• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.263-276
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• 2017

The purpose of this study is to investigate the understanding of nature of scientific knowledge and attitudes toward scientific inquiry of pre-service science teachers experienced open inquiry. The study was conducted in 10 sessions of open inquiry-based chemistry experiment. The subjects were 40 pre-service science teachers recruited from the experiment class. They received pre-test, mid-test, post-test on understanding nature of scientific knowledge and attitudes toward scientific inquiry of open inquiry activities. 20 pre-service science teachers among them participated in the interview. The results of this study are as follows. First, there was a significant difference in pre-service science teachers' understanding of the nature of the scientific knowledge (p<.05). In particular, understanding of creativity and sociality parts improved gradually. Second, pre-service science teachers' attitude toward scientific inquiry had changed negatively until the middle of the semester, and then changed positively later. The post-test score was significantly higher than the mid-test score (p<.05).

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.463-477
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• 2014

The purpose of this study is to investigate the teaching-learning effects in the experimental classes for the 'Redox' unit of science textbook of 11th grade using self-regulated learning strategy. Simultaneously, the effects of teaching-learning through the student's characteristics of the scientific high school were also included. The experimental and the controlled groups were selected by the teaching-learning method established on self-regulated learning strategy and regular laboratory activity based on the teacher' instruction, respectively. The questionaries of the scientific inquiry and scientific attitude were examined by the student. For their achievement, the total score which was obtained from the formative evaluation and performance assessment was utilized. After the laboratory activity for the unit grounded on the self-regulated learning strategy, the mean values of the scientific inquiry, scientific attitude, and achievement by the experimental group were higher than those of the controlled group. There was significant difference between the two groups in the post-test. By the results of the post-test for the experimental group, there has been somewhat relationship between the self-regulated learning strategy and the scientific inquiry, the scientific attitude, and the scientific achievement.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.32 no.8
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• pp.63-69
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• 2014

• Polymer Science and Technology
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• v.1 no.6
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• pp.342-357
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• 1990

• Life and Agrochemicals
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• v.26 no.6 s.209
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• pp.22-24
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• 2005

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.32-40
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• 2007

The scientific creativity problem solving ability of children has been greatly emphasized in recent years, because it has been regarded as an example of highly developed reasoning and thinking skills. This study aimed to identify the relationships between scientific aptitude, creativity, and scientific creative problem solving abilities in children. The subjects were 100 5th graders residing in Seoul and a small city in Choongnam. Data was analyzed by t-test and by correlation using spss program packages. The main results of this study were as follows: first, a significant difference was found in the scientific creative problem solving ability of children by their respective levels of science aptitude. Secondly, the scientific creative problem solving ability of the children by their levels of creativity was found to be insignificant. Thirdly, no significant difference was found between creativity and scientific creative problem solving ability among the children examined; however there was a significant difference found between the science aptitude and scientific-creative problem solving ability and between science aptitude and creativity in the children who participated in this study.

• Journal of Information Management
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• v.35 no.3
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• pp.109-123
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• 2004

The problem of semantic interoperability in science and technology information is frequently raised. Well-established classification scheme will be used as a tool to interchange information between different databases without semantic inconsistency. However, there is still a practical barrier due to different classification schemes each database adopts. Accordingly, it is urgent to harmonize or reconcile those classifications with each other. This paper aims to solve semantic inconsistencies occurred when interchanging information between databases having different classification schemes, the Standard National Sci-Tech Classification and the Standard KISTI Classification. For the purpose a conceptual analysis of science and technology are performed and five consistency/inconsistency types are analyzed based on some examples.

• Annual Conference of KIPS
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• 2020.11a
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• pp.665-668
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• 2020

대규모 프로젝트나 상호 이질적인 여러 시스템을 보유하고 있는 기관에서는 보통 시스템을 여러개로 나누어 운영하고 있다. 이러한 경우 운영의 효율성을 위해 시스템 통합에 대한 요구가 증가하게 된다. 시스템을 하나로 통합하다 보면 효율적인 운영이 가능하며, 단일화된 서비스를 통해 이용자는 여러 서비스를 한 곳에서 활용할 수 있는 편의성을 제공할 수 있다. 본 연구에서는 통합서비스 구축을 통해 이용자가 여러 서비스를 효율적으로 활용할 수 있는 접근점 중의 하나인 분류체계 구축 방법을 소개하고 실제 구현 사례를 제시한다. 통합서비스 요구분석을 통해 서비스에 필요한 분류체계들을 도출하고 다양한 서비스들을 여러 분류체계에 맞춰 구분함으로써 이용자는 원하는 서비스를 효율적으로 접근할 수 있는 장점이 있다. 이에 통합서비스에서의 분류체계는 중요한 서비스 요소 중의 하나이다. 본 연구결과는 대규모 통합서비스 구축시 필요한 분류체계 구축 절차에 활용될 수 있다.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.753-763
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• 2018

The image of scientists that learners have has an important impact on science learning and on science-related career choices. The image of the scientist was mainly analyzed using the drawing analysis method. Drawing analysis has limitations on drawing, mainly analyzing the external image of scientist. Science teachers' images of scientists and their perception of science-related careers are important factors in students' science learning and science-related career choices. However, research on science teachers is lacking. Therefore, the purpose of this study is to investigate the usefulness of measurement tools by developing and applying a scientist image measurement tool through the semantic analysis method, and to discuss the educational implications of the research by investigating the image of scientists and science-related professions of secondary pre-service science teachers. The subjects of the study were 79 male and 55 female for a total of 134 students in the 2nd and 3rd grades majoring in science education at a teachers college. The results of the research show that the image measurement tool consisted of four components: 'ability,' 'evaluation,' 'activity,' and 'emotion,' in 24 items. As a result of applying the developed measurement tool to the secondary pre-service science teachers, the image of the 'evaluation,' 'ability,' and 'activity' elements of the scientist were high, but 'emotion' was low. There was no statistically significant difference according to gender. It is found that science-related career perceive them as 'hard,' 'professional,' 'smart,' and 'complex.' In particular, male students perceive themselves as 'hard and difficult' while female students perceive it as 'challenging and complicated'. Finally, we discussed the usefulness of using the image measurement tool of the scientists, the image of the scientists of the secondary pre-service science teachers, and the educational implications on science-related career.