• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.98-110
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• 2005

This study aims to explore the usefulness and the way of practical use of dilemma episodes in science teacher education by the responses of teachers on the given dilemma episodes and connected discussions. The research based on the idea of constructivist teacher education, the assumption that dilemmas can provide teachers with an open investigation context, an understanding of nature of science education. The dilemmas episodes in Wallace and Louden(2002) were introduced and discussed in order during graduate course to 11 elementary teachers. Perception on the reality and importance of given dilemmas differed by topics, but many of them were very similar to their experiences, brought active discussion on the issues. Some could not arouse sympathy because of cultural differences. The teachers recognized the dilemma episodes provided thoughtful reflection on their own teaching, opportunity of sharing experience and knowledge with peers, overall view for science education. Most of them gave positive opinion on the use of dilemma episodes in teacher education. Upon these teachers' responses and exploratory research experiences, some practical suggestion were made for science teacher educators.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.297-304
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• 2004

The purpose of this study was to investigate inservice elementary teachers' view and the change of preservice elementary teachers' view on the nature of science by the science education course. The subjects were 386 junior preservice teachers in a National University of Education and 257 inservice teachers working in a metropolitan city. An instrument consisting of fifty eight items were developed on the bases of previous studies. Before entering the course, preservice teachers view was compared by gender with T-test and no significant differences were found except the category 'role of a scientist'. Preservice teachers view was also compared by major with ANOVA and significant differences were found on the categories 'scientific method' and 'scientific law'. After the course, on comparing their view by gender, significant differences were found on the categories 'scientific theory', 'scientific knowledge', and 'scientific law'. The result of ANOVA by major, significant differences were found except the category 'role of a scientist'. Inservice teachers view was compared by gender and major and the differences were no significant, the significant differences, however, were founded in comparing by career and ability.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.159-171
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• 2004

Understanding the nature of science is being emphasized recently among the major goals of science education. The nature of science is concerned with aims of scientific work, the status and nature of scientific knowledge, and science as societal institution. This is a review on how to investigate the pupils' ideas about the nature of science, which was suggested by Driver et al. in their book 'Young people's images of science (1996)'. The purpose of this review is to consider the methodological problems of investigating the pupils' ideas about the nature of science, and to get the implications of developing the instruments about it. The instruments, developed by Driver et al., are described as a model and their suggestions are surveyed. Several hints are given this article to develop the similar instruments.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.261-272
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• 2008

This study focused on explicitly instructional effects about NOS(Nature of Science) of sixth grade students. Participants were 28 sixth grade students. Data sources included classroom observations of the explicit NOS science lessons, questionnaire, and interviews. 5 students among the participants were selected for the interviews. Date were analyzed for finding the changes of students' thoughts. Before the instruction, the majority of participants held naive views of NOS, but after the instruction, the majority of participants held informed views of NOS. Developing informed conception of NOS within curriculum is necessary to growth of science education.

• Journal of The Korean Association For Science Education
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• v.44 no.4
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• pp.313-323
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• 2024

This study aims to explore educational methods to help students and citizens, who are exposed to numerous manufactured risks, better understand the nature of science and technology. It also seeks to develop their ability to identify, analyze, and evaluate the risks associated with science and technology, ultimately enabling them to live safer lives in society. To achieve this, through an extensive literature review, we explored the definition of risk, the necessity of risk education, and the relationship between SSI (Socioscientific Issues) education and risk education. Based on the results, we proposed the SSI-CURE (Socioscientific Issues Centered on the Understanding of Risk and its Evaluation) model, which can systematically educate about risks in the context of SSI. The SSI-CURE model proceeds through the following four steps: 1) Confrontation of SSI, 2) Understanding the Nature of Science and Technology with SSI, 3) Risk Assessment in SSI, and 4) Enactment of Countermeasures for SSI. These steps represent the key elements for education on risks in the context of SSI: Conceptual understanding of risks (risk knowledge), competencies necessary for discussing or addressing risk situations (risk competency), scientific content knowledge needed to understand risks (knowledge in science), and knowledge required to understand the causes of risks and their impacts (knowledge about science). We expect that the SSI-CURE model can be used not only as a guide for instruction but also as a representative framework for developing programs to educate about risks in the SSI context.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.70-70
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• 2010

이 연구의 목적은 귀추적 탐구 방법과 관련된 전략들을 적용하여 지구온난화에 관련되어 측정된 다양한 유형의 데이터를 관련된 사실, 원리, 법칙, 선행 연구 결과 등을 토대로 지구통합적인 관점과 지구계를 구성하는 요소들 간의 상호작용과 영향을 중심으로 재해석하고 이해하는 것이다. 지구과학(지구시스템과학)의 학문 성격, 최근 동향, 본성 및 탐구 대상의 특성에 대한 내용과 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법에 대해 학습한 후, 학생들은 인천 및 다양한 지역의 기상과 해양 자료 분석을 통하여 관찰되는 현상(결과)의 원인과 영향을 파악하는 연구 활동을 하였다. 이 과정에서 귀추적 탐구를 충분히 이해할 수 있도록, 과학 탐구에서 귀추적 탐구 방법을 사용하는 과학자들의 예시와 모의 활동을 통하여, 귀추적 탐구 방법에 사용되는 다양한 사고 전략(예, 데이터의 재구성 전략, 유추 전략, 개념적 결합 전략 등)에 대한 예시를 경험하였다. 학생들은 지구온난화에 관련되어 나타나는 현상(조사된 사항 포함)과 영향에 대해 지구시스템적으로 이해하고 재해석하기 위해 지구시스템을 구성하는 요소(예, 수권, 대기권)와 관련된 데이터 정보를 검색하고 수집하였다. 1) 지구시스템과 지구온난화에 대한 조사하고, 2) 지구온난화 및 기후변화의 변동성 확인한 후, 3) 지구온난화와 관련된 선행 연구 결과 분석하였다. 또한, 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법의 이해와 적용하는 과정에서 1) 지구 온난화 및 기후 변화의 실태 파악하고, 2) 인천 지역의 월별, 계절별 기온 변화 분석 및 경향 조사(탐색: 연구문제 규명)한 후, 3) 인천과 속초 지역의 기온, 수온의 변화 추이 및 분석 (조사: 원인 조사 과정)하였다. 4) 속초 지역의 평균해면기압변화 추이 및 분석한 후, 그 결과를 토대로 5) 문헌조사 및 선행연구 결과 분석을 통한 지구 온난화의 영향을 미치는 요인 재검토 및 확인(선택 및 설명)하여, 6) 인천지역과 속초지역의 지구온난화 원인 분석 및 문제점 보완(설명)하기 위해 7) 겨울철 지구온난화가 더 심각한지 부산지역과 포항지역의 자료 분석을 통하여 연구 결과 내용의 보완 (추가 조사 및 설명)한 후, 8) 분석 결과 및 해석 내용을 전문가와 상담 실시하였다. 이 연구는 연구를 진행하면서 얻은 결과를 교육적 측면에서 다시 정리해 보면 다음과 같다. 우선, 학생들의 지구환경적 문제 해결 과정에서 귀추적 탐구 방법을 활용한 문제 해결 능력을 향상시켰다. 아울러, 지구과학의 탐구 본성, 최근 동향, 탐구대상의 특성 등의 학습을 통해 지구과학도로서의 기본적인 소양과 자질 향상에 기여하였으며, 사회과학의 연구방법을 순수과학연구에 접목하여 과학자로서의 문제해결 능력과 시스템 사고력을 향상시켰다.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.341-351
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• 2008

The purpose of this study was to investigate eighth graders' scientific method of inquiry used in their reports. We developed a framework, 'Analysis of Scientific Methods and Information Sources', with a perspective of the Nature of Science to analyze students' planning method, data analysis, and information sources. We then compared results with levels of questions to find out whether they affected students' 'Scientific Method'. In addition, we analyzed students' responses of the survey questionnaire, e.g.. how they liked Scientific Method. Results are as follows: First, 'planning method' consisted of 'consultant' and 'activities'. The 'activities' were 'experiment', 'correlational study', and 'observation' Students planned by utilizing 'consultant' more than the other. In case of planning 'activities'. most of them were 'experiment' Second, 'data analysis' consisted of 'summary', 'table', 'chart', 'graph' and so on. Students analyzed their data by using 'summary' frequently. The types of 'summary' were divided into 'simple summary' and 'relational statement' Third, 'information sources' consisted of 'computer', 'library'. and 'professional consultant' Most of the students gathered information from 'computer' Fourth, the types of 'planning method' and 'summary' were affected by the levels of questions. Fifth, some of the students reported their difficulty in 'planning method' because the collected information was less reliable, lacking, and having difficult technical terms.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.27-42
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• 2018

This study aims to suggest the conceptual framework for the Nature of Technology (NOT) by examining the current researches regarding the NOT in science and technology education and to analyze the conceptions of experts in science, technology, and engineering fields based on the framework of NOT. The NOT conceptual framework developed in the study consisted of the six domains of NOT, which are 1. Technology as artifacts, 2. Technology as knowledge, 3. Technology as practice, 4. Technology as system, 5. The role of technology in society, and 6. History of technology. Also, the results of analyzing the conceptions for the 30 experts in science, technology, and engineering fields emphasize on the three domains of the 3. Technology as practice, 4. Technology as system, and 5. The role of technology in society among the 6 domains of the framework of the six domains of the NOT framework. This findings are different from the results of previous researches conducted in science and technology education for exploring the conceptions of NOT in the POV of the public and students. As such, the results show that while the public and students possess naive ideas on NOT only focusing on the technology as products and tools, experts in science, technology, and engineering fields possess the authentic views of the NOT reflecting the complex and abstract concepts of technology in terms of the perspectives of philosophy of technology.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.19-34
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• 1998

This study compared junior high school science textbooks(for grade $7{\sim}9$) of the USA, Australia, Japan, and Korea. Specifically, the amount and pattern of knowledge, process skills, activities, contexts, nature of science, and integration topics were compared in terms of country, grade, and content. The results of analysis are as follow: 1) Physics, chemistry, biology, and earth science were equally distributed in textbooks of Korea and Japan. In Korean textbooks, "law" was more emphasized compared with other countries' textbooks. 2) The most popular process skills were proportion and controlling variables in Korea's textbooks. Correlation, cause/effect, and proportion in Japan's textbooks. Controlling variables and data transformation in textbooks of USA and Australia. 3) Experiment and observation were the most popular activities in textbooks of Korea, Japan, and Australia. In textbooks of the USA, observation, experiment, survey, practice, and measurement activities were used evenly. 4) In textbooks of Korea and Japan, pure science and natural environment contexts were the most popular. 5) There was no chapter dealing with nature of science in textbooks of Korea and Japan. 6) Integration topics between science and technology were the most popular. Based on these findings, several implications on Korean science textbooks were discussed.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.362-375
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• 2022

In this study, science teachers' NOS lessons were observed and the characteristics of the lessons were analyzed. Three science teachers who taught NOS in the 'Science Inquiry Experiment' developed under the 2015 revised curriculum participated in the study. Their NOS lessons were observed and interviews were conducted before and after lessons. The collected data were analyzed using analytical induction and constant comparative method. The analyses of the result revealed the teachers' naive views on NOS were also revealed during the lessons. There were some cases where they showed naive views during the lessons even if they showed informed views in the interviews. Although the domains of NOS taught by them were diverse, all of them taught 'tentativeness' and considered this an important goal. They tended to teach NOS with content related with their major, and teaching NOS was found to be deeply related to their major. In the activity where students learn NOS by inferring the unknown object, teachers disclosed the unknown object, which is unlike the rule of the activity. They thought that could help students' learning. At last, although they emphasized teaching NOS, they either did not assess NOS or assessed NOS in a limited way. Based on the results, some directions for teacher education and follow-up study are suggested.