• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1524-1536
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• 2012

Science attitudes affect the quality of learning, and they are considered as one of the major concerns in science education. It is necessary to analyze the proximity between concepts with science attitudes. Accordingly, this study was designed to analyze the proximity of the concept related to photosynthesis as it changed after class according to the levels of science attitudes. A survey on the concept of photosynthesis and science attitudes before and after class was conducted on 270 7th-grade students. The concept of photosynthesis was composed of 'the place of photosynthesis,' 'products of photosynthesis,' 'reactants of photosynthesis,' and 'environmental factors.' The proximity of the concept of photosynthesis was analyzed through the utilization of multidimensional scaling (MDS). The research results were as follows: (1) Students changed the proximity between concepts by acquiring concrete concepts through class. (2) The upper group in science attitudes tends to be closer to the proximity between scientific concepts through class, compared to the intermediate and lower groups. (3) In all students with entire levels of science attitudes, non-scientific concepts continued to exist even after class, and the non-scientific concepts were deemed to interfere with the proximity between scientific concepts related to photosynthesis. (4) Students turned out to be aware of the concepts related to each other in four areas associated with photosynthesis. That is, it can be said that students are closely aware of the place where photosynthesis can occur and the materials needed as well as materials generated as a result of photosynthesis and the materials needed in terms of concepts related to photosynthesis.

• Proceedings of the Korean Society for the Gifted Conference
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• 2004.11a
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• pp.106-106
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• 2004

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2013.10a
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• pp.698-698
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• 2013

• The Science & Technology
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• no.8 s.411
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• pp.86-89
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• 2003

중학생 : 발달 속도 빠른 과학의 '노예' 될까 두려워/ 신뢰하지는 않아도 생활 향상엔 긍정적/ 고등학생 : 과학지식 전수보다 창의성 선호/ 불안정한 과학자의 길 외면

• The Science & Technology
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• v.5 no.4 s.35
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• pp.48-52
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• 1972

이 자료는 과학기술처연구조정실에서 제공한 것으로 영국교육과학성 과학기술정보국의 NEWSLETTER(1971년 12월 4일자) 내용을 요약한 것이다.- 편집부-

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.194-209
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• 2015

본 연구의 목적은 스크래치 프로그래밍을 활용한 초등과학 '작은 생물' STEAM 수업을 개발하고 적용하여, 초등 영재학생의 창의적 인성, 창의적 문제해결력, 과학적 태도의 향상에 어떠한 영향을 미치는지 알아보고자 하였다. 개발한 STEAM 수업은 과학 지식과 스크래치 프로그래밍을 통합한 내용적 융합의 방법을 통해 학습자가 창의적 설계와 감성적 체험을 효과적으로 경험할 수 있도록 설계되었다. 연구 대상은 26명의 초등과학 영재학생들이었으며, 양적 및 질적 접근을 통해 자료를 수집하였다. 7차시의 수업을 적용한 결과, 개발한 STEAM 수업이 창의적 인성 및 과학적 태도에 효과가 있었다. 창의적 인성 하위 요소 중, 독립성에서 효과가 있었으며, 과학적 태도 측면에서는 자발성 및 인내심에서 유의한 상승을 보였다. 본 연구는 생명 과학 및 컴퓨터 프로그래밍처럼 STEAM 수업을 위한 효과적인 수단을 통합하는 일이 과학 기술에 대한 학생들의 창의성과 흥미를 신장시킬 수 있음을 제안한다.

• The Bulletin of The Korean Astronomical Society
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• v.44 no.1
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• pp.60.2-60.2
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• 2019

북한은 과학기술중시정책을 추진하면서 과학기술 우대환경을 조성하고, 전민과학기술 인재화 및 과학교육 강조 그리고 새 세기 산업혁명을 내세우며 자력갱생과 경제 발전을 위한 과학기술의 도구적 입장을 가지고 있다. 특수부문에서 강점을 가지고 있고, 기초과학 부문 및 정보기술영역에서 성과를 보여주고 있고, 국제학술활동에도 참여하는 등 얼마간의 대외 개방성도 나타내고 있다. 핵문제 즉 비핵화의 과제가 남아 있으나 남북 정상회담과 북미정사회담을 통해 남북교류협력의 여건이 나아지고 있고, 과학기술계 정부출연연구기관 소속의 연구자들이 북한연구과 남북협력을 준비한다. 대북 재제의 여건하에서 활성화될 수는 없으나 남북 과학자간 학술대회를 개최하고, 백두산연구기지 설립으로 백두산 지진 뿐만 아니라 천문 연구와 천연물, 광물 개발 등을 제안하였다. 앞으로는 남북과학기술협력센터 설립을 검토하고 보다 다양한 남북 과학기술 협력을 위한 기반 조성을 위한 향후 계획을 논한다.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.310-327
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• 2013

This study aims to develop teaching materials for scientific creativity and to introduce it in more detail. To do this, based on the analysis of the previous studies, we developed about 80 activities in five categories. Main features of the developed materials are as follows: (1) it covers various areas of creativity, (2) each activity includes elements of scientistic creativity, (3) each activity includes guides for thinking creatively and instances of the guides, (4) these guides are categorized to be utilized in other situations for teaching creativity, (5) the activities can be transformed according to actual teaching situations. The teachers gave responses that materials were appropriate to teach scientific creativity and that they wanted to use the materials in schools. And based on the teachers' response about the advantages, disadvantages, and conditions for more effective use of the materials, we hope that further studies for actual use and revisions on the materials will be conducted. Finally, we suggested various methods to use the developed activities for different purposes and educational situations.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.33-49
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• 2022

This study aims to explore, using both quantitative and qualitative data analyzing the structural relationship between creative process and product, the types of elementary students' scientific creativity. For this, 105 fifth-graders responded to a scientific creativity test that assesses creative process and product, and four students who scored the highest were interviewed. In the interview, they were asked about the cognitive process they used in generating the creative product. Then, correlation analysis and structural equation modeling were used, along with the interview data, to type the students. The main findings of the study are as follows. First, the structural equation modeling of creative process and product gave satisfactory results in absolute and incremental fit indexes. Second, among the three components of creative process - knowledge, inquiry skill-observation, and creative thinking skills -, only creative thinking skills had significant effects on creative product. Third, divergent thinking skills had the strongest correlation with the creative product, followed by convergent thinking skills. Associational thinking skills did not have significant correlation. Fourth, elementary students' scientific creativity could be categorized into Creative Type, Useful Type, Original Type, and Non-creative Type, based on their creative product. The Non-creative Type could be further classified into Common Type, Repetitive Type, Non-response Type, Irrelevant Type, and Abstract Type. Fifth, most students used either knowledge or observation in their creative process, making them either Knowledge-oriented Type or Observation-oriented Type. In addition, there were DT Type, DT-CT Type, and DT-CT-AT Type among the students, based on the kinds of creative thinking skills they mainly used in the process. This study provides implications for educators and researchers in scientific creativity education.