• The Science & Technology
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• no.7 s.410
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• pp.52-57
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• 2003

기술로 세계 시장을 선점하기 위한 정부의 전략기술개발 사업인 '21세기 프런티어 연구개발사업'이 추진 3년만에 조금씩 성과를 나타내고 있다. 프런티어 사업은 현재 총 19개 과제로 10년간 연구가 진행되는 장기과제로 구성되어 있다. 연구개발은 과학기술부와 민간이 공동으로 수행하며 여러 연구 주체가 참여한다. 과제별로 사업단이 구성돼 총괄, 지휘, 통합하는 역할을 한다. 그 첫 번째로 1단계 연구를 끝낸 '지능형 마이크로시스템 개발사업' (사업단장 박종오, 한국과학기술연구원)의 성과와 전망을 알아본다.

• Bulletin of Food Technology
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• v.25 no.3
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• pp.268-274
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• 2012

글로벌동향브리핑(GTB)에서는 100여명의 국내 외 과학기술 전문가가 농림 수산, 생명과학, 보건 의료 등 19개 주제로 해외 과학기술동향을 소개하고 있다. 이를 바탕으로 식품분야의 최신 해외과학기술 주요동향을 요약하여 재정리 하고자 한다. 지난 3개월뿐만 아니라 글로벌동향에서는 다수의 비만 관련 연구결과가 제시되었다. 비만과 함께 당뇨 등의 대사성질환에 대한 연구까지 포함하면 전세계의 관심을 보여주듯 가장 많이 다뤄진 주제라 판단된다. 하여 이중에서 식품과 관련있거나 참고할 만한 11개의 기사를 선정하였다.

• STIMA Bulletin
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• s.5
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• pp.24-37
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• 2006

과학기술테이터는 엄격한 평가기준에 의해 신뢰성과 정확성이 보장된 참조표준(standard reference data)값을 지닐 수 있어야 한다. 참조표준은 측정표준을 바탕으로 구하여진 결과 값을 표준화시키는 작업으로서 테잍의 생산조건, 실험환경, 측정방법, 데이터 처리 등이 검토되어 참조데이터(reference data)와 구분된다. 참조표준은 '공인된 수치데이터'로 표현되고 이는 측정결과의 신뢰도를 정량적으로 나타내는 불확도(uncertainty)로 표기된다.본고에서는 참조표준에 대한 의미를 이해하고,평가되지 않은 과학기술 데이터가 어떤 평가 과정을 거쳐 참조표준으로 분류되는지를 알아보기 위해 소재물성분야를 예로 살펴보았다.

• Proceedings of The Korean Society of Agricultural and Forest Meteorology Conference
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• 2012.07a
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• pp.114-118
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• 2012

• Journal of the Korean neurological association
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• v.36 no.4
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• pp.369-371
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• 2018

• Proceedings of the Korean Institute of Landscape Architecture Conference
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• 2022.03a
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• pp.55-56
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• 2022

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.270-278
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• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.443-453
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• 2015

In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: 'understanding knowledge', 'empathy', 'sharing perspective', 'generating idea', and 'prototype'. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical strategic thinking attributes in the generating idea stage. Finally, the communication and analytical strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.

• Development and Reproduction
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• v.15 no.1
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• pp.71-76
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• 2011

Due to its role in maintaining the health of scientific societies, research ethics (or integrity) is notably receiving attention by academia, governments and even individuals who are not engaged in scientific researches. In this paper, I will introduce some valuable papers dealt with plagiarism as a representative research misconduct. In general, researcher's results that will soon be published must meet the crucial scientific criteria: originality, accuracy, reproducibility, precision and research ethics. The definition of plagiarism is "appropriation of another person's ideas, processes, results, or words without giving appropriate credit." Compared to fabrication and falcification, plagiarism is often considered as a minor misconduct. With intentionality, however, plagiarism can be corresponding to 'theft of intellectual product'. The context of plagiarism is not restricted to the stage of publication. It can be extended to prior stages of proposing (i.e. preparing the research proposal) and performing (executing the research), and reviewing (writing the review papers). Duplicate publication is regarded as a self-plagiarism in broad interpretation of plagiarism. To avoid dangers of plagiarism, earnest efforts from all members of scientific community are needed. First of all, researchers should keep 'transparency' and 'integrity' in their scientific works. Editorial board members and reviewers should keep fairness and well-deserved qualification. Government and research foundations must be willing to provide sufficient financial and policy support to the scientific societies; Up-graded editorial services, making good use of plagiarism detection tools, and thorough instruction on how to write a honest scientific paper will contribute to building up a healthy basis for scientific communities.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.451-462
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• 2020

According to the online learning environment, learning activities using mobile technology have emerged as a major concern. The features of mobile technology show potential supporting the emergence of learners' agencies in science education. In this study, 22 research literature on mobile activities in science teaching and learning published in Korea from 2011 to April 2020 were selected. First, the framework of Suarez et al. (2018) was revised and the types of mobile activities were categorized and investigated. Second, the emergence of agencies was examined in the context of science teaching and learning. And also, the relevance of mobile activity types ('Access to content', 'Data collection', 'Peer-to-peer communication', 'Contextual support') to support learners' agency dimension ('goals', 'content', 'action', 'strategy', 'reflection', 'monitoring') was analyzed. The first analysis show that science teaching and learning through mobile activities are changing from traditional to student-centered. Through these activities, students become more involved in learning and get the opportunity to become agents of learning. As a result of the second analysis, it has been confirmed that the emergence of learners' agencies has been supported and strengthened through mobile activities. Whereas, it needs to look upon the relationship between learners' agency and mobile activities in the overall context of science class. This consideration led to implications for the use of mobile technology in future science education and the transition to student-centered education.