approach of TSK and school science to traditional culture can contribute to ideal concept formation and subjective attitude toward our traditional culture.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.113-128
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• 2011

The purpose of this study was to confirm achievement of goals in science curriculum. The questionnaires related to 'solution' chapter of 5th grade were developed. The subjects were 69 sixth grade elementary school students and four elementary school teachers. 5 students were selected for deep interviews. Each interview was progressed separately, and all the contents of the interviews were recorded. As results, it is revealed that most of the students could not understand basic concepts of 'solution' chapter. The teachers and the students recognized that explanations in the textbook were insufficient. Many inquiry activities were introduced in textbooks, but the students could not acquire inquiry abilities, especially data interpretation and generalization abilities. Inadequate pictures in the textbook also disturbed the students' learning of inquiry ability. Using materials of real life in textbook could not attract the elementary school students' interests effectively.

• Journal of the Korean Chemical Society
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• v.48 no.5
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• pp.527-536
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• 2004

This study researched 122 high school students?and 97 chemistry majored teachers?perceptions on evaporation and boiling compared heating and no heating situations. From the results, it was found that the teachers?thoughts of evaporation and boiling depend on the situation were stable, but students?thoughts were depend on the situations. The high school students thought evaporation as boiling on the situation of heating and thought boiling as evaporation on the situation of no heating. These phenomena were related to the explanations of science textbooks. In many textbooks, evaporation concept was explained in the situation of no heating and boiling concept was explained in the situation of heating.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.15-28
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• 2003

The purpose of this study was to explore the relationships between the concept of heat and that of temperature for elementary students. Eight multiple choice type questions with explanation of reasons for selection were developed based on previous researches and the analysis of science curriculum for elementary students. The students of 9, 10, 11 years(n=292) were selected from two elementary schools in Taegu City. The responses of students' multiple choice and their explanations were analysed in each items χ² test used for the relationships between types of heat and temperature conceptions Half of elementary student could discriminate the two terms of heat and temperature, majority of them thought that heat is likely to be hot and temperature is the quantity of heat, which is not based on scientific conception. Elementary students thinkings about heat could be classified with material type of heat and molecular kinematics type. Material type of heat were more popular than with molecular kinematics type, although the latter is increased. Majority of students answered correctly in qualitative questions of mixing of hot and cold water, but about only one third of them answers in quantitative questions. Subtraction of cold temperature from hot temperature was the most popular explanation, even though one-quarter of students summed up the two temperature in quantitative situation of mixing hot and cold waters. Those who thought heat as the molecular kinetic responded more correctly in most difficult questions than those who as the material. Therefore, we concluded that the types of heat conceptions affected the concept formation of temperature.

• Journal of Korean Medical classics
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• v.32 no.3
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• pp.103-130
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• 2019

Objectives : In this paper, the life and medical philosophy of Jo, Heonyeong, a Korean Medical scholar of modern times was studied. Based on his life events and publications, his medical philosophy was examined. Methods : Jo's life tracks were reconstructed based on his books, written contributions, documents on his activities that were collected from newspapers, magazines, papers, etc. In addition, the direction of his Korean Medical research and clinical application as argued by himself was examined. Results : After he himself understood the fundamental principles of Korean Medicine thoroughly, Jo, Heonyeong interpreted the principles of Korean Medicine by means of general scientific methodology along with simple, common knowledge based explanations. He compared Eastern Medicine with Western Medicine and pursued their integration, while making it his objective to have lay people understand medicine and to receive proper medical care and live healthy lives, based on the principles of a righteous government. The reason for his contributions to lay people targeted mediums and writing Korean Medical books that were easy to comprehend was also because of this philosophy. Conclusions : By making efforts to change and improve reality whether it be medicine or politics, Jo, Heongyeong went beyond treatment of diseases and pursued a world where all people could live healthy lives.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.197-210
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• 2008

The purpose of this study is to explore the cases and features of the abductive inference used by young children when trying to explain natural phenomena in everyday life. From observing a 5-year-old's daily activities with his family, and analyzing the data according to the criterion extracted from the form of abductive inference described by C. S. Peirce, a few cases where the child used abductive inferences to explain natural phenomena were found. The abductive inferences in the cases were conducted: (a) based on figural resemblance and behavioral resemblance (b) under the influence by individual belief and communal belief, then (c) resulted in new categorization accompanied by over generalization. Such features of the abductive inference showed the 'double faces'; sometimes encourages and sometimes discourages children's generating better scientific hypotheses and explanations. These results suggest that even young children use abductive inference to explain doubtful natural phenomena in everyday life, although we need to consider carefully with the double aspects of the features of abductive inference for the practical applications to the fields of science education. Finally, several suggestions and following studies for science education are proposed.