• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.193-200
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• 2018

There are 27 science education institutes for gifted education institutes in the university with support from the MSIT (Ministry of Science and ICT). Mathematics, physics, chemistry, biology, earth sciences, and information classes are given in each science education institute for the gifted. The authors developed a curriculum with components of computing thinking for information-gifted students. To determine if the curriculum is effective on the computer scientific attitude of the information gifted, TOSRA was modified and the test was then developed. Information students were educated at K university's science education institute for the gifted with the developed curriculum for one year and the computer scientific attitude of them was tested. According to the test results, there was a significant difference in the computer scientific attitude of the curriculum conducted at the institute at 0.05 level of significance. Statistically significant differences were observed in the social implications of computer science, attitudes of computer scientific inquiry, and the normality of computer technicians at the level of significance of 0.05. On the other hand, there were no significant differences in the adoption of computer scientific attitudes, the enjoyment of computer science lessons, leisure interest in computer science, and career interest in computer science.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.755-765
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• 2014

The convergence and consilience in education (hereafter, interdisciplinary education) is receiving great attention from societies. This study aims to investigate the works of scientists and artists who have intended to combine science with the arts in the modern era, to take into account the socio-philosophical setbacks during the period, and to suggest pedagogical implications of science education as interdisciplinary education. The concept of interdisciplinary education stems from Plato's thought, idea, as a comprehensive and invariant truth. The renaissance, full of enrichment about scientific achievement, was based on Neo-Platonism pursuing holistic-synthetic approach. During the time, scientists presented in this study tried to find comprehensive principles and borrow useful method from the arts. In such a context, scientists not only made use of the arts for expression of scientific knowledge, but also drew conclusion by analogical reasoning between science and the arts. Artists, as well, relied upon anatomy and optics especially, to elaborate linear perspective and even developed their own scientific knowledge through personal experience. Hence, contemporary science education should encourage students to hold a holistic viewpoint about science and the arts, articulate explicit goals and outcomes as interdisciplinary education, implement meta-disciplinary instruction about science and the arts, and develop assessment framework for collaborative learning. There may be good examples for inter-disciplinary education as listed: illustrating scientific ideas through the arts and vice versa, organizing collaborative works and evaluations criteria for them, and stressing problem solving on a daily basis.

• Journal of Science and Technology Studies
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• v.6 no.2 s.12
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• pp.77-102
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• 2006

This paper analyzes shaping of the discourse of "avoidance of S&T" throughout 2002 in Korea and main ideas on it and argues that the Korean S&T community is not homogeneous. The Korean S&T community consists of many subgroups with different interest mainly according to the institutions where they work as well as their specialties, qualifications, and tasks. The discourse of avoidance of S&T" was begun with the first notice of the rapid decrease in applications of Korean SAT for S&T majors in the middle of 2001. The decrease was interpreted as a warning sign of the avoidance of S&T among teenagers and developed into the avalanche of discussions on the causes of such rapid decrease around the end of the year. However, through 2002, the "avoidance of S&T' was developed into a general policy agenda covering most of problems in S&T, not just a teenagers' issue any more. Many scientists and engineers claimed that their own difficulties and problems be the main causes of the "avoidance of S&T". In the name of measures to overcome the avoidance, they requested the government to solve their problems and to accept their demands. Those claims varied from group to group. Some of them were shared among all scientists and engineers; some of them were criticized by other groups with different interest in it; some of them did not get any attention of other groups. Scientists and engineers seemed to have no idea on cooperative strategy to draw positive response to their requests from the government.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.366-389
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• 2021

The purpose of this study is to extract the factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction and analyze the structural associations between them. Factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction were extracted through exploratory factor analysis (EFA). Based on the findings of EFA, the questionnaire has been further analyzed using confirmatory factor analysis (CFA). In addition, based on the factor structure identified through factor analysis, we comprehensively analyzed the image of science teacher desired by elementary school students in inquiry-based instruction. As a result of EFA, five factors were identified which compose the image of science teacher desired by elementary school students in inquiry-based instruction: namely, teaching strategy, assessment strategy, prior guidance, understanding students, learning development. The CFA results showed a relatively strong correlation between teaching strategy and learning development, teaching strategy and understanding students. As a result of a comprehensive review of students' perception of the image of science teachers in inquiry-based instruction based on the extracted factor structure, students perceived that it is important for science teachers to run inquiry-based instruction by reflecting their understanding of students. Students also perceived importantly that science teachers run inquiry-based instruction using effective teaching strategies and proper evaluation strategies.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.311-325
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• 2021

Modern society demands a new science teacher image. Compared to other school ages, elementary school students are the time when the teacher's influence plays a large role and is the time when they first encounter science subjects. The role of science teachers is very important as the starting point for the initial image of science learning and attitudes toward science by elementary science teachers. Therefore, it is very important to correctly establish an image of an elementary science teacher. The purpose of this study is to analyze the images of science teachers that elementary school students prefer and avoid according to their class situation. To this end, 534 elementary school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by elementary school students were analyzed using Semantic network analysis. The conclusions of this study are as follows. First, the image of a science teacher preferred or avoided by elementary school students was determined according to how the science teacher did the class. Second, elementary school students prefer activity-oriented classes such as experimental classes, and there is a need for classes to be conducted in this manner. Lastly, small changes and efforts of teachers in teaching methods are needed so that changes to science classes preferred by elementary school students can be achieved.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.421-432
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• 2021

This study compared science academic passion between elementary general and science-gifted students. A science academic passion test was conducted for fifth-sixth graders at an elementary school, and two gifted science education institutes in Seoul, with 95 and 92 students selected for the test. The result analysis revealed that the science-gifted students' science intellectual passion was significantly higher than general students, regardless of grade and gender. Also, the scores of general students were high in the order of "harmonious passion," "importance," "like," "time/energy investment," and "obsessive passion." The differences in scores between all sub-domains were statistically substantial. Moreover, there were no considerable differences in scores of the science-gifted students among the "important," "like," and "harmonious passion." However, the scores in these three domains were higher than that of "time/energy investment" and "obsessive passion." In addition, the "time/energy investment" score was higher than that of "obsessive passion." The differences in science academic passion by grade and gender were not statistically significant regardless of whether or not a student was science gifted. These results suggest that science academic passion characterizes science-gifted students rather than personal characteristics such as grade or gender.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.934-950
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• 2009

This study attempts to identify the relationship between students' images of science and science learning, and their career choices. A total of 163 students (seventh graders) from three different middle schools participated in this study. Students' images of science and science learning were investigated using the Draw-A-Scientist Test (DAST) and the Draw-A-Science-Learner Test (DASLT), respectively. Then, students' drawings were analyzed using the Draw-A-Scientist Test Checklist (DAST-C) and the Draw-A-Science-Learner Test Checklist (DASLT-C). The relationship between each element composing the students' images and their career choices were analyzed. Among several elements constituting the students' image of science, 'expression,' 'lab coat,' 'oddity,' 'knowledge symbol,' 'technology symbol,' 'co-work,' 'danger,' and 'STS' showed significant differences between students who chose a science-related career and students who did not. It was also revealed that the following elements - 'expression,' 'learning type,' 'inquiry symbol,' and 'learning place' - were more significantly associated with a science-related career choice compared to other elements consisting of an image of science learning.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2009.11a
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• pp.45.2-45.2
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• 2009

최근 제품에 있어서 가치는 기능성을 제공하는 측면에서 점차 사용성과 감성을 중요시하는 방향으로 변화하고 있다. 최근의 혁신적인 제품을 보면 사용성과 감성적인 가치가 기술개발의 방향성까지 결정하는 등 제품개발에 있어서 감성과 사용성 가치의 중요성은 더 더욱 커지고 있다. 또한 감성과, 사용성에 대한 정확한 예측은 제품의 개발 방향뿐만 아니라, R&D의 방향성을 결정짓기 때문에 이와 같은 Value를 표현할 수 있는 정확하고 신뢰성 있는 모델의 중요성 갈수록 높아지고 있다. 하지만 제품개발에 있어서 감성과 사용성으로 대변되는 User Experience 가치 제공은 기능성, 신뢰성 등의 기존가치와는 달리 소비자, 사용자로 대변되는 Human에 대한 더 높은 이해가 필수적이나, 관련 지식의 부족 및 통계적 정량화, 객관화 어려움 등으로 제품의 가치로 연결시키기에는 많은 어려움이 있는게 사실이다. 본 논문에서는 감성과 사용성 등을 고려한 제품 가치 체계(Product Value Structure)에 대해서 살펴보고, 아울러 이러한 가치를 고려한 제품개발 패러다임의 변화에 대해서 살펴보고자 한다. 또한 기존의 감성 사용성에 대한 방법론에 널리 활용되는 통계적 귀납적 방법론 외에 인지과학(Coginition Technology)을 활용하여 연역적 방법론에 대해서도 고민해보고자 한다. 특히 Iphone의 UI 특성을 통해 Innovation Company가 인지과학적인 Approach를 어떻게 제품개발에 적용하고 있는지에 대해서 알아보고자 한다.

• Journal of the Korea Safety Management & Science
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• v.9 no.3
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• pp.49-54
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• 2007

신뢰성이란 단기간에 측정되는 성능과는 다른 지표로서 흔히 장기간에 걸쳐 평가되는 품질의 척도이다. Oil Cooler는 공작기계(machine tools)의 주축 및 구동부 등에서 발생하는 열 변형을 제어하는 장치로서 공작기계의 신뢰성 향상을 위해서는 oil cooler의 신뢰성 개선이 이루어져야 한다. 본 연구에서는 oil cooler의 신뢰성 개선을 위해 고장률 데이터베이스를 이용한 신뢰성 예측과 이를 통한 취약부품 분석을 실시하고 신뢰성 시험기를 통한 oil cooler의 신뢰성을 평가하였다. 이를 통해 oil cooler의 정량적 신뢰도를 계산하였으며 신뢰성호 향상을 위한 공정기법을 개발하여 적용하였다. Oil cooler의 신뢰성 개선을 통해 공작기계 및 반도체 제조 장비 등과 같은 제조 시스템의 신뢰성 향상을 기대할 수 있으며, 제안된 기법을 이용하여 다른 기계류 부품의 신뢰성 평가 및 개선에 적용할 수 있다.