• Journal of Science Education
• /
• v.37 no.2
• /
• pp.323-337
• /
• 2013

The purpose of this study was to analyze the scientific reasoning ability during open-inquiry activities of science-gifted 2nd middle school students. Open-inquiry activity is similar to process of scientists' science knowledge generation. Identifying and analyzing the scientific reasoning process and the scientific reasoning ability during open-inquiry activities of science-gifted students, will be able to provide implications for future research. CSRI Matrix(Dolan & Grady, 2010) was used to analyze the complexity of the scientific reasoning ability. The higher degree of complexity of the scientific reasoning is similar to process of scientists' science knowledge generation. The results showed that each process of the open-inquiry activities were distributed by various steps of complexity of the scientific reasoning. Particularly, 'The generating questions' and 'Connecting data to the research question' were 'most complex' step in all teams. On the other side, 'Posing preliminary hypotheses', 'Selecting dependent and independent variables', 'Considering the limitations or flaws of their experiments' were low steps in most teams. And 'Communicating and defending findings' was distributed by most various steps of complexity of the scientific reasoning.

• Journal of the Korean Chemical Society
• /
• v.53 no.2
• /
• pp.189-201
• /
• 2009

The purpose of this study was to find out whether scientifically creative students were selected as science-gifted class students and whether their creativity improved after class for the science-gifted students by comparing the science gifted class students to general class students in the first grade of high school. This was achieved by comparing science-gifted class students with general ones on creative personality and creative thinking ability. For this study, science-gifted class students and general class students were surveyed using Khatena-Torrance creative perception inventory and Torrance test of creative thinking with words of form A, before and after class for the science-gifted group. The results showed that science-gifted class students scored significantly higher than general class students on the creative personality. However, there was no significant difference between the two groups in their creative thinking ability. Also, in this study, the sub-factors of creative personality and those of creative thinking ability showed very low levels of correlation, which implies that the two variables are highly independent. In addition, science-gifted class students did not show significant improvement in their scores on the creative personality and the creative thinking ability after class. Therefore, further research and development on the selection of science-gifted students and teaching-learning methods which can improve the creativity of these students are needed.

• Journal of the Korean Society of Earth Science Education
• /
• v.14 no.1
• /
• pp.59-68
• /
• 2021

The purpose of this study is to provide basic data to derive the direction of future elementary science curriculum books through delphi study of science education experts. To this end, a panel of 18 experts was formed and two delphi investigations were conducted. By analyzing the mean, median, and CVR values for each item in the Delphi survey, the priorities of changes in science education for the future society and the validity of each item's implementation method were verified. In addition, by synthesizing this, the direction of future elementary science textbooks was derived. As a result, the future elementary science textbook can be 'fun and interesting science study', 'exploration performance-oriented learning' and 'science that enjoys and participates even as an adult'. It should be developed to prepare for culture. For this, it is necessary to use materials in real life, and it is necessary to present an experiment that stimulates curiosity and easy access using materials and preparations with high accessibility. In addition, it is necessary to develop a textbook for learning that science is a discipline that is highly connected with real life, and that it is also related to future career paths.

• Journal of the Korean earth science society
• /
• v.32 no.4
• /
• pp.422-434
• /
• 2011

The purpose of this research is to investigate the actual conditions of primary school science teaching and ways to improve it. In elementary science teaching, teachers themselves tend to have science misconceptions and insufficient science content knowledge. Experienced teachers argued that it could be hard for elementary teachers with lack of science content knowledge to provide their students with meaningful learning experiences of science. Based on the general characteristics of elementary teaching and the awareness of elementary teachers' insufficient science content knowledge, we explored the real situation of the elementary science classroom. We conducted open-ended interviews with teachers and focus group discussions on a regular basis to analyze and compare classes of five primary school teachers. Data analysis focused on why elementary students avoid science classes in upper grades of elementary school and why elementary science classes always need hands-on activities. We also discussed ways to turn hands-on investigation into minds-on investigation by connecting it to important ideas in science. Based on the results, we suggested ways to improve inservice teacher training such as designing supplementary in-service training focused on content knowledge for primary school teachers, setting up professional exchange or collaboration between primary and secondary teachers, and introducing subject-specialized teachers for the fifth and sixth graders of primary school. In particular, considering elementary teachers' insufficient science content knowledge, employing science subject matter specialists in the elementary school could be a useful strategy.

• Journal of Science and Technology Studies
• /
• v.20 no.1
• /
• pp.87-112
• /
• 2020

Since the 2000s, South Korea has made great efforts to nurture scientists and engineers. In 2004, the Special Act on Supporting Scientists and Engineers for Strengthening National Science and Technology Competitiveness was established to secure scientists and engineers and improve their qualities. This special act has served as a basis for official policies for nurturing and supporting scientific manpower and as a reference for various laws relevant to the issue. However, there is a debate about whether the term ''scientist and engineer'' (이공계 인력) used in this act is appropriate. Thus, this paper critically analyzed the concept of "Scientists and Engineers" from the perspective of inclusiveness, consistency and interconnection. As a result, it is found that interconnectedness is high, as the term is widely used in other laws, but that there is a lack of inclusiveness and consistence. In recent years, those who did not major in science and engineering are employed in jobs related to science and technology, although they would not be counted as ''science and engineering work force'' in the traditional sense of the term. This trend will grow further in the future. In response to these changes, it is necessary to expand or revise the definition of ''scientist and engineer'' to include a broader range of people engaged in science and technology fields (과학기술인).

• Journal of The Korean Association For Science Education
• /
• v.29 no.1
• /
• pp.116-136
• /
• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.

• The Science & Technology
• /
• v.19 no.11 s.210
• /
• pp.9-19
• /
• 1986

한국과학기술인의 총본산이자 요람인 한국과학기술단체총연합회(과총)가 지난 9월 24일로 창립 20주년을 맞아 성년의 기념식을 갖고 새로운 도약과 전진을 다짐했다. 66년 90개 회원단체로 출발한 과총은 20년의 연륜속에서 질과 양적인 성장을 거듭, 현재 이학ㆍ공학ㆍ농수산ㆍ보건ㆍ종합 등 5개부문별로 모두 198개 회원단체를 포용하고 국가의 과학기술진흥창달고 학술활동의 지원 진작에 최선을 다하고 있다. 2천년대 과학입국을 향한 국가사회적 목표달성에 전체 과학기술인의 역량을 결집해온 과총의 지난 20년간의 주요사업과 성과를 간추려본다.

• Journal of Information Management
• /
• v.6 no.4
• /
• pp.90-93
• /
• 1973

본고(本稿)는 $4\frac{1}{2}$년간(年間)($1966{\sim}1071$)에 수행(遂行)된 일련(一連)의 연구중(硏究中) 최종회(最終回)로서 보문(報文)이 게재(揭載)되기 전(前) 과학자(科學者)들이 연구(硏究)를 시작(始作)한 때부터 여러 가지 정형(定形) 및 비정형(非定形) 매체(媒體)를 통(通)한 정보(情報)의 유통(流通)으로 과학정보(科學情報)의 전파(傳播)와 동화(同化)를 알기 쉬운 그림으로 설명(說明)한 것이다. 본고(本稿)는 1968/1969년(年) 보문(報文)을 게재(揭載)한 후 2년간(年間)의 "정보생산과학자(情報生産科學者)"들에 의한 과학분야(科學分野)의 연구(硏究)와 정보교환(情報交換)을 탐색분석(探索分析)을 행한 것으로 그 결과(結果)는 약 반수(半數)가 초기보문(初期報文)과는 다른 연구대상영역(硏究對象領域)으로 변경(變更)되었음을 보여주고 있다. 그렇지만 이러한 변화(變化)는 과학자(科學者)들의 정보생산성(情報生産性)을 감소(減少)시키거나 정보수요(情報需要)를 크게 증가(增加)시키지도 않았다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2012.07a
• /
• pp.171-174
• /
• 2012

이 연구는 협동학습의 수행과정에서 학습자들이 느끼는 어려움을 해소하고 협동학습 활동을 돕기 위해 협동학습 구조의 활용방안을 제안하고 그 효과성을 검증하고자 하였다. 이를 위해 먼저 구조 활용 협동학습을 설계하고, 초등학교 4학년 1학기 과학과에서 실험단원을 선정하여 구조 활용 협동학습의 각 단계에 따라 수업을 하고, 학업성취도와 과학에 관련된 태도의 관점에서 효과성을 분석하였다. 연구대상은 경기도 소재 'ㅎ' 초등학교 4학년 학생들 중 사전 학업성취도와 과학에 관련된 태도 검사에서 동질집단으로 확인된 2개 학급 56명이었다. 연구결과 첫째, 구조 활용 협동학습은 실험집단과 통제집단의 학업성취도에 있어서 통계적으로 유의한 차이가 있었으며 특히 과학 탐구 능력 영역에서 차이가 있었다. 둘째, 과학에 관련된 태도 변화에 있어서도 두 집단 간에 유의한 차이가 있었으며 학습자의 과학에 관련된 태도를 향상시키는데 효과가 있다고 할 수 있다.

• Journal of the Korea Institute of Information Security & Cryptology
• /
• v.12 no.1
• /
• pp.67-80
• /
• 2002

In this article, a new block encryption algorithm FRACTAL is introduced. FRACTAL adopts 8-round Feistel structure handling 128 hit inputs and keys. Furthermore, FRACTAL possesses the provable security against DC and LC, which are known to he the most powerful attacks on block ciphers.