• Journal of Science Education
• /
• v.38 no.2
• /
• pp.401-414
• /
• 2014

Overexcitability (OE) and social self-concept are the integral affective characteristics of science-gifted students. Overexcitability refers to sensitivity as an internal disposition to give a more often, longer and more intensive reaction to a wide variety of stimuli, and social self-concept refers to the way of behaving in society, especially at school in the case of students. The purpose of this study was to examine the overexcitability and social self-concept of science-gifted and non-gifted elementary school students. The subjects in this study were 135 gifted elementary students belonged to gifted education centers or gifted classes and 91 ordinary elementary students. An overexcitability test and a social self-concept test were conducted to the subjects, and the collected data were analyzed by SPSS. The findings of the study were as follows: First, the score of the science-gifted was significantly higher than that of the ordinary students in all sub-domain of OE (psychomotor OE, sensual OE, emotional OE, intellectual OE, emotional OE) and social self-concept. Second, the science-gifted students who attended gifted education centers and community gifted classes scored significantly higher than the ordinary students in overexcitability. Based on conclusions, implications for teaching the science-gifted were discussed.

• Journal of the Korean Chemical Society
• /
• v.58 no.1
• /
• pp.105-117
• /
• 2014

The purpose of this study was to analyze pre-service chemistry teachers' view of learning focused on the influence of science education courses that pre-service chemistry teachers had learned. Three pre-service chemistry teachers were selected for this study. Documents related to science education courses, survey data about their view of learning and interview data were collected, transcribed and analyzed. According to this study, pre-service chemistry teachers had changed, modified, maintained and strengthened their view of learning while they took the science education courses. Pre-service teacher K and P had changed their traditional view to the constructive view and then had modified their view by adding the reality. And pre-service teacher H had modified his constructive view with some traditional view. All Pre-service teachers had modified their own view of learning because of the science education course that emphasized the real field situation. As discussed above, science education courses focused on the applying the theory to real teaching situation gave the opportunity to modify pre-service teachers' own view of learning. It implied that the science education courses learned in the teachers college have to include contents based on real teaching situation and pre-service teachers' reflective thinking processes for establishing their view of learning and customized teaching activities.

• Journal of the Korean Chemical Society
• /
• v.50 no.2
• /
• pp.153-162
• /
• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Korean Journal of Breeding Science
• /
• v.40 no.3
• /
• pp.295-298
• /
• 2008

"Dongjin2" is a new japonica rice cultivar developed from the cross between Milyang165 with short culm and lodging resistance and $F_1$ plant of Iksan438, HR14018-B-1-1 and Iksan435 with high palatability at Honam Agricultural Research Institute (HARI), NICS, RDA in 2005. This cultivar has short grain shape and about 143 days growth duration from direct seeding to harvesting under Korean climate condition. The milled kernels of "Dongjin2" is translucent with non-glutinous endosperm. It has about 19.3% of amylose content and better palatability of cooked rice compared with "Nampyeongbyeo". This cultivar shows high resistance reaction to the bacterial blight pathogene race from $K_1$ to $K_3$, blast and stripe virus but susceptible to insect pests. "Dongjin2" yields about 5.71 and 5.74 MT/ha under the wet direct seeding and the transplanting at standard fertilizer level. "Dongjin2" would be adaptable for the southern plain area of Korea.

• Korean Journal of Breeding Science
• /
• v.40 no.3
• /
• pp.314-317
• /
• 2008

"Dami" is a new japonica rice variety developed and registered by the rice breeding team of Honam Agricultural Research Institute, NICS, RDA in 2006. This variety was derived from a cross between Iksan438 with lodging tolerance and high yield potential, and Iksan426 This variety has about 122 days of growth duration from transplanting to harvesting in Honam and Youngnam plain of Korea. It is about 83 cm in culm length and tolerance to lodging. In reaction to biotic stresses, it shows moderately resistance to blast, and resistance to bacterial blight pathogen races from $K_1$ to $K_3$, but susceptible to other major diseases and insect pests. The milled rice of "Dami" has high Quality, midium short grain. The milled rice yield of this variety is about 5.92 MT/ha in local adaptability test for three years. "Dami" would be adaptable to Middle plain, Honam plain and Youngnam plain area of Korea.

• Journal of the Korean Society of Earth Science Education
• /
• v.15 no.2
• /
• pp.263-272
• /
• 2022

The purpose of this study is to investigate the effect of developing and applying a program in the field of astronomy that can improve the spatial perception ability and task commitment of elementary science gifted students. The subjects of this study were 22 students in the advanced course in the elementary science gifted class affiliated with the Gifted and Talented Center of University B. In order to improve spatial perception ability and task attachment to students in elementary school science gifted class, a total of 12 educational learning programs were developed and applied. The results of this study were interpreted as quantitative analysis. The results of this study are as follows. First, the astronomy class had a positive effect on the spatial perception ability improvement of elementary science gifted students. Second, the astronomy class had a positive effect on improving the task commitment of elementary school science gifted students. Third, astronomy class of elementary school science gifted students was more effective in improving spatial perception than improving task commitment. Since elementary school science gifted students are selected with excellent intelligence, creativity, and task commitment, an Individualized Education Program (IEP) is developed and applied to better express their potential giftedness. In addition, in order to express more in-depth giftedness in gifted education, it is necessary to pay attention to the development of programs that can express individual gifted characteristics.

• Journal of the Korean Society for Library and Information Science
• /
• v.38 no.1
• /
• pp.263-279
• /
• 2004

This study intends to design a metadata service system of the science information for youth on the web based on the efficiency of the metadata system. Metadata scheme of the science information for youth on the web has been developed and designed metadata collection on the basis of the previously designed classification system. Metadata scheme of the science information for youth, which is consisted of six essential elements and four additional elements, has been brought out, compared to not only Dublin Core Metadata Element Set, but also the main studies related to domestic and foreign metadata projects. Based on the results of it, metadata database of the science information has been designed and it is expected to be applicable to metadata service system of the science information for youth on the web.

• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.141-157
• /
• 2002

The purpose of this study was to analyze teacher's teaching-learning strategies and young children's concepts related to mathematics and science in integrated mathematics and science education activities. To achieve this purpose, actual class episodes were analyzed. The episodes were derived from 7 sessions of interaction between teacher and 4 kindergartners in integrated mathematics and science education activities. As a result of the study, children's concepts related to mathematics and science in integrated mathematics and science education activities occurred three factors: the relationship between weight, shape and movement, the relationship between weight and size, and the concept of measurement. In teacher's teaching-learning strategies, three factors were revealed: teacher's questioning, use of teaching materials, and children grouping.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.313-325
• /
• 1998

The purpose of this study was to develop for PLEIS(Psychological Learning Environment Instrument generated by science teachers). The procedure of validations' PLEIS is also examined. Samples of 1.274 for this study were selected from the secondary school students. It was conducted as a procedure development of the instrument with teachers' perception survey, students' perception response survey. second pilot for the measurement instrument. Findings indicate as the follows. (1) PLEIS was formed 3rd construct dimension, 9th subcategory. (2) the instrument consisting of 45-items' scale were used for psychological learning environment. (3) all item-type were applied 5-Likert Scale. (4) internal consistency of Cronbach ${\alpha}$ was 0.93.

• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.1
• /
• pp.55-62
• /
• 2018

The purpose of this study was to examine the pre-service elementary teachers' views on the necessity of science learning. The eighty five student teachers in their second year of studies were participated in this study. The participants freely wrote their thoughts on a question'Why should students learn science?' The results of the study are as follows: (1) The participants' responses were very diverse, so their responses contained almost all kind of values or arguments about the science learning suggested by researchers, and there was no difference in their response ratio between views of focusing on intrinsic values and views of focusing on extrinsic values; (2) About 30% of the participants had the biased conceptions on the necessity of science learning and they would be likely to explain their biased conceptions to their future students. The educational implications and the suggestions for further studies are also presented in this paper.