• Korean Journal of Environmental Biology
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• v.32 no.4
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• pp.413-425
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• 2014

In order to shed some light on the historical change of biodiversity concepts, this paper reviews the science and technology studies (STS) literature on the history of biological research on human genetic diversity. By doing that, I show how the notion of genetic diversity in the human population - from "race" to "population" to "biogeographical ancestry" - has changed with methodologies and techniques over the last hundred years. In the meantime, I point out contexts and situations, despite conceptual and methodological developments, that show that current human genetic diversity research is slipping into the past mistakes of scientific racism. This article offers biodiversity researchers an opportunity to consider their own scientific practices on classifying species more reflectively.

• Hwankyungkyoyuk
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• v.15 no.2
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• pp.49-60
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• 2002

This is a comparative study on environmental education curricula in the forest sciences of korean and german universities. The purpose of this study is to identify the developmental process, structure and content of environmental education(EE) explained by the forest sciences curricula from the two countries and to offer a simultaneous comparison, focusing on the four social variables and seven criteria of comparability in environmental education curricula. For the purpose of this study, the cross-disciplinary approach of George Z. F Bereday was employed. Environmental education curricula of two countries was analysed in the social context through the four phases of comparative procedure; the description, interpretation, juxtaposition and comparison. EE has been taught in the forest sciences of Korea and Germany since the middle 1990s. In forest sciences of two countries, EE was developed in relation to social needs and considered as a form of forest policy. Both korean and german forest sciences curricula include EE for the students to understand the theories and practices of EE as the application of the forest science. In process of EE, the students of two countries develop EE programs. German curricula have more seminars and practices than korean curricula. And various experts participate in education programs. The forest sciences of Korea focus on Environmental Interpretation which raises the quality of visitors' experiences in forest recreation. Contacting with nature(lived experiences) is a important factor in Korean EE. On the other hand, the forest sciences of Germany focus on forest education as a form of public relations and also as a form of EE. In Germany, there are various approaches to forest education; philosophy, ethics, psychology, natural science, forest policy, forest history, education and so on. Forest education includes the multiple levels.

• Journal of Science and Technology Studies
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• v.12 no.1
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• pp.45-78
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• 2012

What is a disaster? And what can science and technology studies tell us about it? There might be numerous definitions about disaster. In this article, we will posit that disaster is an incident when sociotechnical system actor-network broke down against the other force in their "trial of strength". This is a process that punctualized actor-network is depunctualized, and a status that readiness-to-hand of Being recedes while pesentness-at-hand of tool-being comes forward. Using the concept of disaster as a case study, we will consider how Latourian ontology overlaps with Heideggerian philosophy of technology. This STS approach which hasn't been previously studied might provide us with new theoretical framework that enables us to construe the assemblage of technoscience and nature-society in the field of PUS or NPSS.

• Publications of The Korean Astronomical Society
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• v.35 no.3
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• pp.43-57
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• 2020

Hong, Dae-Yong manufactured the Tongcheon-ui (Pan-celestial Armillary Sphere) with cooperating clock researcher Na, Kyeong-Jeok, and its craftsman An, Cheo-In, in Naju of Jeolla Province in 1760 ~ 1762. Tongcheon-ui is a kind of astronomical clock with an armillary sphere which is rotated by the force generated by a lantern clock's weight. In our study, we examine the lantern clock model of Tongcheon-ui through its description of the articles written by Hong himself. As his description, however, did not explain the detail of the mechanical process of the lantern clock, we investigate the remains of lantern clocks in the possession of Korea University Museum and Seoul National University Museum. Comparing with the clocks of these museums, we designed the lantern clock model of Tongcheon-ui which measures 115 mm (L) × 115 mm (W) × 307 mm (H). This model has used the structure of the striking train imitated from the Korea University Museum artifact and is also regulated by a foliot escapement which is connected to a going train for timekeeping. The orientation of the rotation of the going train and the striking train of our model makes a difference with the remains of both university museums. That is, on the rotation axis of the first gear set of Tongcheon-ui's lantern clock, the going and the striking trains take on a counterclockwise and clockwise direction, respectively. The weight of 6.4 kg makes a force driving these two trains to stick to the pulley on the twine pulling across two spike gears corresponding to the going train and the striking train. This weight below the pulley may travel down about 560 mm per day. We conclude that the mechanical system of Tongcheon-ui's lantern clock is slightly different from the Japanese style.

• Publications of The Korean Astronomical Society
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• v.39 no.1
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• pp.1-12
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• 2024

In this study, we investigated the time signal devices of Deungnu (circa 1270) and Gungnu (1354), the water clocks produced during the Yuan Dynasty (1271-1368). These clocks influenced Heumgyeonggaknu (1438) of the Joseon Dynasty (1392-1910), exemplifying the automatic water clocks of the Yuan Dynasty. Deungnu, Gungnu, and Heumgyeonggaknu can be considered as automatic mechanical clocks capable of performances. The Jega-Yeoksang-Jip (Collection of Calendrical and Astronomical Theories of Various Chinese Masters) contains records of Deungnu extracted from the History of the Yuan Dynasty. We interpreted these records and analyzed reproduction models and technical data previously produced in China. The time signal device of Deungnu featured a four-story structure, with the top floor displaying the four divine constellations, the third floor showcasing models of these divinities, the second floor holding 12-h jacks and a 100-Mark ring, and the first floor with four musicians and a 100-Mark Time-Signal Puppet providing a variety of visual attractions. We developed a 3D model of Deungnu, proposing two possible mechanical devices to ensure that the Time-Signal Puppet simultaneously pointed to the 100-Mark graduations in the east, west, south, and north windows: one model reduced the rotation ratio of the 100-Mark ring to 1/4, whereas the other model maintained the rotation ratio using four separate 100-Mark rings. The power system of Deungnu was influenced by Suunuisangdae (the water-driven astronomical clock tower) of the Northern Song Dynasty (960-1127); this method was also applied to Heumgyeonggaknu in the Joseon Dynasty. In conclusion, these automatic water clocks of East Asia from the 13th to 15th centuries symbolized creativity and excellence, representing scientific devices that were the epitome of clock-making technology in their times.

• Journal of Service Research and Studies
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• v.10 no.3
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• pp.23-42
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• 2020

This study conceptualized the essence and propensity of modern management in service age, based on philosophy, and developed items to evaluate the conceptualized content. It was carried out as a new study to deepen the study of management philosophy and management theory by the new management framework. In order to establish the philosophical foundation of the modern management, the essence of the modern management was conceptualized based on the fundamental ideas of the East and West, and then an evaluation item was developed to put the essence and propensity of the modern management into practical use through analytical and empirical methods. After analyzing the representative ideas of mankind, it was derived that the Book of Change has the qualification as a philosophical model that can derive the essence of modern management. The Book of Change explains the reasoning of the world in the structure of two opposing parties, such as Taiji or Yin and Yang, and the process of acknowledging the contradictions within each opposing party and overcoming the contradictions through change is the central idea. Because you can see. After conducting a conceptual study, through empirical research, the essence and propensity of a modern manager should be conceptualized. The concept of essence and empirical study of the modern management using the leading role was conducted in two stages. First, a qualitative study using repetitive comparative analysis (CCM), focus group interview (FGI), and text mining was conducted to derive the essential and propensity conceptualization items that modern managers should possess. In addition, a quantitative study using factor analysis to develop sample items and develop measurement items through literature review and FGI was conducted to derive the essential concept of the modern management. Finally, the essence of modern management was derived: learning, preparation, challenge, inclusion, trust, morality, and sacrifice. In the future, it is necessary to conduct empirical research on the effectiveness of the essence of modern management for global and Korean representative companies.

• Journal of Science Education
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• v.33 no.2
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• pp.258-270
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• 2009

Science textbook is the most frequently used teaching material in elementary schools of the United States and Korea. Elementary science textbooks of the United States and Korea are analyzed to find out the educational objectives and characteristics of contents shown in textbooks. About 100 pages each in the first grade and fourth grade science textbooks each nations are selected randomly for educational objective analysis. Life science contents of 1st to 6th grade are analyzed from elementary science textbooks of the United States and Korea. The analyzed textbooks in Korea are 'Wise life,' an integrated subject with social studies and science, and 'science.' The analyzed elementary science textbooks of the United States are Harcourt Science, which is one of the frequently used textbooks. The educational objective framework used includes science knowledge, scientific inquiry, scientific attitude, STS, and philosophy and history of science. The results show science textbooks of the United States emphasize scientific knowledge more than scientific inquiry. Korean science textbooks emphasize scientific inquiry more than scientific knowledge. Elementary science textbooks of the United States present some life science topics redundantly and expose more difficult topics than Korean.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.856-869
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• 2006

J. J. Schwab is usually considered as the founder of the concept of scientific enquiry, perhaps the most important key word of science education of the 20th century. Mainly through the method of literature review, this study reappraises Schwab's life as a science educator as well as a curriculum scholar, and his ideas concerning several important issues about science and science education. Like other eminent science educators, before the 1950s, who were originally talented scientists but later became engaged in educational activities, Schwab were trained and known as a genetic scientist, but later he concentrated on university reform, curriculum studies and science education. His academic interest was very diverse across different disciplines, from biology and science in general to history, philosophy and education. The essence of his theory of scientific enquiry was 'to teach science as science', and the best way to do it was 'to teach science as enquiry'. With enquiry, however, he tried to deliver some important but differentiated meanings, for example by distinguishing 'science as enquiry' and 'teaching as enquiry', and 'static enquiry' and 'fluid enquiry'. Scientific enquiry was the core concept upon which many of his ideas concerning science education and education in general were based, such as the diversity of science, textbooks, curriculum and roles of teachers. In summary, Schwab can be characterized as a rational reformist of science education, who tried to identify the very nature and goals of the discipline and to bring its substantial changes with concrete and practical guidelines. Nevertheless, some of his ideas, like the diversity of science and conceptual invention, have been handed down by his followers frequently with considerable distortion.

• 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 the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.78-89
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• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.