• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.556-564
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• 2004

Two biology modules were developed previously for the purpose of improving creativity and scientific thinking of secondary school students. A hypothetical-deductive experimental procedure was reflected in the module when students themselves can perform a series of activities of making hypothesis and designing an experiment to solve the questions. They followed a series of scientific processes to determine some characteristics regarding plant pigments and the transport process of materials in living organisms. Four classes of 9th graders in'S' Science High School were divided into the experimental and the control group. The same contents of the modules were taught to the control group by the traditional experimental way. The students' creativity, scientific thinking, scientific inquiry skill and knowledge achievement were examined before and after the interventions. As results, the experimental groups showed more significant improvement on the areas of the students' creativity, scientific thinking, scientific inquiry skill and achievement than the control groups. Results indicated that the specially designed modules in terms of hypothetical-deductive experimental procedure were effective to improve science high school students' creativity and scientific thinking abilities.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.215-228
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• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.

• Korean Journal of Logic
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• v.7 no.2
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• pp.121-146
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• 2004

본 논문은 베이즈주의가 확률론을 이용해서 제거적 귀납을 정교하게 발전시키고 있다고 주장한다. 이를 위해 본 논문은 두 가지 작업을 진행한다. 하나는 제거적 귀납이 무엇인가 하는것이고 다른 하나는 제거적 귀납이 베이즈주의에 기여하는 바가 무엇인가 하는 것이다. 먼저 본 논문은 제거적 귀납이 참인 가설을 포함하는 가능한 가설들의 총체로부터 경쟁가설들을 연역적 또는 귀납적으로 제거하고 남는 가설을 선택하는 추론형식임을 밝히고, 이 때 베이즈주의는 제거적 귀납을 정교하게 발전시킨 모습이기 때문에 제거적 귀납으로부터 기술적으로 도움 받을 측면은 없다고 주장한다. 그 대신 본 논문은 베이즈주의가 과학방법론으로 발전되는 데에서 직면하는 여러 가지 문제점을 해결하는 방법에 대해 제거적 귀납으로부터 조언을 얻을 수 있다고 주장한다. 이와 같은 논의를 통해 본 논문은 베이즈주의와 제거적 귀납주의의 결합은 유용한 과학방법론을 만들 수 있을 것으로 전망한다.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.586-601
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• 2008

The purpose of this study was to identify the scientists' abductive reasoning in three stages of hypothetical-deductive inquiry process; generating hypothesis, designing, and interpreting data and to suggest new analytic coding frames on abductive reasoning in each of the stages. For this purpose, the interview protocols collected through in-depth interviews with eight scientists were analyzed by the early frame with sub-elements derived from the literature reviews. The need of a new frame of analysis beyond the previously established elements arose from the result of this analysis because the processes of abductive reasoning were found in all three stages. Based on scientists' interview data, this study then designed a new frame of analytic coding frames on the abductive reasoning in each of the stages. The content validity index from four experts was 0.90, and these frames showed a good fit to analyze the scientists' real process of abduction in three stages of hypothetical-deductive inquiry process.

• The Korean Journal of Financial Management
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• v.11 no.1
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• pp.1-29
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• 1994

재무관리의 모든 영역을 완벽하게 이해하기 위하여는 기업재무관리와 투자론을 비롯하여 금융산업 전체에 대한 연역적 방법에 의한 이론의 정립과 실증분석을 통한 이론의 정립이 관건이라 할 수 있다. 이 논문에서는 실증 분석을 수행함에 있어 우리나라에서 활발하게 논의가 진행되지 않는 시계열분석의 영역을 살펴보았다. 그것은 이와 같은 분야를 천착해 봄으로써 이 분야가 재무관리에 대한 통찰력과 현실 적합성의 판단력을 배양하는데 큰 공헌을 할 수 있으리라는 믿음 때문이다. 이 논의를 통하여 시계열 분석에 대한 활발한 연구가 진행되기를 기대하고 있다. 시계열 확률과정에 대한 재무관리이론을 연역적으로 도출하기는 용이하지 않다. 시계열 분석에서 제시되는 여러 방법론을 재무관리의 시계열에 적용하여 그 시계열의 성질과 특성을 파악하면 그것이 그대로 현실에 적용될 수 있을 것이다. 이러한 연구의 결과는 어떤 형태로든 연역적 방법에 의한 이론의 정립에 깊은 영향을 미칠 것이다. 뿐만 아니라 연속시간의 틀과 이시적(異時的) 양태하(樣態下)에서 많은 재무관리 모형들이 개발되고 있으며, 동태적 상황을 해명하는 의도에서 이 모형들이 연구되고 있는 만큼 시계열 분석은 이 분야에 직접적으로 이용될 수 있다. 시계열 분석에서 제시된 많은 모형들이 재무관리의 실증적 현상을 설명하는데 효과적으로 활용될 수 있다. 뿐만 아니라 현재 연역적으로 개발된 모형들이 설명할 수 없는 부분을 시계열 분석이 직접적으로 해명할 수 있는 능력을 확보하고 있음도 제시되었다. 증권의 현가모형(現價模型), 이자율의 기간구조, 효율적 시장가설도 주가의 변동성 등은 시계열 분석의 다양한 기법을 사용하여 검증되어야 하며, 이 경우 특히 분산의 추정방법을 여러 측면에서 개발해 야 할 것이다. 시계열 분석에서는 두개 또는 그 이상의 기법을 하나로 통합하는 방법이 있을 수 있다. ARIMA와 ARCH가 결합되는 것을 본 바 있다. 구조적(構造的) 변화(變化)(structural change)모형(模型)과 ARCH의 결합도 가능하다. 다른 분야로서는 변동성(變動性)에 관한 연구이다. 변동성(變動性)에 관한 연구는 variance bounds test에 한정된 감이 있으나 정보와 변동성의 관계가 중요시되고 있는 만큼 정보집합과 시계열 분석 기법의 결합은 변동성의 연구에 새로운 지평을 열어줄 것으로 보인다. 따라서 정보집합의 형성에 따라 새로운 추정방법이 개발될 여지가 풍부하다.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.88-98
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• 2006

The purpose of this study was to analyze the process of scientists' science knowledge generation by employing four creative scientists as participants. Raw protocols were collected by an intensive interview method and then analyzed by a psychological modelling procedure. The present study showed that the process of knowledge generation divided into the processes of inductive, abductive, and deductive thinking. Furthermore, the inductive process in simple and operative observation was involved in the processes of generating a question, conjecture/prediction, designing an operational method, operation, and simple observation. Also, the abductive process had two components; question generation, and hypothesis generation which consisted of analyzing questions, searching explicans, and constructing hypothesis. Finally, the deductive process involved inventing abstract test methods, inventing abstract criteria, inventing concrete test methods, inventing concrete criteria, collecting results, and evaluating hypotheses and stating conclusions.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.309-312
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• 2019

이 연구는 컴퓨팅사고력에서 추상화의 의미를 명확히 확인하고 그 구성요소를 정제하는데 목적이 있다. 그래서 기존 정보교육 분야에서 제시된 추상화 의미를 파악하여 그 의미를 명확히 하고, 관련 구성요소의 개념을 정제하여, 정보교육이 나아가야할 방향에 대한 시사점을 도출하였다. 이 연구의 결론은 1)컴퓨팅사고력에서 추상화를 위한 구성(composition) 과정이 필요함을 확인하였고, 2) 컴퓨팅 사고력에서 추상화는 가설연역적 사고과정으로 인지발달에 도움이 될 것으로 판단되었다.

• Korean Journal of Logic
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• v.13 no.2
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• pp.83-116
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• 2010

In this paper we provide a teaching learning method for logic in debate, in particular, in debate of engineers. First we criticize the concept of argument and the Toulmin model on argument used in education for debate. We next provide a general method for learning arguments needed in debate. Finally, we suggest the hypothetico-inferential method and the model for inference to the best choice as argument methods coming in useful in debate education for engineers.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• 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.