• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.577-579
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• 2022

It is not easy to achieve the essential goal of knowledge management, which is to strengthen individual competence and organizational competitiveness, only by collecting distributed knowledge in the centralized knowledge repository conducted so far. In order to establish a sustainable knowledge ecosystem, we must expand knowledge production through exchange and cooperation, not independent knowledge production. Through this, producing meaningful and high-value knowledge resources becomes possible. Therefore, this study aims to design an integrated service platform that stores science and technology knowledge resources and reproduces and evolves knowledge through opening, sharing, and utilization. In order to evaluate its excellence, Five experts evaluated the designed platform on detailed items classified into planning adequacy, platform effectiveness, platform efficiency, and roadmap adequacy. The evaluation score averaged 95.56 points for the above four evaluation items.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.324-333
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• 2011

The opinion, that the history of science should be introduced to science lesson, has been continuously emphasized by a group of people who supported the needs of science and scientific process, nature of science, and the interaction between science and society. When the importance of the integrated science education is emphasized, the history of science is suggested as an effective curriculum for it. To respond to this identified interest, we developed a lesson of the history of science by selecting the contents of the history of science as subject topics of the integrated science and by utilizing the findings of previous studies related to the history of science in science educations. To develop the history of science class as a subject of integrated science, we chose 'the age of the earth' as a unit. After the pilot test of the unit in secondary school students, the possibility of offering the lesson as a regular course was examined with analysis of the students' reactions showing its effectiveness.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.859-877
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• 2017

The purpose of this study is to probe secondary science teachers' perception on scientific models and modeling. A total of 50 experienced science teachers were surveyed with 10 open-ended questions about several aspects of models and modeling: definition, examples, purpose, multiplicity, changeability, design/construction, evaluation and beliefs in the use of models and modeling as a teaching tool. The analysis of the data shows the following results: 1) understanding of models and modeling held by a majority of experienced secondary science teachers was far from that of experts as they concentrated on a model's superficial, representative, and visual functions, 2) when it comes to their view toward the use of a model, a model does not remain in the stage of 'doing science' but in the stage of being a subsidiary teaching tool for the teacher's explaining and the students' understanding of scientific concepts, 3) the subjects they majored in made meaningful differences in their contextual understanding of models and modeling, 4) though most of the teachers acknowledged the importance of teaching about models and modeling, even a lot of them showed a negative position toward the opinion that they are willing to apply modeling to their classes. Implications of the results were discussed in terms of intervention in order to enhance secondary science teachers' understanding and pedagogical content knowledge of models and modeling.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.529-540
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• 2011

The purpose of this study was to analyze experiments for the rules of material change unit in 9th grade science textbooks and develop experiments applying small-scale chemistry (SSC). For this study, experimental methods for the precipitation experiment, water electrolysis experiment, decomposition of hydrogen peroxide experiment presented in the 9 science textbooks were analyzed. Problems and improvements that were needed were extracted by 13 science teachers performing the experiments. Experiments applying SSC were developed based on the improvements needed. Afterwards, 19 pre-service science teachers performed both the developed SSC experiments and the science textbooks' experiments. A questionnaire about merits and demerits of the experiments applying SSC was performed. According to the results of this study, most of the 9th grade science textbooks included the lead iodide precipitation experiment, water electrolysis experiment by Hoffman voltameter, and decomposition of hydrogen peroxide experiment using catalytic manganese dioxide. Improvements were needed on the quantity of reagents, time for performing experiments, and scale of experimental apparatus. Merits of the developed experiments applying SSC which used small amount of reagents were safety, easy waste material disposal, short reaction time, and reproducible experimental results. Demerits of the experiments applying SSC were difficulty in observing, decreased achievement, and lack of skill in handling small-scale apparatus. Therefore, if the experiments developed applying SSC were to be utilized in 9th grade science experiments, it will be possible to use less reagent and be able to teach and carry out reproducible experiments at the same time. Also, the reproducible experiments based on SSC will help students under stand the scientific concepts for the rules of material change unit.

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2004.06a
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• pp.81-84
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• 2004

방사성폐기물 처분 사업을 둘러싼 논란은 지난 50 여년간 국내외에서 계속되었다. 세계 각국은 뛰어난 과학 기술의 도입과 대규모의 홍보에도 불구하고 많은 경우 처분 사업의 실패를 맛보았다. 그러나 핀란드, 스웨덴 등 일부 유럽 국가들은 다른 나라들에 비해 비교적 적은 예산과 기술 인력을 투입함에도 불구하고 부지 확보 및 안전성 확보에서 괄목할만한 성과를 거두고 있다. 본 논문에서는 이러한 현상에 주목해 방사성폐기물 처분 연구 사업에서 쌍 방향 대화의 중요성을 간파하고 이를 적용하는 방안을 연구한 유럽 연합의 RISCOM II 프로젝트 중 프랑스, 핀란드, 스웨덴 사례에 대해 살펴본다.

• Journal of Science Education
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• v.39 no.3
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• pp.343-357
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• 2015

The present study aims to analyze the extent of the use of STS contents in the areas of 'Evolution of Life' and 'Health of Humanity and Scientific Technology' in 'Science' textbooks and to determine whether they meet the goals of the curriculum revised in 2009. The analysis of the 7 types of textbooks according to the STS topics areas indicated big differences between textbooks as little as 16.67% and as much as 58.33%. Also, among the topics associated with STS, 'Space Development and National Defense' and 'Environmental Problems' were not included. In the STS activity areas, the areas of 'Structured Debate,' 'Interpretation of Data,' 'Research and Investigation' showed great frequency. On the other hand, the STS activity areas of 'Field Activities,' 'Problem-solving and Decision-making,' 'Role Playing,' 'Simulation,' 'Case Study,' and 'Research Design' showed small frequency. Analysis of the STS contents for each area indicated 67.57% for the contents relevant to 'the applicability of science' accounting for the largest part whereas 'Understanding of Occupations related to Science' accounted for 1.63%, showing a great difference in their frequency. Seven standards except 'the applicability of science' were included each contents beyond 10% or less than 10% proportion. The STS contents included in the life science area of the 7 types of convergence-style 'Science' textbooks for the high-school accounted for an average of 20.75%, from as little as 12.35% to as much as 26.90%, depending on the publishes.

• Journal of the Korean earth science society
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• v.37 no.7
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• pp.476-488
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• 2016

The purposes of this study were to develop a scientific inquiry-based STEAM education program and to investigate its effect on changing middle school students' self-efficacy in science, job awareness, and attitudes toward STEM. A scientific inquiry-based STEAM program was developed with the theme of 'earthquakes', using the ADBA model, which was taking up the total of six class periods. The final program, which had been revised and completed after being pre-tested with middle school students, was implemented to 105 third-graders of middle school in a metropolitan city. One sample pre-post paired t-test before and after applying the program to the same group was conducted, and its effectiveness was analyzed in terms of self-efficacy in science, job awareness, attitudes toward science, technology, engineering and mathematics. Results showed that the STEAM program on the theme of 'earthquakes' demonstrated its effect on improving the students' of self-efficacy in science subject and their awareness of science-related jobs. Furthermore, this program indicated a statistical significance in improving middle school students' attitudes, awareness, and abilities, values, and continuing interest towards science, technology, engineering, and mathematics. Therefore, we suggest that this scientific inquiry based STEAM program be used to help students to improve their scientific investigation skills as well as their creative and integrated thinking abilities in schools.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.303-319
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• 2014

The purpose of this study is to investigate theoretically the meaning and features of the Community of Inquiry (CoI) based on the views of Peirce and Dewey, and to explore the implications of CoI in science education. The meaning and features of CoI are: (a) inquiry in CoI is initiated with faithful doubt; (b) inquiry in CoI finishes with faithful belief; (c) inquiry in CoI attempts to find out the best explanation and solution regarding the practical effects of objects; (d) as an ideal community, CoI is required to be one that inquires continuously without definite limits; (e) as an actual community, CoI requires its members' open communication to find the best explanation and solution. Based on these features of CoI, the Community of Inquiry in Science Classroom (CoI-SC), "the classroom community for the purpose of transforming the state of faithful doubt into the state of faithful belief, in relation to natural phenomena or objects, and where the members share objectives as participants continuously attempt to find out the best explanation and solution by open communication, considering fallibility and the practical effects of objects", was suggested. The condition for implementation of the CoI-SC, "'interest', 'openness', 'rigor', 'fallibilism', 'participation', 'inquiry without definite limits'", were also suggested. Finally, several suggestions for the science curriculum were given.

• Journal of Science Education
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• v.37 no.2
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• pp.389-404
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• 2013

This study aimed to explore elementary teachers' beliefs about science teaching, science learning and the nature of science and consistency among these beliefs. Data was collected by using an open questionnaire and semi-structured individual interview. Teachers' beliefs were classified as traditional beliefs and constructivist beliefs. Traditional beliefs were further divided into content knowledge-centered beliefs and procedural knowledge-centered beliefs. The result showed that a relatively large number of teachers among the total 30 teachers had traditional beliefs about science teaching, science learning, and the nature of science(respectively 60.0%, 66.7%, 83.3%). Most of traditional beliefs were identified as content knowledge-centered beliefs. The proportion of teachers with consistent beliefs for all three aspects was 40.0%, the proportion of those with consistent beliefs for two of them (those with related beliefs) was 53.3%, the proportion of those with different beliefs for them (those with divergent belief) was 6.7%. Most of the teachers with the consistent beliefs had the content knowledge-centered beliefs of traditional beliefs. Although constructivism has been widely emphasized in science education from the 1980's, the rate of the teachers with the consistent beliefs in constructivism was as low as 6.7%.

• Journal of Science and Technology Studies
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• v.12 no.2
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• pp.159-183
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• 2012

In order to create a desirable science culture needed in our society, it is necessary to overcome the foreignness of science and technology and to overcome severance from tradition. In this context, this article attempts to understand the characteristics of our traditional science and to explore the possibility of forming a desirable science culture through astronomy, which is an example of traditional science. Thus, this article examined the general characteristics of astronomy that had appeared first in ancient civilization. It also focused on the fact that each civilization has its own unique cultural elements together with astronomical knowledge as a field of science in traditional astronomy. Calendar and lifa(曆法), which are considered science of time, are closely connected with people's daily lives and reveal cultural differences clearly among the subfields of astronomy. In all ancient civilizations, time was represented based on the movements of the sun and the moon, but how time should be concretely represented varied, depending on different cultures. As a result, various calendar system emerged. Throughout East Asia, including our country, the luni-solar calendar was used. The calendar in East Asia, unlike that in the West, was the one derived from the lifa, which was very complex and elaborate astronomical work. The characteristics of the luni-solar calendar can be clearly found in the seasonal customs that represent people's daily lives well; however, lots of so-called superstition are also included in the seasonal customs. For this reason, it is easy to misunderstand that our calendar system is unscientific, or to suspect that our overall traditional science lacks scientific aspects. However, proper understanding of the calendar and the lifa of East Asia can confirm that scientific aspects certainly existed in our tradition. This will be the vital link to tradition that will help overcome the foreignness of today's science and technology.