• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.378-385
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• 2012

In this study, the relationship between students' out-of-school science experience and their view on the nature of science was investigated. The participants were 267 sixth graders, 281 eighth graders, and 307 tenth graders from schools in Seoul. A test of views on the nature of science which consists of five items concerning the purpose of science, the definition of scientific theory, the nature of scientific model, the tentativeness of scientific theory, and the origin of scientific theory was administered. Students' out-of-school science experiences were measured with a subscale of the modified Science Experience Survey consisting of seven items. The results indicated that no statistically significant relationship was found between students' out-of-school science experience and their view on the nature of science in sixth graders. In eighth graders, high level students in terms of out-of-school science experiences were found to possess more contemporarily epistemological view in the item concerning the nature of scientific model but more falsificationist view in the item concerning the tentativeness of scientific theory. High level tenth graders in terms of out-of-school science experiences exhibited more epistemologically sophisticated understandings of the nature of science than their counterparts in the items concerning the purpose of science, the definition of scientific theory, and the nature of scientific model.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.681-694
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• 2019

This study intends to delineate the characteristics of various perspectives on the nature of science (NOS) through the textbook analysis. Thus, centering on a science textbook called Science Laboratory Experiments, this study analyzes the elements of the NOS from three different perspectives: the consensus view, features of science (FOS), and family resemblance approach (FRA). While the consensus view highlights the similar elements of the NOS across the topics, the FOS is concerned about empirical ways for doing science. The FRA rather focuses on socio-cultural aspects of science activities. While the consensus view is useful to reify the features of the NOS, the FRA helps to understand science from various viewpoints. Regarding the philosophical account for three perspectives, all of them are ambiguous to some extent. The consensus view holds contradictory dispositions e.g., relativism vs. (post-)positivism, and critical realism and instrumentalism. The FOS supports empirical tradition but cannot effectively cope with the anomalous situation. The FRA is useful to show up the ways of science in both microscopic (personal) and macroscopic (social) viewpoints. However, the broader concept about science may mislead understanding of the NOS. Consequently, this study provides some implication for improving the framework of the NOS and teaching the NOS in the classroom.

• Korean Institute of Interior Design Journal
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• v.16 no.2 s.61
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• pp.3-12
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• 2007

This study examines the nature-introducing methods between Korea Traditional Architecture and Landscape Architecture dividing them into three; semantic methods, constructive methods and visual methods on the basis of architectural features deduced from Borrowed Landscape theory which is a typical nature-introducing theory in the orient. Through the findings of this study, we can explain the nature-introducing methods of Landscape Architecture by way of the method of the Borrowed Landscape which was frequently used by our ancestors for a long time to Introduce nature in the course of building structures, and we can find several similarities between the Architecture of two fields of both different times and areas. It can be said to be meaningful for us to be able to confirm the contemporary value of Traditional nature-introducing method through the Borrowed Landscape theory. However, we can find that there is a difference between Traditional Architecture and Landscape Architecture in looking at nature. If the Landscape Architecture which emerged recently as a result of recognizing the importance of nature, maintains the nature view of regarding nature and architecture as equal, the nature view of Traditional Architecture is essentially different in that it is humble and aims to return to nature. The most outstanding feature of nature-introducing way in Traditional Architecture obviously implies something different from the various architectural trends of 'nature-human', or 'nature-architecture' which appeared breaking the relation of dichotomy. It is the thinking that 'nature and human are continual', and 'human is part of nature'; that is, 'the humbleness to nature'.

• Korean Institute of Interior Design Journal
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• v.20 no.6
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• pp.116-123
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• 2011

How to see nature and how to define the relation between nature and the human certainly influence fundamental attitude toward nature and any results derived from the attitude. Therefore, in order to figure out a way for how the humans and nature should coexist, the thesis has began a philosophical analysis on the origin of the biomimetics. Based on findings from the analysis, the thesis would work on the features of biomimicry space, presenting related possibilities. For the philosophical characteristic of the thesis which was an ecological world view, introduced at the end of mechanical world view era, the ideas of Spinoza, Nietzsche, Bergson and Deleuze about nature were quoted. Based on what the philosophers have said, the thesis looks into successful ideas, designs and ways of living that nature has shown by itself. After all, the purpose of the thesis is to investigate the constantly changing space of the biomimetics by organic forms, autonomous systems and dividing programs. Based on this, nine cases were analyzed to derive the characteristics. As a result, organic forms, autonomous systems and dividing programs characteristics of ecological appear simultaneously in harmony. Biomimicry space can coexist with nature and the human is an effective way.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.485-498
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• 2016

In this study, the views and the meaning of nature between the Western world and East Asia were compared through literature analysis. In the West, it is recognized that nature and human beings are separate. Nature is understood as regular and rational. They, therefore, take the view of particle and mechanical theory. In East Asia, it is thought that nature and humans interact with each other, and take an attitude of compromise and tolerance. Since nature is recognized as an ever-changing being, they, therefore, take the position of wave theory. Scientific knowledge and concepts are accepted depending on the personal view of nature. In Korea, science education follows the view of modern western science without considering the personal pattern of cognition, though students can have various views of nature. The attitude is needed regarding the various viewpoints as rich resources in science and science education.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.200-209
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• 1996

Recent literature in science education has emphasized nature of science in science teaching. The theme has been considered to be an important element for scientific literacy.The purpose of this study was to identify Korean science teachers' points of view on topics related to nature of science, such as definition of science, characteristics of scientific hypotheses, scientific theories and scientific laws, and their construction, scientists, and scientific methods. The relevant 13 items were selected from Views on Science-Technology-Society (VOSTS) by the authors for this study. Most teachers perceived science as an exploratory process or problem solving. Some perceived science as an application of knowledge to make this world a better place to live in. Teachers viewed scientific activities as scholastic and individualistic instead of pragmatic or collective. They did not hold clear understandings of the idea that scientific knowledge is subject to change. As identified in previous studies, teachers thought that scientific ideas develop from hypothesis to theories, and finally to scientific laws. They did not show sound understanding of inventiveness of scientific hypotheses and theories, nor discovery of scientific laws. In summary, teachers' major points of view reflected 'realism'. It suggested that they needed to understand nature of science in the ways which it has been described in recent literature of science education, in order to teach science with personal and social contexts.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.217-232
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• 2016

In line with the emphasis on the importance of nature of science recently, this paper examines the degree and level at which the 2009-revised convergence science textbook, developed from the common science under the 7th curriculum in South Korea, reflected nature of science according to the development of curriculum. 'Nature of science' was classified according to scientific view - which represents scientists' view - and naive view - which represents general thinking and scientific error concepts. Also, 'Nature of science' was classified according to the explicit method and implicit method in terms of teaching method. The level of nature of science was defined using the four occasions of scientific view, naive view, explicit teaching and implicit teaching. In order to identify the components and level of nature of science reflected in the textbook, using the 10 items which refer to Lederman(2001)'s 7 definitions, NOSAT (Nature of Science Analyzing Tool) was developed and used. The results are that, since the educational curriculum is changed from common science under 7th curriculum to 2009-revised convergence science, the degree of reflection was rather a withdrawal. On parts of theories of 7th common science curriculum except research parts, it was difficult to find explicit nature of science. Also on 2009-revised curriculum, nature of science, which is seen on 2007 curriculum, disappeared. It is suggested that the future curriculum emphasizes the importance of nature of science, and bolster the reflection of nature of science according to the changing curriculum. Nature of science should not be expressed limitedly, but instead, should be more positively reflected, and the reflection method should be not implicit but explicit, allowing direct teaching. Towards that end, writers of the textbook should have an accurate understanding of nature of science. And, for the right teaching, teachers' capabilities are important and it is necessary to train teachers to understand and act for nature of science.

• Design Convergence Study
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• v.15 no.3
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• pp.1-17
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• 2016

Nature-mimetic architecture has been discussed for a long time in the West. There were differences in understanding nature, the pursuit of nature-mimetic and the characteristics of nature-mimetic architecture. It can be inferred that it was influenced by various happenings in each period. The purpose of this study is to acknowledge the characteristics of nature-mimetic architecture up from the past to the present, and to understand the difference through the timeline of historical events. First, the study inquires the characteristics of nature-mimetic architecture by timeline. Seek the perception and attitude, characteristics of nature-mimetic architecture and the value of it through cases of Ancient Greek, Medieval, Renaissance, Early Modern and Modern. Secondly, understand the important historical issues that influenced nature-mimetic architecture such as view of nature, social aspect, religion and scientific technology. Finally, discuss the relationship between nature-mimetic architecture and its historical background.

• Journal of the Korean Institute of Landscape Architecture
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• v.34 no.1 s.114
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• pp.59-68
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• 2006

This paper examines the conceptual shift of wilderness and its legacy to the contradictory view of nature in landscape architecture tradition. In hunting and gathering societies, there was no dichotomy between the cultivated environment and wilderness. 'Wilderness' is a word whose first usage marks the transition from a hunting-gathering economy to an agricultural society. We can identify two archetypal responses to wilderness: classical and romantic. In the classical perspective, wilderness is something to be feared-an area of waste and desolation. The conquest of wilderness and the creation of usable places is a mark of civilization. For the romantics, in contrast, untouched wilderness has the greatest significance; it has a purity that human contact tends to sully and degrade. Wilderness for the romantics is a place to revere, a place of deep spiritual significance, and an object of aesthetic experience. In the Western world, the classical position predominated until the last two hundred years when the romantic concept began to gain more ground. The shift was made possible by the change in the way nature is understood. Modernity and modern science objectified nature. The transition of the concept of wilderness exemplifies the objectification and pictorialization of nature. Wilderness in the modern era is not different from the pastoral landscape which can be controlled by landscape architects.

• Journal of Sasang Constitutional Medicine
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• v.20 no.3
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• pp.199-207
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• 2008

1. Objectives Sasang Constitutional Medicine is Mind-Body medicine and it is based on difference of Nature & Emotion(性情) & real purpose(恒心). The purpose of this study is to evaluate the effect of Hyangbujapalmul-tang for somatoform disorders and is to drive the importance of psychiatric approach home. 2. Method The subject is about 49-year-old Soeumin patient presumed by Undifferentiated somatoform disorder based on his nature & emotion, physical characteristics, symptoms, and we have prescribed Soeumin Hyangsayangyui-tang, Ceongunggyegi-tang, Hyangbujapalmul-tang. Soeumin Hyangsayangyui-tang was prescribed based on oridinary symptoms(素症), Soeumin Ceongunggyegi-tang was prescribed based on real symptoms(病症), Soeumin Hyangsayangyui-tang was prescribed based on Nature & Emotion(性情) & real purpose(恒心). 3. Result and conclusions In result, Hyangbujapalmul-tang based on Nature & Emotion(性情) & real purpose(恒心) showed best positive response. It is necessary to approach to somatoform disorders not only in clinical view but also in psychiatric view based on Nature & Emotion(性情) & real purpose(恒心)