• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1222-1240
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• 2012

The purpose of this study was to compare the differences of the vocational values and the career orientation of science between middle school scientifically gifted students and non-gifted students. The subjects were 85 middle school scientifically gifted students and 139 middle school non-gifted students. For this purpose, the questionnaires about vocational values and science career orientation were administered. The results of this study were as follows: First, the vocational values between two groups were significantly different in 'diversity', 'reward', 'social recognition' and 'autonomy' among all 11 domains. 'Diversity' and 'autonomy' showed the highest scores for scientifically gifted students. On the other hand, for the non-gifted students, 'reward' and 'social recognition' showed the highest scores. Second, the grand mean of the science career orientation between two groups showed significant differences. The average of scientifically gifted students was significantly higher than that of the non-gifted students in all four sub-domains. Third, the main effect of the vocational values according to gender did not exist, but there were main effects, including diversity, reward, stability, social recognition and autonomy, between two groups. There was no interaction effect between group and gender in the vocational values. Fourth, there were interaction effects between group and gender in the science career orientation. The main effects existed in four sub-domains of science career orientation. However, according to gender, the main effect existed in the sub-domain 'job preference for science' between the male students and the female students.

• Journal of Science Education
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• v.33 no.1
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• pp.122-132
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• 2009

This study aimed at designing an effective earth science instruction which would help to improve students' scientific creativity using the questioning strategies. The developed questioning strategies were applied to 153 students of $10^{th}{\sim}11^{th}$ grades from March, 2004 to February, 2006. The Reaction Evaluation of Educational Program was used for students' reponses on these questioning strategies. And the Creativity Test developed by the Korea Institute for Aptitude Test was used for the changes of students' scientific creativity. The students responded that these questioning strategies improved students' scientific creativity, and those did not promoted interaction between the teacher and the students. After implementing these questioning strategies, students' analogical ability of language was evaluated the largest score among the 6 categories of scientific creativity. The survey about students' scientific creativity showed that there are meaningful differences between before and after implementing these questioning strategies : analogical ability of figure, analogical ability of language, reading comprehension ability.

• Journal of the Korean Society for information Management
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• v.26 no.1
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• pp.147-161
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• 2009

The purpose of this study is to identify interdisciplinarity among eight research areas based upon the correlations between researchers' department affiliations and research areas. More specifically, eight research areas and their sub-areas, 153 sub-areas with researchers' department affiliations were analyzed in terms of Pearson correlation analyses. The findings demonstrated that there was interdisciplinarity between Social Science and Multiple Science Areas, Social Science and Medical & Pharmaceutical Area, Natural Science and Medical & Pharmaceutical Area, and Medical & Pharmaceutical Area and Agricultural Science.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.510-519
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• 2021

This study investigated the effect of maker education on the scientific attitude and energy literacy of elementary school students. The subjects of this study were 23 6th grade students, 13 male students and 10 female students, in a B Metropolitan city elementary school. Students' scientific attitude and energy literacy was observed before and after the introduction of maker education into energy education class. The results of this study were as follows. First, energy education using maker education had a positive effect on elementary school students' scientific attitude; there was a significant improvement in curiosity, openness, critical thinking, cooperation, spontaneity, persistence, and creativity. Second, maker education had a positive effect on the energy literacy of elementary school students. There was a significant improvement in all components of energy literacy.

• Journal of Science Education
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• v.36 no.1
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• pp.130-138
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• 2012

The purpose of this study was to investigate perceptions of high school students and science teachers about high school fusing science. Science teachers and high school students perceived that high school fusing science was related to various areas and they preferred to be taught separately from each area. Science teachers perceived that high school fusing science improved the understanding in the area of scientific common knowledge, advanced technology, and the history of science, but neither scientific writing nor discussion were actively involved. It also didn't contribute to the enhancement of scientific thinking and communication skill. Especially, high school students believed that they were more interested in science through fusing science. On the other hand, teachers believed that this high school fusing science might not impact student's learning and generate negative perception. Science teachers and students perceived that they were more interested in fusing science because it was combination of many areas in science. They also perceived that contents in fusing science were more related to their daily life.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.145-161
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• 2021

This study analyzes the characteristic of elementary science-gifted education winner programs in Gifted Education Database (GED) focusing on scientific creativity. For this purpose, an analysis framework to analyze the programs was developed and a total of 840 inquiry activities from 55 winner programs were analyzed according to the analysis framework. The analysis of the results reveal that 'scientific inquiry skill' of the five scientific creativity components was most frequently included in the activities. 'Scientific knowledge content' and 'creative thinking' were also frequently included. However, 'problem solving ability' and 'common factor' were a little included. In the aspects of integration, the integrations between two or three components with five or eight types were frequently found. No integrations were also frequently included although less than the previous categories. The integrations among four with four types or five components were also slightly found. 'Scientific knowledge content', 'scientific inquiry skills', and 'creative thinking' with other components were more frequently found. However, the integrations of 'common factor' or 'problem solving ability' with the other components were less frequently found. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.17-24
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• 2017

The purpose of this study is to examine the perception of science educators (science research experts and science teachers) about invention education in science education. The instrument in surveying their perception consisted of the necessity of invention education in science education, the connection between invention and science education, and the demand for in-service invention education for science teachers. Subjects were 119 science educators (67 science teachers and 52 science research experts). They perceived positively about including invention educational content in school science education. They perceived that invention education was highly related to science education. Even though science educators have almost average level of understanding invention education, they demand in-service invention education for science teachers. Most of them referred informal courses to formal ones for school science education. Considering real life, engineering design, creative thinking in science education, invention method, and educational strategies can be effective for science education.

• The Science & Technology
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• v.30 no.2 s.333
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• pp.72-73
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• 1997

최첨단 고성능 재료로 사용하는 에폭시수지 개발 연구로 큰 성과를 올린 서울시립대 공대 화공과 김상욱교수. 김교수는 이 연구로 반응성 첨가제에 의한 에폭시 수지의 내충격성을 향상시키는 연구방법을 개발하였다. 왕성한 연구활동으로 약2백50편의 논문을 발표한 김교수는 93년 재료학회 학술상, 96년 서울시 문화상을 수상하기도 했다.

• Digital Contents
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• no.11 s.138
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• pp.78-80
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• 2004

일본 최대의 데이터베이스 전시회인‘DATABASE TOKYO 2004’가 지난 10월 20일부터 22일까지 동경에 위치한 일본과학미래관에서 개최됐다. 매년 개최되는 이 데이터베이스 전시회는 일본데이터베이스진흥센터(DPC)와 일본데이터베이스협회(DINA)가 주최하고, 과학기술진흥기구(JST)와 한국과학기술협회(INFOSTA)가 공동 주관한 가운데 경제산업성, 문부과학성, 총무성 및 미국대사관이 후원해 일본의 24개 데이터베이스 관련 기업이나 기관이 전시자로 참가했다. 또 전시와 함께 전시자들의 최신 데이터베이스 관련 솔루션에 대한 20여개의 주제를 행사 기간중에 발표하는 솔루션 세미나가 공동 행사로 진행됐다.

• Journal of Science Education
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• v.38 no.1
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• pp.120-132
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• 2014

This research aimed at developing STEAM Program with the medium of films for scientific talents in elementary schools and examining its influence on the problem solving ability, creative personality, and scientific attitude. The results were as follows: First, the STEAM program using movies was proved to be effective in forming creative personality, and a significant difference was found especially in the areas of patience/obsession, self conviction, sense of humor, curiosity, imagination, openness, adventurous spirit, and spirit of independence(p<.05). Second, the STEAM program using movies was found to be a successful way to improve their problem solving ability, and in particular, the difference was significant in the areas of planning an experiment and creative problem solving ability(p<.05). Third, the program was also found to be effective for the enhancement in their scientific attitude, and the difference, particularly in the areas of curiosity, openness, criticism, cooperation, spontaneity, patience, creativity and scientific attitude, was significant(p<.05). The study results above indicated that the STEAM program using movies was an efficacious way in forming creative personality, and enhancing creative problem solving ability and scientific attitude.