• Review of KIISC
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• v.26 no.5
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• pp.44-53
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• 2016

본 논문에서는 그동안 축적된 디지털 증거 관련 판례를 분석하여 디지털 증거가 법정에서 유효하게 사용될 수 있는 증거 능력 요건을 검토하였다. 법정에 제출된 디지털 증거가 증거능력을 인정받기 위해서는 다음과 같은 요건을 충족해야 한다. 첫 번째 요건으로서 적법하게 수집된 증거이어야 한다. 영장주의에 위반하거나, 압수수색절차에 피압수자의 참여권을 보장하지 않은 경우에는 증거의 증거능력이 인정되지 않는다. 또한 그동안 논란이 되었던 별건정보도 앞서 살펴본바와 같이 대법원이 제시한 요건을 충족해야 한다. 두 번째 요건으로는 법정에 제출된 디지털 증거의 진정성이 인정되어야 한다. 대법원은 디지털 증거의 진정성이 인정되기 위해서는 무결성과 동일성, 신뢰성이 인정되어야 한다고 판시한바 있다. 세 번째 요건으로 법정에 제출된 증거가 전문증거인 경우에는 당사자의 동의가 없는 한 전문법칙의 예외에 해당되어야 한다. 2016년 5월 형사소송법 제313조가 개정되기 전에는 법정에 제출된 디지털 증거를 진술자가 진정성립을 부인하는 경우, 해당 문서가 업무상 필요로 작성한 통상문서나 기타 특히 신용할 만한 정황에 의하여 작성된 문서에 해당되지 않는 한 증거능력을 인정받을 수 없었다. 그러나 형사소송법 제313조 제2항의 개정으로 인하여 이제는 진술자가 진정성립을 부인하는 경우에도 "과학적 분석결과에 기초한 디지털 포렌식 자료, 감정 등 객관적 방법"에 의해 성립의 진정을 인정받을 수 있다. 과학적 분석결과에 기초한 디지털 포렌식 자료, 감정 등 객관적 방법에 대한 구체적인 내용은 앞으로 판례를 통해 정립해 나아가야 할 것이다.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.109-126
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• 2023

In this study, I took the evidence-explanation (E-E) continuum perspective to examine the epistemological implications of scientific reasoning cases designed by preservice elementary teachers during their simulation teaching. The participants were four preservice teachers who conducted simulation instruction on the seasons and high/low air pressure and wind. The selected discourse episodes, which included cases of inductive, deductive, or abductive reasoning, were analyzed for their epistemological implications-specifically, the role played by the reasoning cases in the E-E continuum. The two preservice teachers conducting seasons classes used hypothetical-deductive reasoning when they identified evidence by comparing student-group data and tested a hypothesis by comparing the evidence with the hypothetical statement. However, they did not adopt explicit reasoning for creating the hypothesis or constructing a model from the evidence. The two preservice teachers conducting air pressure and wind classes applied inductive reasoning to find evidence by summarizing the student-group data and adopted linear logic-structured deductive reasoning to construct the final explanation. In teaching similar topics, the preservice teachers showed similar epistemic processes in their scientific reasoning cases. However, the epistemological implications of the instruction were not similar in terms of the E-E continuum. In addition, except in one case, the teachers were neither good at abductive reasoning for creating a hypothesis or an explanatory model, nor good at using reasoning to construct a model from the evidence. The E-E continuum helps in examining the epistemological implications of scientific reasoning and can be an alternative way of transmitting scientific reasoning.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.634-649
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• 2003

The aim of this paper was to diagnose Korean sixth graders' understanding for scientific evidence and explanation. The instrument constructed by Jeong, Songer, and Lee (2002) was used to assess students' understanding for priority of scientific evidence, objectivity of data, relevance of evidence, data interpretation, coordination of theory and evidence, and repeated observation. Results showed that although many students recognized certain features of scientific inquiry such as objectivity of data, few of them understood why such features are valued and how to collect and use such data. In particular, students experienced difficulty in formulating explanation from evidence, not knowing, for example, that repeated observations are needed before making a general statement. The results of this study suggest that efforts to foster students' inquiry abilities need to be based on careful analyses of students existing inquiry skills and understanding.

• Korean Journal of Logic
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• v.6 no.2
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• pp.135-158
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• 2003

베이즈주의는 믿음의 정도라는 확률의 의미해석과 수학적 확률론에 의한 계산체계를 기초로 하여 가설과 증거간의 입증(confirmation) 관계를 명료하게 분석한다. 베이즈주의는 증거 E가 가설 H를 입증한다는 것을 PR(HIE&K)-PR(HIK)>0으로 정의한다. 그러나 이러한 분석이 과연 과학자들의 입증개념을 올바로 반영하고 있는가 하는 비판이 오래된 증거(old evidence)의 문제로부터 제기되었다 오래된 증거는 이미 알려진 정보이기 때문에 완전한 확률 값 1을 부여받는다. 이 때 오래된 증거가 가설을 입증할 수 있는가 하는 질문은 베이즈주의자와 실제 과학자 사이에 서로 다른 답변을 도출한다. 먼저 베이즈주의에 따르면 오래된 증거가 가설을 입증할 수 없다. 그것은 PR(EIK)=1일 때 PR(HIK)=PR(HIE&K)의 결과가 도출되기 때문이다. 하지만 과학사의 여러 예들로부터 제시되는 실제 과학자들의 입증개념에 따르면 오래된 증거가 가설을 입증하고 있다. 필자는 이와 같은 입증개념의 이질성 문제가 다만 어떤 증거가 입증 가능한 것인지를 구분해야 하는 질적인(qualitative) 문제일 뿐만 아니라 증거가 가설을 어느 정도 입증하는지 하는 입증도를 정확하게 측정해야 하는 양적인(quantitative) 문제라는 점을 밝힌다. 특히 필자는 양적인 문제를 해결하면 질적인 문제가 자연히 해결된다는 점을 밝히고, 반 프라센이나 가버가 제안한 전략이 모두 질적인 문제만을 다루기 때문에 부분적인 해결책에 지나지 않는다는 점을 밝힘으로써 오래된 증거의 문제의 본질은 양적인 문제에 있다는 점을 주장한다.

• Annual Conference of KIPS
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• 2004.05a
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• pp.1149-1152
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• 2004

컴퓨터가 현대 생활의 필수 도구로 자리잡으면서 컴퓨터를 매개로 이루어지는 범죄행위에 대하여 법적인 처벌 문제가 중요하게 대두되고 있다. 컴퓨터범죄를 형사적으로 처벌하기 위하여는 디지털증거의 증거능력과 증명력이 인정되어야만 한다. 하지만 디지털증거는 그 특성상 조작, 손상, 멸실의 우려가 높다. 디지털증거가 형사소송법상 유효한 증거로서의 증거능력을 인정 받기 위하여는 데이터의 변형 없이 수집하고 때로는 손상된 디지털 증거를 복구하여 원본과 동일하게 복사하여 정확히 분석한 후 제출되어야 한다. 이와 관련된 학문 전반을 컴퓨터포렌식이라고 하는데 국내법 혹은 국제법적으로 유효한 절차 및 수단에 따라 관련 증거들을 수집하여 함은 물론이고 과학적인 논거들로 입증하는 것이 또한 매우 중요하다. 현재 국내법상 디지털증거에 관한 입법이 없으므로 일반적인 증거증력에 관한 규정과 일부 판례를 차용하여 증거능력과 증명력을 갖춘 컴퓨터포렌식 절차를 제안 한다.

• 한국벤처창업학회:학술대회논문집
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• 2021.11a
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• pp.57-61
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• 2021

'증거기반 교육'은 개인적 경험이나 성공 사례, 그리고 전통적인 속설보다는 과학적 연구결과와 근거가 중심이 되는 교육이다. 증거기반 창업 교육은 기존 속설과 믿음, 단편적 성공 사례로 인해 고착된 인지 편향을 완화시켜 중립적인 시각을 견지할 수 있으며, 직관과 경험을 넘어 데이터와 연구 결과에 의해 의사결정을 하는 분석적 자질을 연마하는데 기여한다. 본 논문은 현재 국내의 증기기반 창업교육의 현주소를 명확히 파악하기 위하여 1999년부터 2021년 출판된 49권의 창업교육 대학 교재를 분석하였다. 구체적으로 모든 도서의 내용을 1)창업기초, 2)비즈니스모델, 3)마케팅계획, 4)재무계획, 5)운영계획, 6)창업유형, 7)절차 및 제도의 각 7가지 기준으로 구분하고, 각각 사례, 단순통계, 변인 통계, 선행 연구의 비중을 분석하였다. 분석결과 증거의 핵심인 선행연구의 비중은 전체 교재의 총 분량 중 11.25%를 차지하는 것으로 나타났다. 이는 Charlier(2011)의 MBA 교과목 대상으로 조사한 결과와 유사한 값이다.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.359-368
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• 2017

The purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.19-28
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• 1999

The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.553-564
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• 2017

This study investigated the change of pre-service elementary teachers' professional visions through video-based reflection on science teaching with focus on their attention and pedagogical reasoning about student learning. Specifically, we compared two reflection cycles before and after pre-service elementary teachers went through the collaborative video-based reflection process in a professional learning community. The primary data were collected from eight pre-service elementary teachers and included their science lesson plans, videotaped lessons, video-reflection papers, and transcripts from the interviews. Pre-service elementary teachers' attention was categorized in five aspects: classroom management & control, teacher's instruction, students' thinking & learning, subject knowledge, and assessment. The level of their pedagogical reasoning about student thinking and learning was determined with six levels based on the number of evidence, evidence area, and evidence type. The findings revealed that 1) individual reflection is not enough - collaborative reflection is essential to change their attention toward students learning and thinking 2) pedagogical reasoning levels increase gradually throughout the individual and collaborative video-based reflection processes. The participants not only attributed student learning solely to the characteristics of students but also connected it with their own instruction or science content knowledge and used different types of evidences as they went through two reflection cycles. Implications for using video in the teacher education program were discussed.