• Proceedings of the Korean Radioactive Waste Society Conference
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• 2012.10a
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• pp.117-118
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• 2012

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2015.10a
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• pp.497-498
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• 2015

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2016.05a
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• pp.393-394
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• 2016

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2015.10a
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• pp.385-386
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• 2015

• Journal of Science and Technology Studies
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• v.6 no.1 s.11
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• pp.89-118
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• 2006

The formation of early korean scientific community is a dynamic process of korean modern history in which colonialization, liberation, United States Army Military Government and Korean War is included. Particularly, scientist's crossing over the border into north korea and south korea have profound effect on the early stage of our scientific community. This period is so important to understand the nature of korean scientific community that we need to re-interpret the role of 'ideology' in the development of scientific community. On the other hand, war is a important element in our formation of the image of the science. This study purported to interpret the problem of political ideology, it's role in the formation of early scientific society, it's implication on our idea of science positively. Also the study is a an attempt to re-construct the scientist's struggle(1945-1950) to demarcate new science from old, colonial science.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.391-405
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• 2011

The nature of science has been recognized in a great deal in the field of science education. However, only few innovative programs are offered for science-gifted students to improve their recognition of the nature of science. The current study describes and analyzes science-gifted students' understandings of the nature of science (NOS). In addition, the study looks into contradictory views among the aspects of NOS, which are fundamental data in constructing target programs on NOS for science gifted students. Data used in this study were collected from 73 middle school science-gifted students using an open-ended questionnaire, VNOS. The results of this study showed that the participants' understanding of NOS was significantly distributed on naive or transition view except for 'tentative NOS', and the results revealed inconsistent view among the aspects of NOS. This study proposes two suggestions to enhance the recognition of science-gifted on NOS of science to informed state and to have consistent perspectives with other areas. First, the role of experiment has to be changed-it should be the process in constructing scientific knowledge rather than an instrument to check scientific knowledge to transform perspective on experimental data and scientific knowledge. Second, various opportunities must be provided to science-gifted students, so they can experience the culture and community of scientists and science to gain a wider insight of science.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.345-358
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• 2013

In this study, we investigated the current status of the teacher education curriculum and the recruitment of general science teachers, and the ways to improve them as suggested by Professors from the Department of Science Education. Most science education departments have not required double majors in general science, and there are wide differences in the number of students who take the general science programs. There is not any department that requires science courses other than its own science major courses when students get only their own in-depth science major certificate. A few departments provide integrated science courses such as history of science, scientific creativity, integrated science, and so forth. Most professors revealed negative perceptions toward 'a compulsory requirement of double majors in general science' with other in-depth science majors such as physics, chemistry, biology, and earth sciences. The majority of professors also suggested providing elective courses in integrated science-related subjects. Regarding general science majored teacher employment, most professors did not agree with separate employment for the general science teacher, although they agreed with the necessity of the general science teaching certificate. They also suggested that preservice teachers need to take science courses other than their own specialized science majors for the in-depth science teaching certificate. Based on the results, we suggested ways to improve the teacher education curriculum and the recruitment of general science teachers.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.489-498
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• 2019

This study aims to develop and apply questionnaire to identify pre-service science teachers' level of norms of science based on CUDOs, a scientific norm presented by R. Merton. In addition, we compared the pre-service science teachers' perception of scientific norm by major, grade, and gender, and analyzed the types of scientific norms through cluster analysis. For the study, 260 pre-service science teachers from two universities were involved. First, based on the CUDOs of R. Merton, 32 questionnaire items from six domains (pursuit of personal interests through scientific research, the pursuit of national interests through scientific research, pursuit of universal welfare through scientific research, non-communalism, non-universalism, and anti-organized skepticism) were developed. The study found that the statistical validity and reliability of the questionnaire items were acceptable. There were no significant differences in the scores of pre-service science teachers' anti-scientific norm by gender, major, and academic year. We conducted a cluster analysis and identified three types of scientific norms (traditional scientific norm, modern pragmatism, and utilitarian views).

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.133-144
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• 2021

The purpose of this study is to explore the teaching and learning experiences to improve the positive experiences about science (PES) of scientifically-gifted elementary school students. For this study, 36 students in grades 5~6 at a gifted science education institutes in Seoul were selected and conducted pre-test and post-test for 'Test for Indicators of Positive Experiences about Science (TIPES).' After the weekly science classes of the institutions were over, individual in-depth interviews were also conducted with some students to explore the teaching and learning experiences for improving their PES. The analysis of the results reveals that the science classes for scientifically-gifted students have been shown to improve PES of scientifically-gifted elementary school students. The teaching and learning experiences to improve their PES included eight teaching and learning experiences that appeared in general elementary school students of previous study such as 'practice-centered exploratory activities,' 'student-led class,' 'positive and professional feedback,' 'construction of knowledge through exploration,' 'class considering student's interest and aptitude,' 'use of materials related to real life,' 'smooth communication and collaboration in group activities,' and 'appropriate difficulty in learning content.' There were also six teaching and learning experiences that newly emerged from science-gifted students: 'Learning experience through the strategies for improving scientific creativity,' 'inquiry experience as a little scientist,' 'advanced or accelerated learning experience,' 'learning experience with excellent students,' 'experience helping other students,' and 'experience with high or low achievement'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.481-496
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• 2023

This study aimed to evaluate the effects of utilizing educational game content for science learning on science-related attitudes. The content was applied to 24 students in an after-school science club at an elementary school in Gyeongsangbuk-do Province followed by a pre and posttest analysis using the Attitude About the Relevance of Science Test and the Creative Personality Test. This study used Tino's Journey, which was developed by the Korea Creative Content Agency and is currently distributed for free through the Ministry of Education to develop nine lessons that include scientific scenarios and concepts presented in the game. The results demonstrated that science lessons utilizing educational game content significantly influenced the science-related attitudes of the students. Among the subdomains, enjoyment of science lessons increased the most followed by the attitude toward scientific inquiry, social meaning of science, and hobby of science. However, the commonness of scientists, acceptance of scientific attitudes, and career in science did not reveal significant differences. This study classified the students into two groups (i.e., high and low, n=12 each) using the Creative Personality Test in advance. This study performed covariate analysis with the score for pre-science-related attitude as the covariate. Result revealed that the scores for science-related attitude significantly differed between the high and low groups. Specifically, the increase in the scores of the low group was larger than that of the high group. Lastly, the study presented implications for the utilization of educational game content in science learning.