• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.806-819
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• 2002

The purpose of this study was to investigate students' and teachers' views on the necessity of learning science in Korea. To grade sixth students(n=565) and teachers(n=57) of elementary schools in Seoul, Korea, a question, "Why do we have to learn science?", requiring a short essay of more than 7 lines including the reason and examples was given. From the analysis of short essays with the network analysis, it was found that most students and teachers had views of "we have to learn science to make personal everyday-life easy in aspect of personal usefulness and human everyday-life easy in aspect of social usefulness" with focusing on external value of science and taking examples of everyday-life related. And it was found that students' and teachers' views were somewhat biased toward focusing on external values of science.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.415-426
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• 2019

This study compared the types and creativity level of scientific humors made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at a gifted science education institutes in Seoul were selected. Scientific humors made by the students were analyzed and compared according to their types and creativity levels in scientific humor. The students' perceptions for educational benefits of making scientific humor were also analyzed and compared through a questionnaire. Analysis of the results reveal that there were some differences in the incidence rates in 'form' aspects (e.g., generative and descriptive forms) and 'content' aspects (e.g., inclusion of curriculum, scientific discipline, type in use of scientific knowledge, and nature of the situation) between the scientifically-gifted and general elementary students. The scientifically-gifted students also made more fluent, flexible, and original, but similarly useful scientific humors than the general students. Most of general and scientifically-gifted elementary students perceived positively the educational benefits of making scientific humor based on various cognitive and affective aspects.

• The Science & Technology
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• v.33 no.2 s.369
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• pp.74-78
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• 2000

올해 말부터 우리나라에도 유전자변형 농산물(GMO)에 대한 표시제도가 도입된다. 유전자도입(GM) 식품의 안전성을 둘러싼 소비자단체의 캠페인은 유럽 천지를 뒤흔든 뒤 GMO의 주요생산지인 미국에서도 일기 시작했다. 그런데 최근에는 안전성을 둘러싼 논쟁이 과학계로 번지기 시작했다.

• The Science & Technology
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• v.34 no.10 s.389
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• pp.68-73
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• 2001

지난 7월말 네덜란드 헤이그에 모인 세계 1백78개 국가의 대표들은 2002년 7월의 리오 지구정상회담 10주년 이전까지 교토 세계기후의정서를 발효하기로 합의했다. 그러나 교토의정서의 효율성에 대해 의문을 제기하는 과학자들도 있다. 의정서의 기반이 되고 있는 지구온난화 예측의 불확실성이 더욱 확대되고 있기 때문이다. 기후모델을 둘러싼 불확실성 논쟁은 쉽게 풀 수 없는 숙제로 남아있다.

• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• Industry Promotion Research
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• v.8 no.4
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• pp.257-266
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• 2023

The research focuses on the provincial universities in the western region of China and investigates the research level of 12 provincial universities from 2017 to 2021, considering both static efficiency and dynamic efficiency. The static efficiency is examined using Data Envelopment Analysis (DEA), while the dynamic efficiency is analyzed using the Malmquist model. The analysis results are as follows: the scientific research efficiency of universities in the 12 western provinces is generally not high. Against the background of the "Double First-Class" construction, the overall efficiency of scientific research in universities is showing an increasing trend. The main reason for the increase in scientific research efficiency is the increase in scale efficiency in recent years. The total factor productivity (TFP) of research activities is influenced by the technology progress index and exhibits a pattern of initial increase, followed by a decline, and then an increase again. Research conclusion: Western colleges and universities should reasonably allocate resources for scientific research activities, perfect scientific research mechanisms, improve management standards, promote scientific innovation and corresponding achievements, and ultimately raise the scientific and technological level in western China.

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.05a
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• pp.151-163
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• 2005

정보화 기술의 눈부신 발전에 따라 정보과학 영재교육의 필요성이 대두되면서, 정보과학 영재 판별 및 프로그램 연구가 활발히 진행되고 있다. 그러나 그 대상이 대체로 초${\cdot$중등 학생들을 대상으로 하고 있어, 정보과학에 잠재성이 있고 전공 선택에 목전을 두고 있는 고등학생을 대상으로 한 정보과학 영재교육은 부재한 실정이다. 본 논문에서는 고등학생 대상의 정보과학 영재교육의 필요성과 효과적으로 시행할 수 있는 교육 방법의 한 형태인 원격 교육, 특별히 웹을 통한 정보과학 영재교육 프로그램과 원격 정보과학 영재교육에 필요한 교육 체제를 제시하고자 한다.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.69-80
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• 2018

D. J. Haraway's cyber-feminism and Kim Seon Hee's eco-feminism are so different in the perspective of the modern scientific technology. While cyber-feminism thinks the outcome of the modern scientific technology positively, eco-feminism criticizes the totalitarianism and the human negation which the modern scientific technology gives rise to. Cyber-feminism gives us an image of the future female, but exposes an easygoing way of thinking of the modern scientific technology. On the other hand eco-feminism takes notice of the risk, that the modern scientific technology can be abused by the power of the minority, but fails in overcoming of the traditional view of female.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.677-691
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• 2014

Understanding of the nature of science (NOS) has been a consistent topic as one of the most important goals in science education for the past several decades. Even though there is a variety of research related with the NOS conducted in science education, few researches has been conducted for the conception of scientists regards to the nature of science (Bayir et al., 2014; Taylor et al., 2008; Wong & Hudson, 2008). Recently, researchers in science education turned their attention to identifying views of scientists about the nature of science since they recognized the importance of participation of scientists in science education (Southerland et al., 2003; Taylor et al., 2008). This study was conducted to examine the Korean scientists' views of the nature of science. Through the use of semi-structured questionnaire and in-depth interview the views of 35 scientists who belong to the Korean-American Scientists and Engineers Association (KSEA) regards to the nature of science were explored. Findings show that while the scientists have more informed views with respect to the tentativeness of scientific knowledge, cultural and social influence embedded in science, the limitation of science, and the collaboration of science with others, the scientists have more na${\ddot{i}}$ve views about the distinction between laws and theories, the existence of a universal scientific method, and the importance of imagination and creativity. As such, it can be assumed that the scientists cannot conceptualize their notion in a philosophical sense even though they are engaged in scientific work in reality (Bayir et al., 2014).

• Journal of The Korean Association For Science Education
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• v.44 no.5
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• pp.405-420
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• 2024

This study explored the scientific uncertainties raised by students during small-group scientific argumentation and how the uncertainties contributed to the argumentation. A total of 37 seventh-grade middle school students and a teacher participated in the study. They engaged in small-group argumentation on the topic of photosynthesis. We selected three small focal groups, each consisting of 4-5 students, that actively participated in argumentation and raised uncertainties. We conducted small-group interviews with these three focal groups and the teacher. All lesson and interview videos, audio transcripts, student worksheets, and the researcher's field notes were collected and analyzed qualitatively. The findings revealed that there were three major types of uncertainties that contributed to the small-group argumentation. The first type of uncertainties-those about scientific content knowledge-prompted conceptual support from high-achieving peers or the teacher, facilitating the justification of arguments. The second type-uncertainties about data-encouraged students to consider alternative perspectives and arguments. This led students to raise rebuttals and try to reach a consensus, considering the alternatives. Finally, the third type-uncertainties about how to construct scientific arguments-was raised in one small group and prompted epistemic support from the leader, who was more proficient in argumentation. The leader encouraged other students to present their own evidence, rather than just following her opinions. This study provides useful insights for research on scientific uncertainties that students raise in epistemic practices and for developing instructional strategies to support the management of these uncertainties.