• Title, Summary, Keyword: 인식론적 자원

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Understanding the Role of Wonderment Questions Related to Activation of Conceptual Resources in Scientific Model Construction: Focusing on Students' Epistemological Framing and Positional Framing (과학적 모형 구성 과정에서 나타난 사고 질문의 개념적 자원 활성화의 이해 -인식론적 프레이밍과 위치 짓기 프레이밍을 중심으로-)

  • Lee, Cha-Eun;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.36 no.3
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    • pp.471-483
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    • 2016
  • The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory (대안적 인지 이론으로서 '자원 기반 관점'에 대한 이론적 고찰과 시험 적용)

  • Oh, Phil Seok
    • Journal of The Korean Association For Science Education
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    • v.35 no.6
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    • pp.971-984
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    • 2015
  • The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science.

Q 방법론을 활용한 우리나라 선원 직업 이미지 유형화 연구

  • Jo, So-Hyeon
    • Proceedings of the Korean Institute of Navigation and Port Research Conference
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    • pp.189-191
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    • 2019
  • 우리나라 선원은 해방기 이후 외화가득의 주역이며 비상시 군수물자를 운송할 수 있는 사회경제적으로 가치 있는 직업이나 최근 선원 직업의 사회적 인식이 다소 부정적이고, 예전처럼 젊은 선원의 유입이 높지 않은 편이다. 본 연구는 일반 대중을 대상으로 Q 방법론을 활용하여 선원의 직업을 어떻게 인식하는지 그 이미지 유형과 특성을 분석하였다. Q 방법론에 의한 선원 직업 이미지 인식은 3개 유형으로 분류되었고 우리나라 선원에 대한 대중의 인식은 부정적이였다. 이러한 연구 결과를 바탕으로 해운산업의 핵심 인적자원인 선원의 안정적으로 확보하고 선원 종사자들의 직업적 만족도와 취업률을 높이기 위해서는 대중들이 인식한 선원의 부정적 직업 이미지를 전환할 수 있는 다양한 방안을 마련해야 할 것이다.

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Exploring the Teachers' Responsive Teaching Practice and Epistemological Framing in Whole Class Discussion After Small Group Argumentation Activity (소집단 논변 활동 후 전체 논의에서 이루어진 교사의 반응적 교수 실행과 인식론적 프레이밍 탐색)

  • Ha, Heesoo;Lee, Youngmi;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.38 no.1
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    • pp.11-26
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    • 2018
  • The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

점추정법을 이용한 암반사면의 파괴확률 산정

  • 박혁진;장범수;민경덕
    • Proceedings of the KSEEG Conference
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    • pp.165-168
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    • 2003
  • 최근 사면의 안정해석분야에서 자주 사용되고 있는 확률론적 해석 방법은 현장에서 획득 되는 자료들의 분산이 심하고 충분한 양의 자료가 획득되지 못할 경우 자료 내에 포함되는 불확실성과 가변성을 효과적으로 다룰 수 있는 방법 중의 하나로 인식되어 왔다. 그러나 대개 확률론적 해석 방법에서 이용되는 몬테카를로 시뮬레이션기법(Monte Carlo simulation method)은 파괴확률을 산정하기 위하여 수 많은 반복적인 계산과정이 요구되며 따라서 많은 시간과 노력이 필요하다는 단점을 가지고 있다. (중략)

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Exploring Epistemological Features Presented in Texts of Exhibit Panels in the Science Museum (과학관의 전시 패널 글에 반영된 과학의 인식론적 측면 탐색)

  • Lee, Sun-Kyung;Shin, Myeong-Kyeong;Lee, Gyu-Ho;Choi, Chui-Im;Baek, Doo-Sung;Chung, Kwang-Hoon;Yu, Man-Sun;Kim, Sun-Ja;Son, Sung-Keun;Choi, Hyun-Sook;Lee, Kang-Hwan;Lee, Jeong-Gu
    • Journal of the Korean earth science society
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    • v.32 no.1
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    • pp.124-139
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    • 2011
  • This study was to explore epistemological features presented in texts of exhibit panels in the science museum located in Gyeonggi Province. Out-of-school or daily experiences allow more properly and potentially students to form informative science image, because the understandings of scientific epistemology were constructed tacitly through various experiences over a long period of time. The target for this study was panel texts of exhibits in a science museum as an of out-of-school context. The analytical framework was adopted from epistemological frameworks by Ryder et al. (1999). The research results were explored in the categories of relationship between scientific knowledge claims and the data, the nature of lines of scientific enquiry, and social dimension of science. It revealed that one exhibit might reflect the characteristics of one epistemological position: relating one data to one knowledge claim; generating knowledge claim from scientists' individual interests or from discipline's internal epistemology; scientists working as a community or an institution. Findings suggested that the exhibits of a science museum including panel texts and medium need to reflect the wide ranges of scientific epistemology.

Price Perception under Increasing Block Rates - The Case of Residential Water Demand - (누진요금제도에서의 가격 인식: 가정용 상수도 수요 분석)

  • Kim, Yeonbae;Kim, Tai-Yoo
    • Environmental and Resource Economics Review
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    • v.10 no.2
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    • pp.161-172
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    • 2001
  • 누진요금에서의 수요행위는 그 복잡성으로 인해 많은 논의를 불러 왔다. 그러한 논의 중 주요한 하나는 과연 소비자들이 한계가격에 반응하는가 아니면 평균가격에 반응하는가이다. 본 연구에서 우리는 서울시 가정용 상수도 수요 자료를 사용하여 체증 누진요금에서의 가격인식 행동을 분석하였다. Shin (1985)의 방법론이 분석을 위하여 사용되었으며, 내생성 문제를 해결하기 위해 도구변수 추정법이 사용되었다. 분석 결과 서울의 경우에는 소비자들이 한계가격보다는 평균가격에 반응함을 알 수 있었다.

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Bayesian Selection Rule for Human-Resource Selection in Business Process Management Systems (베이지안 규칙을 사용한 비즈니스 프로세스 관리 시스템에서의 인적 자원 배정)

  • Nisafani, Amna Shifia;Wibisono, Arif;Kim, Seung;Bae, Hye-Rim
    • The Journal of Society for e-Business Studies
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    • v.17 no.1
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    • pp.53-74
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    • 2012
  • This study developed a method for selection of available human resources for incomingjob allocation that considers factors affecting resource performance in the business process management (BPM) environment. For many years, resource selection has been treated as a very important issue in scheduling due to its direct influence on the speed and quality of task accomplishment. Even though traditional resource selection can work well in many situations, it might not be the best choice when dealing with human resources. Humanresource performance is easily affected by several factors such as workload, queue, working hours, inter-arrival time, and others. The resource-selection rule developed in the present study considers factors that affect human resource performance. We used a Bayesian Network (BN) to incorporate those factors into a single model, which we have called the Bayesian Selection Rule (BSR). Our simulation results show that the BSR can reduce waiting time, completion time and cycle time.

An Explorative Study of the Perception on the Role of Medical Social Workers Using Q Methodology (Q방법론을 활용한 의료사회복지사의 역할인식에 대한 탐색적 연구)

  • Jang, Soo-Mi;Whang, Young-Ok
    • Korean Journal of Social Welfare
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    • v.59 no.2
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    • pp.223-249
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    • 2007
  • In the health care setting which social work services are provided by interdisciplinary team approach, understanding the perception and expectation on the role of social workers worked with medical team is important for social workers to play their role effectively. This study is focused on the medical team members such as doctors, nurses, nutritionists and administrative staffs by researching the type of perception and each characteristics through using the Q methodology. It is concluded that perception on medical social workers is categorized into three types : psycho-social counselor, coordinator/developer of resources, multiple function player. Finding for this study suggest that the implications on social work practice in health care setting.

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Exploring Responsive Teaching's Effect on Students' Epistemological Framing in Small Group Argumentation (소집단 논변 활동에서 반응적 교수법이 학생들의 인식론적 프레이밍에 미치는 영향 탐색)

  • Ha, Heesoo;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.37 no.1
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    • pp.63-75
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    • 2017
  • The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.