• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

• The Korean Journal of Archival Studies
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• no.52
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• pp.59-117
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• 2017

This study aims to logically investigate the changing interpretation and implementation of the principle of provenance by using an argument model for discourse analysis. First, it divides the history of discourses on the principle from the Dutch Manual publication of 1989 up to the present into four areas, which includes establishing, diffusing, transforming, and expanding or deconstructing, and articulates the core discourses of each. Second, it designs the argument model for analyzing the discourses on the principle by applying Toulmin's argument model and Dunn's policy argument model. Third, it selects the articles and books that cover the core discourses of the principle, and analyzes their contents in consideration of the argument model. Fourth and finally, it presents four argument models corresponding to each area of the discourses.

• Korean Journal of Logic
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• v.15 no.1
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• pp.85-107
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• 2012

This essay criticizes Van Fraassen's argument for empirical equivalence among competing theories, which is based on his interpretation of Newtonian space-time. I argue that his misleading interpretation of the ontology of absolute space-time results in his ineffective attacks against a residual structure of space-time, absolute velocity. Van Fraassen's argument basically misleads us into empirical equivalence in that his literal reading of Newtonian space-time disregards a variety of aspects of its model.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.486-500
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• 2013

This study is conducted to examine how epistemic reasoning and argument structures of students vary according to data sources used in the process of argumentation implemented in the context of inquiry. To this end, three argument tasks using first-hand data and three argument tasks using second-hand data were developed and applied to the unit on 'Nutrition of Plants' for first year middle school students. According to the results of this study, epistemic reasoning of students manifested during the process of argumentation and varied according to data sources. While most students composed explanations with phenomenon-based or relation-based reasoning in argumentation using first-hand data, all the small groups composed explanations that included model-based reasoning in argumentation using second-hand data. In the case of arguments including phenomenon-based or relation-based reasoning, students described only observable characteristics, with warrants omitted from arguments in many cases. On the other hand, in the case of arguments that included model-based reasoning, explanations were composed by combining the results of observations with theoretical knowledge, with warrants more apparent in their arguments.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1216-1234
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• 2004

School science practical work is often criticized as lacking key elements of authentic science, such as peer argumentation or debate through which social consensus is obtained. The purpose of this paper is to review the recent studies about the argumentation and to explore the conditions and the model of argumentative scientific inquiry, which is specially designed open inquiry in order to facilitate students' peer argumentation. For this purpose, a theoretical discussion for the argumentative scientific inquiry as the way of authentic inquiry in schools was developed. The conditions for argumentative scientific inquiry were found to be the following: multiple arguments, students' own claims, opportunities for oral and written argumentation, equal status of debaters, and community of cooperative competition. For these conditions, the argumentative scientific inquiry was organized into experiment activities and argumentation activities. During argumentation activity, students should be guided to advance written argumentation through writing a group report for peer review and oral argumentation through a critical discussion. Through the argumentation between groups and in group, the students' arguments would be elaborated repeatedly. The feedback from argumentation links experiment activities to argumentation activities. Hence, the whole process of this inquiry model is circular.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.625-636
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• 2010

Scientifically gifted students' argumentation characteristics in science instruction using the internet messenger was investigated. Participants in this study were five 9th grader in middle school in Seoul. They attended a program offered by the Science-Gifted Education Center, Seoul National University. Internet messenger (instant messenger) was used for instruction, and data were collected by saved messages. Toulmin's argument model was used as a tool for analyzing students' argumentation, and the argumentation patterns were categorized by sequence of argument operations. The results showed that in case of learner-centered instructions, there were lots of relatively higher-level argumentations appeared. On the contrary, teacher-centered instruction ended up with few or lower-level argumentation. Also there were four types of argumentation patterns emerged throughout the whole instructions. Findings suggest that the development of an instruction models and the selection of an appropriate topic be necessary for promoting the interaction between teacher and students as well as enhancing the students' ability of argument.

• Korean Journal of Logic
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• v.22 no.1
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• pp.43-86
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• 2019

If 1st order ZFC is consistent(has a model($M_1$)) it has a transitive denumerable model($M_2$). This leads to a paradoxical situation called 'Skolem paradox'. This can be easily resolved by Skolem's typical resolution. but In the process, we must accept the model theoretic relativity for the concept of set. This relativity can generate a situation where the meaning of the set concept, for example, is given differently depending on the two models. The problem is next. because the sentence '¬denu(PN)' which indicate that PN is not denumerable is equally true in two models, A indistinguishability problem that the concept <¬denu> is not formally indistinguishable in ZFC arise. First, I will give a detail analysis of what the nature of this problem is. And I will provide three ways of responding to this problem from the standpoint of supporting ZFC. First, I will argue that <¬denu> concept, which can be relative to the different models, can be 'almost' distinguished in ZFC by using the formalization of model theory in ZFC. Second, I will show that <¬denu> can change its meaning intrinsically or naturally, by its contextual dependency from the semantic considerations about quantifier that plays a key role in the relativity of <¬denu>. Thus, I will show the model-relative meaning change of <¬denu> concept is a natural phenomenon external to the language, not a matter of responsible for ZFC.

• Korean Journal of Logic
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• v.20 no.2
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• pp.241-271
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• 2017

Dialetheism is the view that there exists a true contradiction. This paper ventures to suggest that Priest's argument for Dialetheism from $G{\ddot{o}}del^{\prime}s$ theorem is unconvincing as the lesson of $G{\ddot{o}}del^{\prime}s$ proof (or Rosser's proof) is that any sufficiently strong theories of arithmetic cannot be both complete and consistent. In addition, a contradiction is derivable in Priest's inconsistent and complete arithmetic. An alternative argument for Dialetheism is given by applying $G{\ddot{o}}del$ sentence to the inconsistent and complete theory of arithmetic. We argue, however, that the alternative argument raises a circularity problem. In sum, $G{\ddot{o}}del^{\prime}s$ and its related theorem merely show the relation between a complete and a consistent theory. A contradiction derived by the application of $G{\ddot{o}}del$ sentence has the value of true sentences, i.e. the both-value, only under the inconsistent models for arithmetic. Without having the assumption of inconsistency or completeness, a true contradiction is not derivable from the application of $G{\ddot{o}}del$ sentence. Hence, $G{\ddot{o}}del^{\prime}s$ and its related theorem never can be a ground for Dialetheism.

• Korean Journal of Logic
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• v.13 no.2
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• pp.167-201
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• 2010

This paper aims to scrutinize the possibility of mereology as philosophically satisfiable metalogic. Motivation for this is straightforward. As I see, a traditional approach to metalogic presented in the name of mathematical logic posits the existence of mathematical entities such as sets, functions, models, etc. to give definitions of logical concepts like logical consequence. As a result, whenever logic is used in any individual sciences, this set-theoretical metalogic cannot but add these mathematical entities to the domain of them. This fact makes this approach contradict to the ontological conservativeness of logic. Mereology, however, has been alleged to be ontologically innocent, while it is a formal system very similar to set theory. So it may well be that some people thought of mereology as a good substitute for set theoretic metalanguage and concepts for ontologically neutral metalogic. Unfortunately, when we look into argument for the ontological innocence of mereology, we can find that mereological entities such as mereological sums or fusions are not ontologically neutral. Thus we can conclude that mereological approach to metalogic is not promising at all.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.401-414
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• 2021

The purpose of this study is to explore the cognitive achievement characteristics by group of achievement levels in the PISA 2018 science domain compared to the results of the PISA 2015, and to compare and analyze the 'epistemic' knowledge in the revised curriculum 2009 and in the revised curriculum 2007. The average correctness rates in PISA 2015 and PISA 2018 were analyzed by sub category of the evaluation frame in the PISA scientific domain. In the competencies domain, especially, the average correct answer rates of 'evaluating and designing scientific inquiry' were the lowest in medium and lower groups, but the rates rose in all achievement groups compared to PISA 2015, which is encouraging. Although the answer rates were low for both 'living system' knowledge and 'epistemic' knowledge in the knowledge domain, the average answer rates of the upper and middle groups increased in 'epistemic' knowledge compared to PISA 2015. The changes in the curriculum experienced by students participating in PISA were analyzed in relation to the 'evaluating and designing scientific inquiry' competency and 'epistemic' knowledge, which increased in average correct answer rates. In terms of understanding science, the "What is science?" unit that explicitly presents epistemic knowledge, and nature of model in inquiry activities, were explicitly presented in the revised curriculum 2009. In terms of understanding the process of justifying scientific knowledge, the number of inquiry activities increased, scientific explanations based on experimental results strengthened, and the "Science and Human Civilization" unit was introduced to help students to understand STS while simultaneously conducting arguments. These findings confirm the educational performance of groups by achievement level in the PISA 2018 scientific domain and suggest that the direction of education relates to epistemic knowledge in Korea's Science curriculum.