• Title/Summary/Keyword: scientific norms

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Norms and Values of Korean Scientific Community (연구규범과 가치관을 통해 본 한국과학기술자사회의 성격: 공공부문 연구자를중심으로)

  • Park, Hea-Jae
    • Journal of Technology Innovation
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    • v.16 no.1
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    • pp.81-106
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    • 2008
  • By analyzing a nation-wide survey, this article examines research related norms and values of 684 scientists in 16 universities and 7 government supported research institutes. The survey shows that Korean scientific community tends to reject communality and disinterestedness while it accepts universalism as a norm. Organized skepticism is received a lukewarm support. In contrast, Korean scientific community tends to perceive the intellectual property and secrecy as legitimate and believe that scientists should consider the applicability of scientific research outcome and its social impacts when they choose research topics. When other variables are controlled for, the more basic research a scientist conducts the scientist is more likely to support communality and reject secrecy. The younger scientists are less likely to accept disinterestedness and the claim that the scientists should keep distance from social issues than the older. Scientists who work in the government-supported research institutes are more likely to view secrecy for more than 6 months as legitimate and reject the claim that science should not be affected by society than university scientists. The implications of these findings are discussed.

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Developing the Questionnaire to Measure the Perception of the Norms of Science and Applying to Pre-service Science Teachers (과학 규범에 관한 인식 측정 도구 개발 및 예비 과학교사 대상 적용)

  • Ha, Minsu;Shin, Sein;Lee, Jun-Ki
    • Journal of The Korean Association For Science Education
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    • v.39 no.4
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    • pp.489-498
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    • 2019
  • This study aims to develop and apply questionnaire to identify pre-service science teachers' level of norms of science based on CUDOs, a scientific norm presented by R. Merton. In addition, we compared the pre-service science teachers' perception of scientific norm by major, grade, and gender, and analyzed the types of scientific norms through cluster analysis. For the study, 260 pre-service science teachers from two universities were involved. First, based on the CUDOs of R. Merton, 32 questionnaire items from six domains (pursuit of personal interests through scientific research, the pursuit of national interests through scientific research, pursuit of universal welfare through scientific research, non-communalism, non-universalism, and anti-organized skepticism) were developed. The study found that the statistical validity and reliability of the questionnaire items were acceptable. There were no significant differences in the scores of pre-service science teachers' anti-scientific norm by gender, major, and academic year. We conducted a cluster analysis and identified three types of scientific norms (traditional scientific norm, modern pragmatism, and utilitarian views).

What Do We See When We Look at Faces? (우리는 얼굴을 어떻게 평가하는가?)

  • Evans, Carla A.
    • The korean journal of orthodontics
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    • v.33 no.5 s.100
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    • pp.319-322
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    • 2003
  • Recent scientific findings on the perception of facial attractiveness coupled with technological advances in computer imaging make it possible to measure the facial characteristics that nay be associated with specific judgments of facial appearance. These new methods can be used to produce psychometric norms of facial attractiveness which potentially could supplement the conventional population norms or averages used currently in orthodontic treatment planning. It is hypothesized that consideration of psychometric norms will enhance doctor-patient communication and lead to greater patient satisfaction at the completion of orthodontic treatment.

Small Group Interaction and Norms in the Process of Constructing a Model for Blood Flow in the Heart (심장 혈액 흐름의 모형 구성 과정에서 나타난 소집단 상호작용과 소집단 규범)

  • Kang, Eun-Hee;Kim, Chan-Jong;Choe, Seung-Urn;Yoo, June-Hee;Park, Hyun-Ju;Lee, Shin-Young;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.32 no.2
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    • pp.372-387
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    • 2012
  • This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

A Case Study on the Features of Classroom Norms Formed in Inquiry Activities of Elementary Science Classes (초등학교 과학 수업의 탐구활동에서 형성되는 교실 규범의 특징에 대한 사례 연구)

  • Chang, Jina;Song, Jinwoong
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.303-312
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    • 2015
  • The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

The Transformation of Norms and Social Problems: Focusing on the COVID-19 Pandemic (규범의 전환과 사회문제: 코로나를 중심으로)

  • Lee, Jangju
    • Korean Journal of Culture and Social Issue
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    • v.28 no.3
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    • pp.513-527
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    • 2022
  • This study was conducted to examining the socio-cultural impact of the COVID-19 pandemic that swept the world around 2020, and the transformation of norms and social problems due to COVID-19. For this, the characteristics of changes in the socio-cultural norms of the 14th century European Black Death, a representative example of the pandemic, were derived, and based on this, the COVID-19 pandemic was analyzed. The Black Death served as an opportunity to change social norms based on the existing religious authority and the power of the feudal system to the Enlightenment. The population declination and labor shortage also promoted commercialization and mechanization. Printing, which spread during this period, led to the popularization of knowledge, which raised the level of thinking and led to epochal scientific development. This became the foundation of the Industrial Revolution. Like the recent Black Death, COVID-19 has triggered changes in social norms. The technological environment of metaverse, a mixture of virtual and reality, has changed the norm of a consistent identity into free and open identities exerting various potentials through alternate characters. In addition, meme, which are about people being friendly to those with the same worldview as him on the metaverse, weakened the sense of isolation in non-face-to-face situations. Artificial intelligence (AI), which developed during the COVID-19 pandemic, has entered the stage of being used for creative activities beyond the function of assisting humans. Discussions were held on what new social problems would be created by the social norms changed due to the COVID-19 pandemic.

Factors That Affect the Lottery Purchasing Intentions of University Students (대학생의 복권구매의도와 관련변인에 관한 연구)

  • Kim, Mi-Ra;Hwang, Duck-Soon
    • Journal of Families and Better Life
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    • v.28 no.3
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    • pp.113-127
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    • 2010
  • This study explores the factors that affect the lottery purchasing intentions of university students. Self-administered questionnaires were completed by 504 students attending four universities in Kwangju South Korea. The conclusions are as follows: First, approximately 43% of respondents participated in at least one lottery purchase and the frequency of lottery purchases during the last 12 months was 4.84. Gender issues were considered since almost twice as many males reported lottery purchases. Second, males were affected by attitudes toward lotteries; females were affected by past behavior, subjective norms, and attitudes toward lotteries. It was hypothesized that the attitudinal message would change behavior for male students while the accurate information and the normative message would also be effective for female students. The fact that just about half of the respondents have previously participated in gambling vis-$\grave{a}$-vis lotteries shows consumer educators that lottery purchases by youth is a social policy issue in need of systematic and scientific attention.

The Problem of Individuality and Intrinsic Norms in Canguilhem's Philosophy of Life (캉길렘의 생명철학에서 개체성과 내재적 규범의 문제)

  • Hwang, Su-young
    • Philosophy of Medicine
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    • v.15
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    • pp.3-37
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    • 2013
  • George Canguilhem(1904-1995) is one of the rare French philosophers of the 20th century to develop an approach that was shaped by a medical education. For him, medicine is considered as "a technique or an art at the junction of many different sciences, rather than a proper science." The thesis that medicine is a technique is presented not at a practical level, but on an axiological horizon which reflects the totality of humanity. This character of medicine became a motive that concretized Canguilhem's philosophical thinking. Medical knowledge is not an application of physiology, but is derived from clinical observations which are based on the personal experiences of each patient. If medicine were based on scientific knowledge and its practice the very application of this pure knowledge, the patient might be a passive object. However, the patient doesn't remain passive, but reacts to the menace of disease according to attitude that the patient developed over the course of his or her life. Canguilhem characterizes this point as 'normativity', the core of individual life, which eludes positivist medicine. Here appear the essential contents of his vitalism. Although they emphasized the activity of individual living being, other modern French vitalists didn't consider this dimension of norms. Since the normativity in Canguilhem concerns the subjectivity of the first person, it avoids a mechanical form of explanation. Thus Canguilhem's originality is found in his derivation of the essence of medicine from individuality, values and norms.

Study and development on ethics code of research-learning (연구·학습윤리 규범 연구개발)

  • Yi, Sae-seong
    • Journal of Korean Philosophical Society
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    • v.123
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    • pp.309-346
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    • 2012
  • The trust toward the researchers and their study activities in society has faltered, in the wake of the paper fabrication event of researcher, Hwang Woo-Suk's doctor research team. After the event, researcher community and scientific community have experienced many changes through the self-reflection or the process of insight meditation. Until now, we have experienced that when researcher community leads the way to try to show their efforts to eliminate the raised doubts throughly, the public support toward researcher community and the trust in its study activity have not faltered. Nevertheless, the path for the researchers to go is still far and rough because the opposite cases coping with research misconducts passively are much more. Therefore It's urgent that misconducts in the research and learning should be avoided from unnecessary overinterpretation. To practice it, above all it's important how well researcher or learner should be equipped with a system where decision is made autonomously and reasonably, regardless of the interests from all fields including politic, economic and social etc. It's also required that their systems should be meticulous enough to prevent such irrationality in advance before the misconduct instances are depreciated. In this context, I will investigate the reason why research and development on norms in research ethics and learning ethics is meaningful, not in a posteriori but a priori dimension, as the way to have researcher and learner prepare autonomous self-purification systems. It's essential that for the progress of an obvious argument, first, what research ethics and learning ethics are should be established and defined distinctly(2). Then in the process, it is also examined why research ethics and learning ethics need norms(3). Subsequently I will conclude the paper, arguing the reason why research ethics and learning ethics should be justified(4), if the norms in research ethics and learning ethics can be formulated(5).

On the Bibliographies of Chinese Historical Books - Classifying and cataloguing system of six historical bibliographies - (중국의 사지서목에 대하여 -육사예문$\cdot$경적지의 분류 및 편목체재 비교를 중심으로-)

  • Kang Soon-Ae
    • Journal of the Korean Society for Library and Information Science
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    • v.24
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    • pp.289-332
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    • 1993
  • In china, six bibliographies of offical historical books are evaluated at the most important things among the systematically-editing bibliographies. These bibliographies would be usful to study the orign of classical sciences and their development, bibliographic research of Chinese classics, bibliographic judgement on genuine books, titles, authors, volumes. They could be refered to research into graving, correcting, and existence of ancient books. therefore, these bibliographies would be applied to estimation the phase of scientific and cultural development. The study of these bibliographies has been not yet made in Korea. This thesis lays its importance on the background of their appearance, their classification norms, organizing system of their catalogue, and comparison between their difference. 1. Editing and compiling of Chilyak (칠약) by Liu Chin (유흠) and official histories played an important role of entering an apperance of historical book's bibliographies. Chilyak has been lost. However, its classification and compiling system of classical books would be traced by Hansoyemunji(한서예문지) of which basic system is similar to Chilyak. It classified books according to their scientific characteristic. If a few books didn't have their own categories, they were combined by the circles parallel to the books' characteristic. With the books classified under the same scientific characteristic, they were again divided into the scientific schools or structures. It also arranged the same kinds of books according to the chronology. The some books wi th duplicate subjects were classified multiplely by their duplicate subject. 2. Ssu-ma Chon's (사마천) The Historical Records (Saki, 사기) and Pan Ku's (반고) The History of the Former Han Dynasty (Hanso, 한서) has also took effects on appearance of historical books' bibliographies. Covering overall history, Saki was structured by the five parts: The basic annals(본기), the chronological tables (표), the documents (서), the hereditary houses (세가), biographies (열전). The basic annals dealt with kings and courts' affairs according to the chronology. The chronological tables was the records of the annals. The documents described overall the social and cultural systems. The hereditary houses recorded courts' meritorious officials and public figures. The biographies showed exemplars of seventy peoples selected by their social status. Pan Ku(반구)'s The History of the Former Han Dynasty(한서) deserved to be called the prototype for the offical histories after Saki's (사기; The Historical Records) apperance. Although it modelled on Saki, it had set up its own cataloguing system. It was organized by four parts; the basic annals (본기), the chronological tables (표), treatises(지), biographies (열전). The documents in the Hanso(한서) was converted into treatises(지). The hereditary houses and biographies were merged. For the first time, the treatise with The Yemunji could operate function for historical bibliographies. 3. There were six historical bibliographies: Hansoyemunji(한서예문지), Susokyongjeokji (수서경적지), Kudangsokyongjeokji(구당서경적지), Shindangsoyemunji (신당서예문지), Songsayemunji (송사예문지), Myongsayemunji (명사예문지). 1) Modelling on Liu Chin's Chilyak except Chipryak(집략), Hansoyemunji divided the characteristic of the books and documents into six parts: Yukrye(육예), Cheja(제자), Shibu(시부), Pyongsoh(병서), Susul(수술), Pangki(방기). Under six parts, there were thirty eight orders in Hansoyemunji. To its own classification, Hansoyemunji applied the Chilyak's theory of classification that the books or documents were managed according to characteristic of sciences, the difference of schools, the organization of sentences. However the overlapped subjects were deleted and unified into one. The books included into an unsuitable subject were corrected and converted into another. The Hansoyemunji consisted of main preface (Taesoh 대서), minor preface (Sosoh 소서) , the general preface (Chongso 총서). It also recorded the introduction of books and documents, the origin of sciences, the outline of subjects, and the establishment of orders. The books classified by the subject had title, author, and volumes. They were rearranged by titles and the chronological publication year. Sometimes author was the first access point to catalogue the books. If it was necessary for the books to take footnotes, detail notes were formed. The Volume number written consecutively to order and subject could clarify the quantity of books. 2) Refering to Classfication System by Seven Norms (칠분법) and Classification System by Four Norms(사분법), Susokyongjeokji(수서경적지) had accomplished the classification by four norms. In fact, its classification largely imitated Wanhyosoh(완효서)'s Chilrok(칠록), Susokyongjeokji's system of classification consisted of four parts-Kyung(경), Sa(사), Cha(자), Chip(칩). The four parts were divided into 40 orders. Its appendix was again divided into two parts, Buddihism and Taiosm. Under the two parts there were fifteen orders. Totally Susokyongjeokji was made of six parts and fifty five orders. In comparison with Hansoyemunji(한서예문지), it clearly showed the conception of Kyung, Sa, Cha, Chip. Especially it deserved to be paid attention that Hansoyemunji laied history off Chunchu(춘추) and removed history to Sabu(사부). However Chabu(사부) put many contrary subjects such as Cheja(제자), Kiye(기예), Sulsu(술수), Sosol(소설) into the same boundary, which committed errors insufficient theoretical basis. Anothor demerit of Susokyongjeokji was that it dealt with Taiosm scriptures and Buddism scriptures at the appendix because they were considered as quasi-religion. Its compilation of bibliographical facts consisted of main preface(Taesoh 대서), minor preface(Sosoh 소서), general preface (Chongsoh 총서), postscript (Husoh 후서). Its bibliological facts mainly focused on the titles. Its recorded authors' birth date and their position. It wrote the lost and existence of books consecutive to total number of books, which revealed total of the lost books in Su Dynasty. 3) Modelling on the basis of Kokumsorok(고분서록) and Naewaekyongrok(내외경록), Kudangsokyongjeokji(구당서경적지) had four parts and fourty five orders. It was estimated as the important role of establishing basic frame of classification by four norms in classification theory's history. However it had also its own limit. Editing and compling orders of Kudangsokyongjeokji had been not progressively changed. Its orders imitated by and large Susokyongjeokji. In Its system of organizing catalogue, with its minor preface and general preface deleting, Kudangsokyongjeokji by titles after orders sometimes broke out confusion because of unclear boundaries between orders. 4) Shindangsoyemunji(신당서예문지), adding 28,469 books to Kudangsokyongjeokji, recorded 82,384 books which were divided by four parts and fourty four orders. In comparison with Kudangkyongjeokj, Sindangsoyemunji corrected unclear order's norm. It merged the analogical norms four orders (for instance, Kohun 고훈 and Sohakryu 소학류) and seperated the different norms four orders (for example, Hyokyong 효경 and Noneuhryu 논어류, Chamwi 참위 and Kyonghaeryu 경해류, Pyonryon 편년 and Wisaryu 위사류). Recording kings' behaviors and speeches (Kikochuryu 기거주류) in the historical parts induced the concept of specfication category. For the first time, part of Chipbu (집부) set up the order of classification norm for historical and literatural books and documents (Munsaryu 문사류). Its editing and compiling had been more simplified than Kudangsokyongjeokji. Introduction was written at first part of bibliographies. Appendants except bibliographic items such subject, author, title, volume number, total were omitted. 5) Songsayemunji(송사예문지) were edited in the basis of combining Puksong(북송) and Namsong(남송), depending on Sabukuksayemunji(사부국사예문지). Generally Songsayemunji had lost a lot of bibliographical facts of many books. They were duplicated and wrongly classified books because it committed an error of the incorrectly annalistic editing. Particularly Namsong showed more open these defaults. Songsayemunji didin't include the books published since the king Youngchong(영종). Its system of classification was more better controlled. Chamwiryu(참위류) in the part of Kyongbu(경부) was omitted. In the part of history(Sabu 사부), recordings of kings' behaviors and speeches more merged in the annals. Historical abstract documents (Sachoryu 사초류) were seperately arranged. In the part of Chabu(자부), Myongdangkyongmaekryu(명당경맥류) and Euisulryu(의술류) were combined. Ohangryu(오행류) were laied off Shikuryu(시구류). In the part of Chipbu(집부), historical and literatural books (Munsaryu 문사류) were independentely arranged. There were the renamed orders; from Wisa(위사) to Paesa(패사), Chapsa (잡사) to Pyolsa(열사), Chapchonki(잡전기) to Chonki(전기), Ryusoh(류서) to Ryusa(류서). Introduction had only main preface. The books of each subject catalogued by title, the volume number, and author and arranged mainly by authors. Annotations were written consecutively after title and the volume number. In the afternote the number of not-treated books were revealed. Difference from Singdangsohyemunji(신당서예문지) were that the concept and boundary of orders became more clearer. It also wrote the number of books consecutive to main subject. 6) Modelling on Chonkyongdangsomok (경당서목), Myongsayemunji(명사예문지) was compiled in the basis of books and documents published in the Ming Danasty. In classification system, Myongsayemunji partly merged and the seperated some orders for it. It also deleted and renamed some of orders. In case of necessity, combining of orders' norm was occured particulary in the part of Sabu(사부) and Chabu(자부). Therefore these merging of orders norm didn't offer sufficient theretical background. For example, such demerits were seen in the case that historical books edited by annals were combined with offical historical ones which were differently compiled and edited from the former. In the part of Chabu(자부), it broke out another confusion that Pubga(법가), Meongga(명가), Mukga(묵가), Chonghweongka's(종횡가) thoughts were classified in the Chapka(잡가). Scriptures of Taiosim and Buddhism were seperated from each other. There were some deleted books such as Mokrokryu(목록류), Paesaryu(패사류) in the part of history (Sabu 사부) and Chosaryu(초사류) in the part of Chipbu(집부). The some in the each orders had been renamed. Imitating compiling system of Songsayemunji(송사예문지), with reffering to its differ-ence, Myongsayemunji(명사예문지) wrote the review and the change of the books by author. The number of not-treated books didn't appear at the total. It also deleted the total following main subject.

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