• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.1033-1053
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• 2011

In the process of establishing the principle of genetics, Mendel discovered problems based on various observations. Mendel's scientific thinking ability can be effective if this ability is embedded in gifted science education programs. The study aims to develop a science gifted education program utilizing Mendel's scientific thinking ability shown in the principles of genetics and examine students' changes in scientific thinking ability before and after the program implementation. For the program development, first, the characteristics of Mendel's scientific thinking ability in the process of establishing the principle of genetics were investigated and extracted the major elements of inquiry. Second, the science gifted education programs was developed by applying the inquiry elements from the Mendel's Law. The program was implemented with 19 students of $7^{th}$, $8^{th}$ graders who attend the science gifted education center affiliated with university during July 2011. The Mendel's scientific thinking ability was classified into induction, deduction, and integration. The elements of inquiry extracted from the Mendel's scientific thinking include making observation, puzzling observation, proposing causal questions, generating hypothesis, drawing inference, designing experiment, gathering and analyzing data, drawing conclusions, and making generalization. With applying these elements, the program was developed with four phases: $1^{st}$ - problem finding; $2^{nd}$ - hypothesis generating; $3^{rs}$ - hypothesis testing and $4^{th}$ - problem solving. After implementation, students' changes in scientific thinking ability were measured. The findings from the study are as follows: First, students' abilities of problem finding is significantly (p<.05) increased. Second, students' abilities of hypothesis generating is significantly (pp<.05) increased.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.558-565
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• 2001

The purpose of present study is to examine the science attitude level of middle school, high school and university students, and to provide the suggestions for science education. Instrument to invent science attitude consists of four domains as 'Scientific Inquiry', 'Importance of Contribution to Science', 'Normality of Scientist', and 'Social Value of Science'. Inventory instrument have 20 items(Likert scale of 1 to 5). Subjects are 70 middle school, 72 high school, and 95 university students. There is no significant difference among students by school, but the attitude level toward science of female students is lower than that of male students. 'Importance of Contribution to Science' among four domains has the highest score of attitude toward science, whereas 'Normality of Scientist' has the lowest attitude score toward science. To bring up scientific abilities of students, we conclude that it needs the educational plan to increase science attitude of students, through improving and developing curricular system and science curriculum for the secondary school and university.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.99-122
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• 2007

The purpose of this study is to examine the characteristics of a respectful scientist from the perspective of the science gifted students and their recognition on the event of Dr. Hwang, Woo Seok and its effects on their future goal decision. The participants of this study are 19(11 males, 8 females) second grade of junior high school students, chemistry department of S Science-gifted Education Center, and 44(32 males, 12 females) first and second grade of J Science high school students. The questionnaire was developed and both quantitatively and qualitatively analyzed. The result showed the characteristics of a scientist the students respect were varied by school level and the sex. For the event of Dr. Hwang, Woo Seok, 47.6% students recognized that he must be banished from the science field and 36.5% students showed sympathy for Dr. Hwang, Woo Seok. It was said that most science gifted students realized the importance of honesty through this event. Most science gifted students were recognized the necessity of moral education in science gifted education.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.667-675
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• 2014

It is important to know science terminology when learning science. In terms of linguistic and psychological perspectives, the context of encountering a terminology for the first time is critical. If a student has not learned the terminology properly the first time, it might cause misconceptions or be a barrier in following learning. This study aims to identify how careful science terminology are used in science textbooks, and the relationship of using science terminology between science curriculum and middle school science textbooks in the 2009 National Curriculum. In addition, the educational need, the importance of science learning, proper time for teaching, & difficulty of the terminologies have been surveyed among teachers and students. As results of study show, only 25% of terminologies in science textbooks have appeared in the curriculum, and about 10% have been used in middle school science textbooks prior to science curriculum. The survey results suggested that many of those terminologies could cause problems in teaching and learning situation. The solution for them have been divided into the following: avoiding usage in textbook prior to curriculum, using earlier in textbooks, using earlier in curriculum, and reflecting curriculum precisely in the textbook. In general, the curriculum needs to state performing objectives concretely. And it is needed to examine science terminology advertently when writing textbooks.

• Journal of Korea Technology Innovation Society
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• v.15 no.4
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• pp.881-915
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• 2012

These days, according as the role and function of science and technology become a important solving means of various national and social problems caused in knowledge information society as well as the development of national economy, the national target and mission of science and technology have been newly illuminated. The task of science and technology has embodied into national policies, and these policies acquired institutional foundation through the legal system related to science and technology. Recently, the discussions about the operating system of present science and technology legislation are often happened, if or not the legal system is optimal and appropriate itself under the changed environment. In special, some issues are raised continuously, for example, about the improvement of coordination system on S&T policies, and the governance system on national R&D programs, etc. This paper aims to research and suggest the reorganization method of science and technology law. For this purpose, the development and existing state of S&T legislation was investigated, the government role and policy driving direction were reviewed under the recent changed environment, and the problems of S&T law in structure and content were analyzed in variety of perspectives. On this basis, the reorganization methods of science and technology law are suggested.

• The Science & Technology
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• v.31 no.4 s.347
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• pp.88-89
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• 1998

새 정부가 출범하면서 과학기술부는 무서운 진통 끝에 태어났다. 그런데 인수위원회에서 확정시킨 100대 과제를 보면 과학기술부에 무거운 책임이 실어져 있지 않은 것 같다 IMF위기 돌파는 기술혁신의 성공여부에 달려있다. 기술혁신은 연구개발의 뒷받침없이는 소기의 성과를 거둘 수 없는 것이다. 세계에서 제일 싸고, 제일 좋고, 부가가치가 높은 혁신상품을 만들어 내려면 기초과학 뿐만 아니라 기초기술에 대한 연구없이는 불가능한 것이다. 응용연구 ,개발연구도 기초과학 연구와 기초기술 연구가 밑받침 되어야만 세계시장에서 경쟁할 수 있는 제품 개발이 가능한 것이다.

• The Science & Technology
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• v.25 no.11 s.282
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• pp.30-34
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• 1992

주지하는 바와 같이 일본의 경제는 최근 수년간 타의 추종을 불허할 만큼 급속도로 발전을 거듭해 오고 있다. 그러나 일본의 과학기술계는 좀 다른 양상을 보이고 있는데 대학은 변화가 대단히 느린 반면 산업계는 최첨단의 기초연구소까지도 거느릴 만큼 급속한 변화를 보이고 있다고 하는 양면성이 바로 그것이다. 미국의 종합과학전문지「Science」는 최근호(1992년 10월23일자 발행)에서 이러한 일본과학기술계의 현황과 전망을 특집으로 다루었다. 다음은 그 내용을 간추린 것으로 대학에서의 기초연구와 산업계에서의 기초연구를 2회로 나누어 연재한다.

• Proceedings of the Korean Society of Crop Science Conference
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• 2019.04a
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• pp.163-163
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• 2019

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.12-19
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• 2000

The relationships among students' perceptions of computerized science learning environments, computer-related attitudes. and computer experiences were investigated with a sample of 164 9thgraders (80 boys and 84 girls) from two middle schools. The Computerized Science Learning Environment Inventory (CSLEI) and the Computer-Related Attitudes Scale (CRAS) were administered, and students' computer experiences were examined. Students' perceptions of preferred learning environments were also studied with the preferred form of the CSLEI, and compared with those of actual learning environments. Gender differences in the perceptions of computerized science learning environments, computer-related attitudes, and computer experiences were also studied. Students' perceptions of preferred learning environments were significantly better than those of actual learning environments in all subscales of the CSLEI except gender equity. There was no gender difference in the perceptions of computerized science learning environments. However, boys were found to have more positive computer-related attitudes and more computer experiences than girls. Students' perceptions of computerized science learning environments were significantly correlated with computer-related attitudes in resource adequacy subscale, but not with computer experiences. Significant relationships between computer-related attitudes and computer experiences were also found.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.684-695
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• 1999

In this study, the 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigation tasks can be characterized with practical context. openness and continuity. The purpose of this study is to describe the change of students' cognitive engagement while they perform the extended science investigations and to explore how the characteristics of the extended investigation tasks affect the students' cognitive engagement. 128 7th graders attending coeducational school in Seoul were participated in this study. The questionnaire was implemented repeatedly to monitor students' cognitive engagement. And ten students were interviewed to explore the cause of the change of cognitive engagement. The result showed that there was no difference between directive traditional investigations in textbook and developed extended investigations in understanding of the content and whole process of investigations but participants' commitment was increased significantly in the extended science investigations. Especially the extent of students' understanding and commitment became higher in the second half than in the first half of the extended science investigations. The openness of the extended investigation tasks contributed on the increase of commitment. And the continuity of the tasks contributed on the increase of students' understanding in the second half of the extended science investigations.