• Journal of Applied Tourism Food and Beverage Management and Research
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• v.7
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• pp.315-329
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• 1997

This study reviews the scientific management theories and discusses those theories within the food service industry. By providing the principles and the practical implications of this theories on the food service industry, this study tries to identify their philosophies and usefulness to the industry so that the managers in the industry use them in their dynamic operations.

• Journal of the Korean earth science society
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• v.29 no.1
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• pp.91-97
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• 2008

The purpose of this study is to explore high school students' understanding of the distinction between scientific theories and scientific laws. Understanding of the distinction between these two concepts, which belong to the nature of science, has been receiving little attention. We surveyed thirty-two students from a local high school with three-part, open-ended questionnaire. The result revealed that these students shared common misconceptions such as 'scientific theories are unproven, scientific laws are proven and absolute', and 'if a theory is proven with enough evidence, it becomes a law'. Moreover, students tend to regard earth science less sophisticated than physical science, because they recognize a lot of its theories to be unproven in their view. It is indicated further that teaching the difference between scientific theories and laws explicitly could help students possess more appropriate view toward earth science.

• Korean Journal of Child Studies
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• v.36 no.3
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• pp.139-154
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• 2015

The purpose of this study was to explore the process of scientific thinking as it is revealed through the cases of constructive play for young children. For this purpose, the researcher observed and interviewed six four-year-olds in the Jaemi Class while recording them with a camcorder during a free choice activity class in the morning from April 23 to June 25, 2012. The observations were analyzed in chronological order according to the changes of theories and structure as presented by the children themselves. The process of scientific thinking in constructive play for young children can be divided into presentation of naive theories, the abandonment of naive theories according to repetitive experiences and the discovery of inconsistency, the representation of alternative theories, and the abandonment of alternative theories according to repetitive experiences and the discovery of contradictions. On the basis of the results, constructive play has proved to serve a valuable educational function by inducing scientific thinking processes in children. On the basis of this finding, the researcher suggests the need to provide appropriate educational support to teachers.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.200-209
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• 1996

Recent literature in science education has emphasized nature of science in science teaching. The theme has been considered to be an important element for scientific literacy.The purpose of this study was to identify Korean science teachers' points of view on topics related to nature of science, such as definition of science, characteristics of scientific hypotheses, scientific theories and scientific laws, and their construction, scientists, and scientific methods. The relevant 13 items were selected from Views on Science-Technology-Society (VOSTS) by the authors for this study. Most teachers perceived science as an exploratory process or problem solving. Some perceived science as an application of knowledge to make this world a better place to live in. Teachers viewed scientific activities as scholastic and individualistic instead of pragmatic or collective. They did not hold clear understandings of the idea that scientific knowledge is subject to change. As identified in previous studies, teachers thought that scientific ideas develop from hypothesis to theories, and finally to scientific laws. They did not show sound understanding of inventiveness of scientific hypotheses and theories, nor discovery of scientific laws. In summary, teachers' major points of view reflected 'realism'. It suggested that they needed to understand nature of science in the ways which it has been described in recent literature of science education, in order to teach science with personal and social contexts.

• Journal of the Ergonomics Society of Korea
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• v.30 no.1
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• pp.179-186
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• 2011

Objective: This study is to review three representative psychological perspectives that explain scientific construct of emotion, that are the discrete emotion model, appraisal model, and dimensional model. Background: To develop emotion sensitive interface is the fusion area of emotion and scientific technology, it is necessary to have a balanced mixture of both the scientific theory of emotion and practical engineering technology. Extensional theories of the emotional structure can provide engineers with relevant knowledge in functional application of the systems. Method: To achieve this purpose, firstly, literature review on the basic emotion model and the circuit model of discrete emotion model as well as representative theories was done. Secondly, review on the classical and modern theories of the appraisal model emphasizing cognitive appraisal in emotion provoking events was conducted. Lastly, a review on dimensional theories describing emotion by dimensions and representative theories was conducted. Results: The paper compared the three models based on the prime points of the each model. In addition, this paper also made a comment on a need for a comprehensive model an alternative to each model, which is componential model by Scherer(2001) describing numerous emotional aspects. Conclusion: However, this review suggests a need for an evolved comprehensive model taking consideration of social context effect and discrete neural circuit while pinpointing the limitation of componential model. Application: Insight obtained by extensive scientific research in human emotion can be valuable in development of emotion sensitive interface and emotion recognition technology.

• SUVANNABHUMI
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• v.7 no.1
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• pp.59-76
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• 2015

This paper proposes an approach in Southeast Asian studies using a post-colonial framework in the study of post-colonial Southeast Asia. This framework is based on the sociology of knowledge that analyzes the dialectical relationship between science, ideology, and discourse. Post-colonial studies is critical of the concept of universality in science and posits that a scientific statement of a society cannot stand alone, but is made by authors themselves who produce, use, and claim the so-called scientific statement. Several concepts in post-colonial theories can be used to develop area studies, i.e. colonial discourse, subaltern, mimicry, and hybridity. Therefore, this study also explores these concepts to develop a more comprehensive understanding of Southeast Asian culture. The development of post-colonial theories can be used to respond to the hegemony of social theories from Europe and the United States. The main contribution of area studies in the field of the social sciences and humanities is in revealing the hidden interests behind the universal social sciences.

• Journal of Physiology & Pathology in Korean Medicine
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• v.29 no.5
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• pp.353-360
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• 2015

In a essay that was published on 'Science' in December 2014 as a part of the supplement "The Art and Science of Traditional Medicine," the eastern and western medical theories are discussed with reference to the model-dependent realism suggested by Stephen Hawking and Leonard Mlodinow. This paper examines what the model-dependent realism is, and how it affects the future direction of researches in traditional Korean medical theories. The model-dependent realism holds a meaning in that it puts traditional medical theories in a perspective of models, and allows for application of recent studies in scientific philosophy for researches in traditional medical theories. Especially, the model studies by R. Giere et al. will help elaborate the traditional medical theories from a model perspective. From a model perspective, the 'visceral manifestation', 'meridian and collateral', 'qi-blood', 'eight principles' and 'constitution' theories of traditional medicine have the potentials to develop into valid models, and the traditional medical theory's phenomenological and holistic perspective distinguishes it from western medicine, giving it a competitive edge. In addition, the epistemological pluralism of model-dependent realism can serve as an alternative to relativism or rationalism perspective which put eastern and western medicine in opposition until now.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.477-486
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• 2022

This study explored a possibility of science concept learning in scientific practice-based science instruction through the review of literature about situated learning theories and practice-based science education. It was revealed that the situated learning theories were closely related to the recent trend in science education which emphasizes students' active engagement in scientific practices. From the perspective of situated learning, concept learning occurs in the process in which learners make use of concepts as resources and further develop the concepts through the emergence of conceptual agency during their participation in practices. The study also found that the situated learning perspectives could apply to science concept learning in scientific practice-based instruction: Science concepts are used as resources in practice-based science learning, students can better engage in scientific practices as they take advantage of science concepts as resources, and the emergence of conceptual agency can facilitate science concept learning during the participation in scientific practices. Implications for school science education were suggested.

• Journal of Physiology & Pathology in Korean Medicine
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• v.27 no.5
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• pp.540-552
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• 2013

This study focuses on discussing several issues that we encounter when we 'modernize' the fundamental theories of Korean Medicine(KM): It is pertinent to set the boundaries of the "fundamental theories" of the KM. The boundaries can be set based on: a) setting the medicine and the philosophy of medicine apart and b) re-evaluating the traditional theories of KM based on the needs of the modern practitioners of KM. The fundamental theories of KM should focus on how effectively they can observe, explain, and predict the clinical cases. The clinical cases and observations should not be distorted in order to satisfy the theory. "The modernization of KM" can be defined as the change in traditional medicine to fit the needs of the contemporary world, while not losing the focus and the nature of the KM. The fundamental theories of KM will play a key role in modernizing the KM, as the focus and the inherent nature of the KM comes from these fundamental theories. The modernization of the fundamental theories of KM will be crucial to both possible models of future healthcare system-the plural healthcare system, or the western medicine-centric integrated healthcare system. The modernization will also help in advancing the future medical studies. The key to modernization of the fundamental theories of the KM is in translating the key terms of KM in modern light. As a solution, this study suggests paying attention to the 'scientific metaphors', and especially to the 'theory-constitute metaphors' among those. More in-depth studies need to be done on these.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.513-530
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• 2009

Many kinds of teaching methods have been used to instruct ethical issues that arise in the field of science and technology. However, few teaching methods of bioethics have been validated by ethical theories, or justified based on practical utility in bioethics teaching. The aim of this article is to suggest teaching methods of bioethics that are appropriate for ethical theories and socio-scientific issues related to biological sciences in secondary schools. In the article, the teaching methods are classified into three types of ethical theories and into three types of socio-scientific issues in biological sciences. The characteristics of nine teaching/learning methods are then described in terms of appropriate bioethical issues or contexts, and ethical theories or principles.