• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1470-1488
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• 2012

This study examined changes in the quality of written arguments produced by freshman students in general chemistry laboratory classes using the SWH approach over a semester; difference in the quality of written argument between the original writing template (year I) and the extended writing template (year II); and any difference between Total Argument and Holistic Argument scores. 140 writing samples from 14 students on the year I and 228 samples from 19 students on the year II were collected. Results indicated that despite fluctuations, the students were producing stronger argument by the end of semester compared to the beginning of the semester. Original SWH template group received significantly higher argument scores than extended SWH template group. For the most of year I laboratory investigations, there was no significant difference in the quality of argument between Total Argument and Holistic Argument scores. An implication of this study would be to provide opportunities for students to practice constructing arguments using the original SWH writing template including questions, claims, evidence, and reflection.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.323-336
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• 2010

The purpose of this study was to evaluate students' written arguments embedded in scientific inquiry investigations using the Science Writing Heuristic (SWH) approach. Argument components defined in this study are questions, claims, questions-claims relationship, evidence, claims-evidence relationship, multiple modal representations, and reflection. A set of criteria for evaluating each argument component was developed to evaluate writing samples of students from college freshman general chemistry laboratory classes. Results indicate that students produced, on average, moderate to powerful questions, claims, and evidence. They also constructed reasonable questions-claims relationship and claims-evidence relationship. Compared to other component scores, the average score for reflection was relatively low. Overall, the average Total Argument score was 21.4 out of a possible 36, that is, the quality of the written arguments using the SWH approach during a series of inquiry-based chemistry laboratory investigations was moderate to powerful. The findings of this study suggest that students, on average, developed reasonable scientific arguments generated as part of scientific inquiry. In other words, students are capable of putting together reasonable arguments as they participate in inquiry-based laboratory classrooms.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.90-93
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• 2003

The function, which represents the closed curve, is found from the sampling data by S-System in this study. Two methods are proposed. One is the extension of S-System. The data x and y are regarded as input data, and the data z=0 as output data. To avoid the trap into the invalid function, the judgment points (x$\_$j/, y/sug j/) are introduced. They are arranged in the inside and the outside of the closed curve. By introducing this concept, the functions representing closed curve are found by S-System. This method is simple because of a little extension of S-System. It is, however, difficult for the method to find the complex function like a hand-written curve. Then another method is also proposed. It uses the system incorporating the argument function. The closed curve can be expressed by the argument function. The relatively complex function, which represents the closed curve like a hand-written curve, is found by utilizing argument function.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• The Journal of Korean Philosophical History
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• no.59
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• pp.89-120
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• 2018

This paper is a study of the beginning pattern of simseul argument in the 19th century, based on the letter written by Hanju(1818~1886) and Mangu(1837~ 1902). In the text, I analyzed the theoretical differences between Mangu and Hanju that inherited from the study of Jungjae, is to expand the scope of the dispute between the Hanju and Mangu which to provide the beginning pattern of simseul argument. By revealing the theoretical difference between Hanju and Mangu, in the opposite direction, the content of the simseul argument between the Hanju and Jungjae's developed could be clearer. In the Hanjujip, there are nine letters to Mangu, there are also three letters to the Mangujip. These letters show a certain difference in the learning of the two people. So the text focuses on the content of these letters and reveals their theoretical differences, eventually it is confirmed that their theoretical differences lead to the beginning pattern of simseul argument. In particular, interpretation of LiKi leads to interpretation of Sim. Sim interpretation centers on the interpretation of the Zhuxi's 'Ki of Jungsang' meaning, while Hanju emphasizes to see as Lee, Mangu emphasizes that as the sum of Liki. 'Ki of Jungsang' is an interpretation of Zhuxi' Sim, and in the end, interpretation of 'Ki of Jungsang' means interpretation of Sim. Thus, while Hanju tried to see of Li, Mangu wanted to see at the sum of LiKi. This is simseul argument between Hanju and Man-gu, which was unfolded in the extension of the 19th century's simseul argument of erection. Through their argument, they are going to use it as an opportunity to review details of how the debate started in the Toegye school.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.276-285
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• 2016

This study aimed to examine preservice science teachers' modeling ability and how it has changed in argument-based chemistry laboratory investigations. The participants for this study were twenty-one freshman students from teachers’ college and they carried out six topics of argument-based chemistry laboratory investigation. Students’ written modeling samples were collected and analyzed to investigate preservice science teacher's modeling ability and changes in it. The results of this study showed that preservice science teacher's modeling ability has improved and progressed through argument-based chemistry laboratory investigations.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.389-400
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• 2020

The purpose of this study was to examine the effects of Argument-based Inquiry activities on the claims and evidence in elementary students' science writing. Participants were thirty three fifth grade elementary school students and argument-based inquiry activities on five topics were implemented. We analyzed the Summary Writing samples written by students to investigate the effect of the Argument-based inquiry activities on elementary students' claims and evidence in their science writing, and also analyzed the writing samples of the experimental group to which the Argument-based inquiry activities were implemented, to examine the change of claims and evidence. The results of this study showed that the mean of experimental group was significantly higher than that of the comparison group. As a result of analyzing claims and evidence in Summary Writing of experimental group, the level of claim and evidence has tended to increase gradually as the number of classes progresses.

• Journal of Korean Medical classics
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• v.11 no.2
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• pp.170-202
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• 1998

Lee Shi Zhen(李時珍) raised a question in argument on the writer of Bao Ming Shi(保命集), which had been believed to be written by Liu Wan Su(劉完素), arguing that Bao Ming Shi(保命集), also called Huo Fa Ji Yao(活法機要), was written by Zhang Yuan Su(張完素). There were three representative arguments on the writer of Bao Ming Shi(保命集). One suggested that it was written by Zhang Yuan Su(張完素) while the other argued that it was definitely written by Liu Wan Su(劉完素). And another suggested thai it was edited by posterity by combinding the works of the former two miters. After this study, it was found that Bao Ming Shi(保命集) has Liu Wan Su(劉完素) and Zhang Yuan Su(張完素)'s unique medical thoughts in many descriptions resulting in controversial dispute. Through these arguments, a new hypothesis has been made that the third person who had studied Liu Wan Su(劉完素) and Zhang Yuan Su(張完素)'s medical thoughts wrote Bao Ming Shi(保命集). Liu Wan Su(劉完素) and Zhang Yuan Su(張完素) were quite different in medial thoughts and their works and they found different school, respectively. Therefore, if Bao Ming Shi(保命集) was written by Liu Wan Su(劉完素) or Zhang Yuan Su(張完素), it is impossiple that Bao Ming Shj(保命集) has the two medical thoughts in many descriptions. So, it is regarded reasonable to argue that the person who had aquainted with the two medical thoughts wrote this book. Then enother question can be raised : why the persion wrote Bao Ming Shi(保命集) which integrated the two medical thoughts and. The answer is as follows. Liu Wan Su(劉完素) and Zhang Yuan Su(張完素) became the rounders of He Jian(河間) school and Yi Shui(易水) school, respectively, which have considerably affected later generations, suggesting advanced medical theory. The medical thoughts suggested by the two were sure advanced compared with the former generation, but subjective and biased enough be critisized. So, it is thought that the third person wrote Bao Ming Shj(保命集) to recover those demerits and to describe more advanced medical theory. Zhongyi Xueshushi(中醫學術史) suggests that posterity edited Bao Ming Shi(保命集) by combinding Liu Wan Su(劉完素) and Zhang Yuan Su(張完素)'s works, which is different flam my suggestment. In above description, it is said that the two medical thoughts were quite different, but Bao Ming Shi(保命集) has well-understood medical thoughts containing the two medical thoughts in chaptor to chaptor, and well coincides from cover to cover, which shows that it is written by one person not edited by posterity. My hypothesis can admit other arguments on the writer of Bao Ming Shi(保命集), recover the bias of those argument and solve the questions raised in other arguments. Therefore, I suggest that the person, who was well aquainted with Liu Wan Su(劉完素) and Zhang Yuan Su(張完素)'s medical thoughts, wrote Bao Ming Shi(保命集) to describe more advanced and complete medical theory by amending the bias and taking the merits of the two medical thoughts.

• The Pure and Applied Mathematics
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• v.30 no.2
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• pp.131-138
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• 2023

The aim of this note is to provide two new and interesting closed-form evaluations of the generalized hypergeometric function ₅F₄ with argument $\frac{1}{256}$. This is achieved by means of separating a generalized hypergeometric function into even and odd components together with the use of two known sums (one each) involving reciprocals of binomial coefficients obtained earlier by Trif and Sprugnoli. In the end, the results are written in terms of two interesting combinatorial identities.

• Korean Educational Research Journal
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• v.38 no.2
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• pp.109-125
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• 2017

The purpose of this study was to examine how group argumentations mediated individual arguments by analyzing physics teachers' group argumentation and individual follow-up written arguments. Five in-service physics teachers participated in this study, two middle school and three high school teachers. The topics of argumentation included physics topics and pedagogy of them. Findings showed that the teachers constructed much more elaborated individual written arguments than group argumentation, which seemed to be resulted from different perceptions of teachers' verbal and written argumentations. Also, in their written arguments the teachers selectively utilized their colleagues' ideas shared during group argumentation. Lastly, teachers' argumentation showed different features between topics of physics and physics pedagogy. These differences were related to their orientations toward argumentation about content knowledge and teaching. These findings shed light on a productive physics teacher professional development in argumentation.