• Journal of the Korean Mathematical Society
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• v.41 no.4
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• pp.747-754
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• 2004

In this paper we investigate the existence and uniqueness of almost periodic and pseudo almost periodic solution for nonlinear differential equation with reflection of argument. For the case of almost periodic forced term, we consider the frequency modules of the solutions.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.323-336
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• 2010

The purpose of this study was to evaluate students' written arguments embedded in scientific inquiry investigations using the Science Writing Heuristic (SWH) approach. Argument components defined in this study are questions, claims, questions-claims relationship, evidence, claims-evidence relationship, multiple modal representations, and reflection. A set of criteria for evaluating each argument component was developed to evaluate writing samples of students from college freshman general chemistry laboratory classes. Results indicate that students produced, on average, moderate to powerful questions, claims, and evidence. They also constructed reasonable questions-claims relationship and claims-evidence relationship. Compared to other component scores, the average score for reflection was relatively low. Overall, the average Total Argument score was 21.4 out of a possible 36, that is, the quality of the written arguments using the SWH approach during a series of inquiry-based chemistry laboratory investigations was moderate to powerful. The findings of this study suggest that students, on average, developed reasonable scientific arguments generated as part of scientific inquiry. In other words, students are capable of putting together reasonable arguments as they participate in inquiry-based laboratory classrooms.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1470-1488
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• 2012

This study examined changes in the quality of written arguments produced by freshman students in general chemistry laboratory classes using the SWH approach over a semester; difference in the quality of written argument between the original writing template (year I) and the extended writing template (year II); and any difference between Total Argument and Holistic Argument scores. 140 writing samples from 14 students on the year I and 228 samples from 19 students on the year II were collected. Results indicated that despite fluctuations, the students were producing stronger argument by the end of semester compared to the beginning of the semester. Original SWH template group received significantly higher argument scores than extended SWH template group. For the most of year I laboratory investigations, there was no significant difference in the quality of argument between Total Argument and Holistic Argument scores. An implication of this study would be to provide opportunities for students to practice constructing arguments using the original SWH writing template including questions, claims, evidence, and reflection.

• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.493-503
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• 2024

This study investigated the changes in elementary school students' question-generation abilities, science achievements, and attitudes toward science after attending an argument generation class. The study was conducted with 5th grade students of H Elementary School in G-si, Gyeonggi-do, and the following results were noted. First, after attending the argument generation class, the students' question-generation ability significantly improved. Second, there was no significant difference in the students' science achievement. However, according to the teacher's reflection journal, conceptual changes could be seen in the students' thinking as a result of participating in the argument-generation activities, which was confirmed by the students' reports. Third, there was no statistically significant difference in the students' attitudes toward science. However, there was a change in their attitude toward participating in the science classes, and there was a positive change in the number of the students participating in the science classes as a result of the activities.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.4
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• pp.25-37
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• 2015

The early studies indicated that the firm with monopoly power is likely to engage in X-inefficiency such as a managerial slack. The reflection of the X-inefficiency theory has led to the issue that the public sector may be more inefficient than the private sector. In Korea like other many countries the electricity gas water service which can be considered as natural monopoly have been provided mostly by the public sector. In order to provide the empirical evidence to the argument that the public sector may be more inefficient than the private sector this paper estimated the four types of Solow residual which is called the total factor productivity in the electricity gas water service industry with the associated empirical model and compared its productivity with one in the manufacturing industry. The empirical results do not support the argument that the public sector may be more inefficient or less productive than the private sector.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.347-360
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• 2016

This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1019-1030
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• 2015

This study examined the development of a teacher's teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers' journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students' challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.300-311
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• 2019

Purpose: The purpose of this study was to review and synthesize the existing literature on the experience of nursing students in simulation. Methods: A systematic review was undertaken using meta-ethnography. Eight databases were searched up to January 2014 for peer-reviewed studies, written in Korean and English, that reported primary data, used identifiable and interpretative qualitative methods, and offered a valuable contribution to the synthesis. Results: Nine studies were identified, with quality appraisal undertaken. Three key concepts were generated: ambivalence of simulation practice, learning by reflection, and building up of the competency as a future nurse. Six sub-concepts emerged: double sidedness of simulation setting; feeling ambivalence of simulation; learning from others; learning from self-reflection; improvement of confidence by role experience; and internalization of nursing knowledge. A line of argument has been developed based on the themes generated. Conclusion: The findings from this qualitative synthesis and other related literature indicated the importance of capability of educator and extension of the simulation system to facilitate effective simulation-based education.

• Korean Institute of Interior Design Journal
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• v.14 no.1
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• pp.160-167
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• 2005

The paper raises a question in argument about the method of creating space depending on accidental creation by computer as the method of describing movement pattern, and emphasizes the role of the mathematics which may change the shape into the image or reflection, that is, data which human may understand and expect. If the mathematics could be the method of describing movement pattern, it may play a important role on the analysis of architectural space based on the idea of post-constructionism, which is likely to consider the modern architectural space recognized as the sequential frames containing movement, as the suspended state of the moving object. And then, this infinite series, 'the sum' of the suspended state, is not studied mathematically and scientifically, but is able to be shaped by reviewing the validity in mathematics about the nonlinear space. This is, therefore, the fundamental research in order to define the role of the mathematics in formation of space of contemporary architecture.

• The Journal of Korean Philosophical History
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• no.59
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• pp.155-190
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• 2018

The paper has focused on the 20 Iching-hexagrams from the eleventh t'ai[ ] to the final one of the Upper Book li[離] to examine the principles of learning and education involved in Xugua zhuan[序卦傳], the Ordinal Sequence of the Hexagrams as one among Ten Wings in I Ching. Some implications involved in this part of the Book of Change provides us with numerous teachings and educational principles. I try to concisely note the three teachings of the major argument as shown in the paper. Firstly, we should take the process of learning as the circular system of thought[環 相型], not as the linear system assuming the final destination like the Final Cause in the Aristotelian teleology. In the same token, the process of learning should be regarded as 'initiation', which has been initially adopted to justify the concept of education by R. S. Peters. As a circular system, there are two kinds of initiation. The one sense is 'crossing the threshold of illiteracy' seen as 'small initiation', which apprehends the points of argument in the previous paper, namely, on hexagrams from ch'ien[乾] to t'ai[泰]. The other sense is 'getting on the inside of the worthwhile activities', seen as 'Grand Initiation', which apprehend the present points of argument. Secondly, as shown in the paper, the Book enables us to recognize the process of learning as 'Seeing What Is There'. This requires us the Principles of Mean and Perfection, which are to be taken differently from the Western ones. For this a learner should always hold the endless self-reflection and attitude to re-examine the original intention of one's own, whilst he is involved in the task of learning. Finally, we should take the Principles of Change seriously, such as extremity-reversibility[物極必反] and the sense of conformity, in order that we can establish the proper educational principles to tackle the social domains of learning as well as the personal ones.