• Journal of Nutrition and Health
• /
• v.9 no.3
• /
• pp.46-51
• /
• 1976

• Proceedings of the Korean Radioactive Waste Society Conference
• /
• 2015.10a
• /
• pp.469-470
• /
• 2015

• Proceedings of the Korea Technology Innovation Society Conference
• /
• 2017.11a
• /
• pp.1565-1579
• /
• 2017

본 연구에서는 과학기술기반 미래전략연구의 세대별 특징을 기준으로 우리나라 정부의 과학기술 주무부처에서 발표한 과학기술기반 미래전략 보고서 및 특징을 검토하였다. 비교분석한 결과 우리나라 과학기술기반 미래전략 연구의 내용은 초기부터 선진국의 그것과 유사한 형태로 진행되었지만, 수행체계는 엘리트 중심으로 국민을 계몽하는 문화로 남아있음을 알 수 있었다. 아울러 최근 과학기술기반 미래전략에서 국가가 주도하여 경제를 발전시키는 패러다임이 점차 약화되는 경향성이 두드러지는 트렌드와 함께, 과거에 비하여 과학기술기반 미래전략 연구의 실행력이 낮아지는 추세를 확인할 수 있었다. 이처럼 최근 과학기술기반 미래전략에서 나타나는 한계점을 극복하기 위해, 과학기술기반 미래전략 연구가 집행실효성을 담보해주는 정책도구로 변신해야함을 피력하였다.

• The Journal of the Korea Contents Association
• /
• v.19 no.9
• /
• pp.11-25
• /
• 2019

In Korea, there is a high demand for the operation of differentiated programs in basic research considering the characteristics of academic fields. The results of this study shows that the higher the level of research competence, the higher the quality of research outputs. The results also tell us that the quality level of the research outputs is different according to the field of study. Based on the results, we propose a method to differentiate the selection rate of each discipline in the system that operates the individual basic research projects by the level of research capacity.

• Journal of Science Education
• /
• v.41 no.3
• /
• pp.318-333
• /
• 2017

In this study, we analyzed activities in life science chapters of middle school 'science' textbooks for the 2009 revised Korea national curriculum and examined the difference between the analysis based on scientific practices and the analysis based on inquiry skills. As a results, there was a lot of inquiry skills in the order of 'reasoning', 'observing', 'classification' in the all of grade. In scientific practices, 'data analysis and interpretation' and 'constructing explanations and devising problem solving' were biased. This shows that life science inquiry activities in middle school 'science' textbooks are lacking in diversity in scientific practice elements as well as inquiry skills, and that the goals of the activities are limited. In addition, through the interrelationships between scientific inquiry skills and scientific practice elements, we examined contents relevance in the transition from inquiry function center to scientific practice, and compared with the results of inquiry activities in textbook, The results of this study were matched monotonously due to the tendency to basic inquiry-data interpretation / basic inquiry-explanation. This comes from results of the lack of diversity in activities presented in middle school 'science' textbooks. In this study, it is suggested that efforts should be made to include diverse scientific practice elements in the process of realizing 2015 revised Korea national curriculum from the simple and diversity-less inquiry activity through analyzing the textbooks of the 2009 revised Korea national curriculum.

• The Journal of the Korea Contents Association
• /
• v.16 no.2
• /
• pp.117-128
• /
• 2016

The growing socio-economic effect caused by science and technology requires public to participate in policy-making process, which makes government to boost public understanding of science(PUS). Government has also exerted to construct infra for PUS. However results are not so meaningful. The government-funded science museum has mainly provided the program for students. Besides, science broadcasting channel has recorded the worst viewing rate. Meanwhile, some of the private sector-manufactured contents have attracted public attention in recent years, which is realized by considering elements such as an interesting topic selection, use of outside experts, two-way communication system, level adjusting for public through flexible running system. This study analyze podcast based program, face to face lectures, display contents by private industry, fab lab etc. on the base of the reciprocal PUS model to sort out the reason they have successful results. Futhermore, it argues that government should intensify support for private sector and create synergy effect by cultivate collaboration system between government and private sector to enhance the efficiency of PUS and offers public policy to realize the plan.

• Journal of Science Education
• /
• v.41 no.2
• /
• pp.213-225
• /
• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• The Science & Technology
• /
• v.30 no.12 s.343
• /
• pp.10-11
• /
• 1997

우리 과학기술계도 이제 국내외 과학기술여건을 철저히 분석하여 2000년대에 꼭 필요한 과학기술분야의 발전 전략을 구체적으로 정립해야 하겠다. 우리 과학기술계는 정부의 지원이나 과기처장관의 부총리급 격상 등 단기적인 처방보다는 장기적으로 인재를 양성할 수 있는 정책을 제시하고 연구개발투자의 효율성 향상을 위한 구체적 방안을 국민에게 제시해야 한다.

• Journal of Science Education
• /
• v.42 no.2
• /
• pp.256-271
• /
• 2018

The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.5
• /
• pp.57-70
• /
• 2004

This study is the subsequent study that has the objectives examining the relationships among 'substantive understanding', 'scientific literacy' and 'learning intention' in computer supported intentional learning environments and inquiry ability, variables for affecting knowledge construction derived from the finding out of the former study. As a result, the current study confirmed in CSILE the close correlation between 'the learning intention for scientific inquiry' and 'substantive understanding', between 'the learning intention for scientific inquiry' and 'scientific literacy'. Another result showed that 'scientific literacy' was the most significant predictor on inquiry ability. Base on the result of this study, the present researcher is about to make suggestions to stimulate learners' scientific literacy in CSILE-based inquiry learning.