• Korean Institute of Interior Design Journal
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• no.16
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• pp.135-141
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• 1998

The objective of this study is to examine the specific progress in modern architecture with a premise that structure-oriented paradigm, as a primary factor, exerts a strong impacts on 18th and 19th centuries architecture. For this purpose, the concept and meaning backgrounds of structure-oriented paradigm have been checked also intrinsic thought s and critical aspects of modern architecture with the light of structure-oriented paradigm have been studied, This study summarized as follows: 1) The concept of structure-oriented paradigm in accordance with ideologies and technologies is framework of through which is shared as collective consciousness. 2) The backdrops of this consciousness are scientific methodologies stemmed from Renaissance and Enlightenment spiritual absoluteness claimed by German Idealists developed structural engineering with newly introduced material like iron steel and reinforced concrete. 3) The intrinsic through in architectural theories are rational and technological idelolgies which is derived from the backdrops of structure-oriented paradigm. 4)The critical sapects of modern architecture in structure-oriented paradigm point of view are $\circled1$ material alteration and directive imitation of vocabularies in classical architecture with simply using newly introduced building material and structure systems $\circled2$ morphological substitution with abstractly interpreted materials and structure systems $\circled3$ revolutionary conversion into engineering architecture through maximum consideration in compliance with tectonics capabilities

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.855-861
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• 2009

This paper presents the concept of dynamically reconfigurable space by introducing smart building components. Thanks to the advances in ubiquitous computing and ITC technology, we are able to expect, in the near future, the aspects of future buildings which may transform their appearance and states to perform specific functions. In other words, it is certain that the building space will actively reconfigure itself to accommodate user's needs once we acquire proper technologies. Based on the assumption that building components may not be transformed through the magical process, but change its physical states (e.g. transparency, illumination, display contents, etc.) and functions of embedded devices (e.g. audio, actuators, sensors, etc.), we can envision a dynamically reconfigurable smart space. In order to conceptualize such spaces, critical surveys have been conducted on current works of leading architects. When the room needs to be used as a specific function room, the components need to change theirs states or to behave in a certain manner to create an optimum environment. Our model defines the relationships and elements to describe the mechanism of reconfigurable space. We expect this model provides a conceptual guideline for developing a smart building components based on spatial service scenarios. Therefore, a future smart spaces implemented by integrating various technologies are not designed in deterministic manner, so that spatial functions are expanded without constrained by physical existence.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.354-372
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• 2022

The purpose of this study is to explore the philosophical position of various scientific theories based on the scientific worldviews for science education. In addition, it aims to expand science education, which has usually dealt with epistemology and methodology, to ontology, that is, to the problem of metaphysics. It can be said that there exists a physical realism, traditionally defined as a strong determinism of the metaphysical belief. That is fixed and unchanging objective scientific knowledge independent of our minds, which was established by Newton, Einstein and Schridinger. What can be seen in the natural laws of dynamics can be called 'mathematicization'. Einstein also shook the traditional views to some extent through the theory of relativity, but his theory was still close to traditional thinking. On the contrary, to escape from this rigid determinism, we need anthropomorphic concepts such as 'possibility' and 'chance'. It is a characteristic of the modern scientific worldviews that leads the change of scientific theory from a classically strong deterministic thought to a weak deterministic accidental accident, probability theory, and a naturalistic point of view. This can be said to correspond to Darwin's theory of evolution and quantum mechanics. We can have three types of epistemological worlds that justify this ontological worldviews. These are rationalism, empiricism and naturalism. In many cases, science education does not tell us what kind of metaphysical beliefs the scientific theories we deal with in the field of education are based on. Also, science education focuses only on the understanding of scientific knowledge. However, it can be said that true knowledge can bring understanding only when it is connected to the knowledge of learned knowledge and the learner's own metaphysical belief in the world. Therefore, in the future, science education needs to connect various scientific theories based on scientific worldviews and philosophical position and present them to students.