• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.5-27
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• 2001

This paper makes a preparatory attempt to reconstruct 'the Korean Science Culture' toward which I think the Koreans should direct and orient themselves rather than describe the history of the science culture in Korea. This task requires us to define 'science culture.' So I propose, based on the definitions of science culture so far made, to consider the model of 'Humanized Science Culture' as a regulating ideal of the Korean Science Culture. To support the model, analyzing the concept of 'science literacy' of the 2061 Project, I posit the model of KDSC (Korean Designer of Science Culture) as the Koreans who will actually come to design the Korean Science Culture. KDSC refers to 'a reasonable man' who will represent a desirable Korean, rather than to a natural Korean. Then I spell out the conditions of becoming a KDSC and scrutinize the philosophical backbones of those conditions. Finally, I make a few suggestions for developing a program of designing and implementing the Korean Science Culture from the viewpoint of a model of KDSC.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.141-150
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• 2020

The purpose of this study is to critically review the skill-based approach to scientific inquiry in science education and to explore the meaning of science practices that are emphasized in recent science education reform movement. An extensive review of relevant literature was carried out, and the results were summarized according to the detailed themes of the study. In the skill-based approach of which Science-A Process Approach (SAPA) is a representative example, science process skills were presented as hierarchically connected with one another, they were believed to be transferable or generalizable, and science learning through discovery was stressed. These points of view are, however, contradicted with those of the modern philosophy of science which suggests the theory-laden nature of using the skills. The skill-based view has also been criticized by the fact that the use of inquiry skills is content-specific or context-dependent and that science theories or principles cannot be discovered by induction. In contrast, the recent view understands science practices holistically, emphasizes the diverse ways of doing the practices which vary with different contents or contexts, and considers student ideas importantly in the science classroom. The findings of this study can contribute to the development of a new science curriculum by providing implications for establishing a consistent view on scientific inquiry.

• Journal of Korean Philosophical Society
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• v.123
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• pp.245-279
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• 2012

Hans Kelsen, one of prominent advocators of legal positivism, insisted that every theory of natural law try to show that it is possible to deduce from the nature, that is to say from the nature of man certain rules which provide an altogether adequate prescription for human behavior. But it is impossible to deduce from the nature certain ethical rules. The purpose of this study is to show his insistence false. Firstly, He is based on false assumption that 'nature' in theory of nature law is 'nature' in natural science. Secondary, He is based on false assumption that the entire systems of natural law are deduced from only one first natural law. Thirdly, He makes logical fallacies, that is, straw man, false dichotomy and so on. Fourthly, in spite of his critique of every theory of natural theory, this study tries to certify that theories of natural law of I. Kant and J. Maritain and so on are very excellent.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.529-539
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• 2017

The purpose of this study is to categorize and analyze the communication competency of engineering undergraduates and to develop educational content in order to improve that. In this study, communication competency of engineering undergraduates was categorized into three areas: critical thinking, scientific communication, and media literacy. As a means to improve communication competency, the experience with and perception of writing were investigated. The communication competency of undergraduates needs to be improved overall. There is a high need for writing programs that enhance critical thinking oriented around practice. It suggests flipped learning based on smart education, E-community, problem-solving programs based on action learning, cooperative learning programs, reflection journals & portfolio, and collaborative writing programs as educational content. The results of this study can be used as basic data to design competency-based communication curriculum and practical applications for engineering undergraduates.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.329-337
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• 2023

This study investigated the mediating effect of critical thinking disposition on the relationship between ego resilience and self-leadership of nursing students. The subjects of the study were 193 third-year and fourth-year nursing students from three universities in G Province, and data were collected from November 1 to November 19, 2021. The collected data were subjected to descriptive statistics, t-test, ANOVA, Pearson's correlation, and multiple regression using the SPSS/WIN 23.0 program. The mediation effect was analyzed using Baron and Kenny's three-step procedure, and the statistical significance of the mediation effect was verified using the Sobel test. As a result of this study, self-leadership was positively correlated with ego resilience(r=.43, p<.001) and critical thinking disposition(r=.51, p<.001), and ego resilience was positively correlated with critical thinking disposition(r =.58, p<.001). It was found that there was a partial mediating effect of critical thinking disposition in the relationship between ego resilience and self-leadership(Sobel test: Z=5.05, p<.001). Therefore, in order to increase the self-leadership of nursing students, an integrated approach is needed to improve ego resilience and critical thinking disposition.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.739-751
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• 2010

The research reported in this study focused on an analysis of argumentation in the inquiry discourse among pre-service science teachers. For about 3 months, 7 groups of 24 pre-service science teachers participated in an open-ended inquiry and performed 10 inquiry discourses. All discourses were collected by video-recording and transcribed. To analyze features of argumentation discourse, analytic tools derived from Toulmin's argument pattern and cognitive argumentation scheme were applied to discussion transcripts. The results were as follows: First, the order of frequency in the analysis of 'meaning unit' was 'claim-warrant-data-rebuttal-backing.' Second, the order of frequency in the analysis of 'dialogue unit' was 'CW-CD-CDW-CWR-CR'. Third, more rebuttals were found than other discussions. Fourth, the second argumentative discussion showed a higher level than the first.

• Journal of Science and Technology Studies
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• v.17 no.2
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• pp.41-79
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• 2017

The fourth industrial revolution, which is all the rage in recent years in South Korea, comes from Klaus Schwab's book. Schwab claims that recent rapid technological innovation has inevitably determined the future of our society, and regulations on related policies need to be relaxed. The debate on the Fourth Industrial Revolution in the Korean society is also centered on deregulation policies. In particular, it is strongly argued that personal data protection regulation should be relaxed in a big data environments. The Science and technology studies has long criticized technological determinism. The future of technology can be changed by the will of regulatory authorities and the intervention of civil society. In this article, the author examines various discussions at home and abroad around the deregulation of data protection, including de-identification of personal data. Through this, the author criticizes the way of accepting the fourth industrial revolution theory, and draw its implications for the Korean society.

• Korean Journal of Logic
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• v.21 no.1
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• pp.97-133
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• 2018

In his unpublished article, "Is Mathematics Syntax of Language?," $G{\ddot{o}}del$ criticizes what he calls the 'syntactical interpretation' of mathematics by Carnap. Park, Chun, Awodey and Carus, Ricketts, and Tennant have all reconstructed $G{\ddot{o}}del^{\prime}s$ arguments in various ways and explored Carnap's possible responses. This paper first recreates $G{\ddot{o}}del$ and Carnap's debate about the nature of mathematics. After criticizing most existing reconstructions, I claim to make the following contributions. First, the 'language relativity' several scholars have attributed to Carnap is exaggerated. Rather, the essence of $G{\ddot{o}}del^{\prime}s$ critique is the applicability of mathematics and the argument based on 'expectability'. Thus, Carnap's response to $G{\ddot{o}}del$ must be found in how he saw the application of mathematics, especially its application to science. I argue that the 'correspondence principle' of Carnap, which has been overlooked in the existing discussions, plays a key role in the application of mathematics. Finally, the real implications of $G{\ddot{o}}del^{\prime}s$ incompleteness theorems - the inexhaustibility of mathematics - turn out to be what both $G{\ddot{o}}del$ and Carnap agree about.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.267-275
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• 2002

The subject of this study were 7th grade three students in a school in Seoul, Korea. They discussed the inquiry problem to be investigated during summer vacation. We analysed the process of how the inquiry problem is revised and improved to more investigative one in the discussion. Student always discussed the method in the light of problem and the existence of the method of a problem affect the endurance of problem. The main subject of a problems are in everyday context, which is the object of critics in discussion. Student respond to the critics in many ways. Main types of reaction to the critics are two kinds. One is a person who change their views to the critics, the other is a person who kept their ideas.