• Journal of the Korean Society of Radiology
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• v.18 no.5
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• pp.455-462
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• 2024

This study examines the impact of local citizens' safety awareness on developing a safety culture for managing high-level radioactive waste (HLW). The sub-variables of citizen safety awareness include community engagement, adherence to safety protocols, local government safety education, and comprehension of safety measures. The HLW safety culture awareness survey included questions on communication between local governments and citizens, perceptions of safety procedures, and citizens' views on local government safety practices. The findings indicate that the most significant factors in fostering a safety culture for radioactive waste management are local government safety education and comprehension of safety measures. The results of the correlation analysis indicate that the implementation of appropriate procedures for waste management by local government has a positive effect on safety behavior, communication with the citizens, and education. Safety education can convey safety practices for HLW management to citizens. When properly implemented, safety education can play a crucial role in fostering a strong safety culture for HLW management. Therefore, it is imperative for local communities and governments to establish comprehensive safety protocols and provide education programs. When safety measures are aligned with established norms and education is effectively delivered, a sustainable safety culture for HLW management can be achieved.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.113-123
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• 2016

The purpose of this study is to understand the elementary student's growth and its implications from the students' experience participating in the science fair by phenomenological study. The results are as follows. First, the students have various experiences. They acquire scientific knowledge and inquiry skills by conducting in-depth experiments, visiting several places, and interviewing experts. They have some experience in writing experiment journals to record the inquiry process in their own language, and presenting their results in public. Second, the students suffer several difficulties while preparing for the science fair. They have some difficulties when the results were not consistent with the hypothesis, or they had to repeat the experiment over and over. They feel burdened in writing the experiment journal. They had a few time to meet friends or for hobbies. Third, the students improve scientific attitude through the science fair, and they receive a positive effect on the affective side. They developed scientific interest, curiosity, cooperation, etc. And they also gained a sense of accomplishment, confidence, friendship, good relationship with teachers, career interest, etc. This study finds out that students participating in the science fair have a lot of experience that cannot be done easily in a normal science class. Even though students confront some difficulties in the inquiry process, they make good progression and feel accomplished. So the science fair is valuable experience for them.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.537-543
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• 2020

In order to cultivate the talents needed in the 4th industrial revolution era, it is necessary to select gifted students and train them systematically. The affective characteristics of the gifted are self-concept, personality, sociality, motivation, morality, attitude and interest, and these are important factors that affect science achievement. In particular, computer scientific attitude is an important variable affecting computer science achievement. This study developed a computer scientific attitude test based on TOSRA developed by Fraser to measure the affective characteristics of information-gifted students. The computer scientific attitude test is composed of 7 areas: social implications of computer science, attitude to computer scientific inquiry, adoption of computer scientific attitudes, adoption of computer scientific attitudes, leisure interest in computer science, career interest in computer science, and normality of computer scientists. The relationship between computer scientific attitude and academic achievement of gifted students was analyzed using the developed test. To determine find out whether computer scientific attitude significantly predicts academic achievement, the results of a regression analysis showed that t = 2.543 and p = 0.025, indicating that the average of computer science attitude significantly predicted academic achievement.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.187-202
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• 2018

This study posits that a more equitable science education is possible through analyzing the sociocultural mechanisms that operate in the participation and marginalization in science learning process, and therefore aims to review research trends in this area of science education. To do so, the study analyzed 85 articles that adopted a sociocultural approach to science learning identity in major international journals. The review was organized into 1) overall trends such as the number of articles by year, country, learner's sociocultural background, research context and research methods, and 2) a more in-depth analysis of the main research problems and conceptual frameworks along with concrete research examples. The study found that the current research works in this area have contributed to broadening the idea of legitimate learners in science education by considering learners' various sociocultural identities as the positive resource for learning based on the premise that science learning occurs as identity formation through participating communities of practice, and critiquing the culture or discourses that oppress such identity formation. The studies in this area also brought up the equity issue in science education in ways which embrace various learners that had been marginalized in the traditional science class and facilitate their agency. Based on these findings, the study made a case for analyzing various sociocultural mechanisms relating to the participation and marginalization in science learning to realize 'science education for all Koreans' and proposed future research direction.

• Korean Journal of Breeding Science
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• v.40 no.2
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• pp.192-195
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• 2008

'Sinunbong 1' is a japonica rice cultivar developed from the cross between "Sangjubyeo", high yield cultivar and 'Unbong 17', cold tolerance at Honam Agricultural Research Institute (HARI), NICS, RDA, in 2005. This cultivar has a short grain shape and about 111 days growth duration from transplanting to harvesting in Korean climate condition. This cultivar shows high resistant reaction to the blast, but susceptible to bacterial blight and strip virus. This variety has cold tolerance, compared to Odaebyeo. The milled kernels of 'Sinunbong 1' are translucent with non-glutinous endosperm. It has about 19.2% of amylose content and better palatability of cooked rice compared with 'Odaebyeo'. The milled rice yield of 'Sinunbong 1' is about 5.46 MT/ha under the standard fertilizer level of the ordinary transplanting cultivation. 'Sinunbong 1' would be adaptable to the northern plain, mid-mountainous, southern mountainous of Korea.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.149-160
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• 2023

A Korean-version science curiosity questionnaire (Science Curiosity in Learning Environments [SCILE(15)]) was developed after factor analysis of the Korean-version SCILE(30) questionnaire. Pre-service elementary school teachers were surveyed using the Korean-version SCILE(30), and a factor analysis based on their responses was performed. The factor analysis demonstrated that the Korean-version SCILE(15) consisted of three curiosity factors: a 'science practices' factor, a 'stretching' factor, and an 'embracing' factor. Confirmatory factor analysis of the factor structure revealed correlations between all the factors, thus confirming their commonality as a science curiosity factors. The Cronbach alpha for the reliability of all items in the Korean-version SCILE(15) and of items by factor was greater than 0.700. The Korean-version SCILE(15) was therefore evaluated to be reliable as a science curiosity questionnaire. Pre-service elementary teachers who participated in the survey for the development of the SCILE(15) were aware of the 'science practices', 'stretching', and 'embracing' science curiosity factors. Analysis in a general linear model of the degree of recognition accorded by pre-service elementary teachers to the three science curiosity factors demonstrated significant differences between the curiosity factors in terms of recognition. This cohort of pre-service elementary teachers showed the highest level of recognition of the 'stretching' curiosity factor and the lowest level of recognition of the 'embracing' curiosity factor.

• Journal of Environmental Health Sciences
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• v.19 no.1
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• pp.24-29
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• 1993

I. 서론 : 식생활은 인간의 가장 원초적인 욕구이며 생존을 위한 기본조건입니다. 그러므로 식생활의 기본이 되는 식품은 사람에게 가식성, 영양성, 안전성을 충족시켜야 하며 여기에 생산자의 입장에서는 높은 생산성이 요구되고 있습니다. 이러한 식품의 구비조건은 과거 자급자족의 농경시대에는 생산자가 바로 소비자로서 커다란 문제를 제기하지 않았으나 도시화, 산업화된 현대사회에서는 생산자와 소비자가 다르며 식품은 상품으로서 판매되므로 소비자는 고품질의 안전한 식품을 요구하고 생산자는 수익성이 높은 고생산성의 식품을 상품으로서 생산하기에 이르렀습니다. 축산식품이 상품으로 생산되면서 생산자들은 더 높은 생산성을 요구하게 되었고 이러한 요구에 따라 축산분야에서는 가축 품종의 육종 개량과 함께 생산성을 저해하는 각종 질병의 예방과 치료약제 및 성장촉진과 사료효율을 개산할 수 있는 물질들을 사료첨가제로 개발하여 사용하게 되었습니다. 그러나 이러나 의도적으로 사용한 물질들은 대부분 항생제물질이나 화학적 합성품들로서 가축자체는 물론 생산물에 잔류되어 그 축산물을 이용하는 사람에게 유해작용의 우려를 갖게 하였습니다(의도적 오염). 또한 농작물의 생산성을 높이기 위하여 사용되는 농약들은 경우에 따라서는 샤료곡물에 잔류되어 사료를 통한 오염원ㅇ니이 될 수도 있고 목초지에 산포한 잔류성 농약이 목초를 오염시켜 뜻하지 않게 가축과 축산물을 오염시킬 수도 있습니다. 축산분야에서 잘 알려진 아플라톡신 같은 곰팡이 독소류는 오염된 사료원료에 의하여 가축에 피해를 일으킬 수 있으며 또 우유나 축산물을 통하여 사람에 피해를 줄 수 있습니다. 과학기술의 발달은 많은 공해요인들을 유발시켰으며 산업체에서 요구하는 고순도의 중금속류(수은, 납, 카드뮴 등)는 각종의 과학기계를 제작하는데 필수소재로써 우리의 생활을 윤택하게 하였지만 그 폐기물들은 우리의 생활주변을 오염시켜 그 환경에서 자라는 식물과 동물을 오염시키고 사람의 생활환경도 위태롭게 하고 있습니다.

• Polymer Science and Technology
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• v.15 no.4
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• pp.430-437
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• 2004

인간 게놈 프로젝트 완성 및 간세포 (Stem cell) 발견으로 미래에는 현재 의학적 치료의 한계를 극복하는 의학적 혁명이 예상되고 있다. 간세포를 이용한 치료기술 개발을 위하여서는 균일한 간세포의 대량배양, 원하는 세포로의 균일한 분화, 면역학적 안전성 등이 매우 중요한 이슈가 되고 있으며 이의 해결을 위하여서는 생체적합성이 우수한 지지체의 개발이 기본이 되고 있다. (중략)