• Journal of the Korean earth science society
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• v.22 no.3
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• pp.248-257
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• 2001

The 7th science curriculum has the characteristics of humanistic philosophy of education. The humanistic curriculum emphasized learner-centered education, which claims to stand for learners' experiences. This study searched for the significances of the 7th science curriculum, and discussed its tasks and perspectives based on the backgrounds, characteristics, and objectives mentioned in the history of reforming science curriculum. The 7th science curriculum emphasizes learners' experiences and everyday life materials are favored in teaching-learning activities. For the desirable effects related to this commitment, pre-service and in-service training programs are required about the social elements in the nature of science, and everyday life contexts should be examined in views of educational and cognitive perspectives, so the contextual differences between science and everyday life should be clarified.

• Journal of Science and Technology Studies
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• v.6 no.2 s.12
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• pp.131-183
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• 2006

The Korean genetics and genomics reveal a firm willingness to participate in and contribute to the production of creative scientific knowledge at a world level at present, though they have short past histories of introduction from the Western counterparts and those of education for the next generations. But the Korean genetics and genomics have been developed in a fragmented and biased manner. By reconfiguring the various research projects of genomics into the Genome Project of Korea, which reflect a worldly trend in life science, but have been established in a scattered fashion in Korea, and incorporating some neglected areas of genetics, such as human genetics and theoretical and population genetics which can be reconstructed in a new way, a genetics-genomics research system can be formulated on the multi-tiered perspective of concept, knowledge, and institution, while the system being a subsystem of the national research system of life science in Korea. Innovation can be pursued in the systematic practice through a culturalist strategy. The culturalist strategy with the practice based on the research system consists of 1) intensification of fundamentalness of genetics and genomics, 2) advancement of communitarianism in geneticist-genomicist community, 3) research on the cultural bio-species along with the promotion of scientific arts and culture, and 4)formation of the Korean science studies of genetics-genomics and the diffusion of the knowledge produced. The first two strategy components are the ones that intends to bring out changes in the structural aspect of the scientist community in Korea. The third is the one that attempts to magnify the interface between the scientist community and the Korean society at large and increase its connectivity between both, while the fourth is the one that has an intentionality toward the Korean society outside of the scientist community. This culturalist strategy is intended to increase the cultural constructivity of the genetics-genomics research system in Korea.

• Journal of Global Scholars of Marketing Science
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• v.4
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• pp.1-24
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• 1999

소비시장은 소비자들의 변화에 따라 함께 변천한다. 다가오는 21세기에는 소득수준의 향상과 다원화사회가 이룩되면서 소비자들의 라이프스타일과 소비행태도 새롭게 형성될 전망이다. 이는 21세기 소비자행태와 소비시장변화를 소득수준의 향상과 이에 따른 가치관의 변화, 자유시간의 증대, 신소비계층의 출현 등의 변수를 통해 예측된다. 최근, 사회 경제적으로 이루어지는 급격한 변화 등으로 소비자들의 라이프스타일이 다양화되면서 소비자들의 관광지 선택행동에서 변화를 가져오고 있다. 과거 저가격위주의 관광을 하던 관광자들이 점차 그들의 생활의 질을 추구하기 위해서 좀 더 많은 비용을 지불하고서도 보다 매력적인 관광지를 방문하는 것이 이러한 변화의 한 예라 할 수 있겠다. 관광자가 관광지를 선택하는 과정은 기본적으로 소비자의 점포선택이나 제품에 대한 선택과정과도 동일하다고 볼 수 있다. 왜냐하면 점포선택에 있어서 기본적으로 제기되는 소비자의 라이프스타일 유형이나 관광지선택에 따른 관광자 라이프스타일 유형의 선택속성은 그 구성면에서 유사하기 때문이다. 관광자 행동특성에 따른 라이프스타일 유형연구는, 다양화되어 가는 생활양식에 기인하여 관광지 선택행동의 연구에 기여할 수 있을 것이다.

• Journal of the Korean Applied Science and Technology
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• v.37 no.4
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• pp.1008-1019
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• 2020

The purpose of this study is to investigate the effects of social support of students majoring in physical education on their major satisfaction and intention to continue learning, and to prevent dropout of students majoring in physical education in the credit banking system and to find effective management methods. The research tools were verified by confirmatory factor analysis, concentration validity, discriminant validity, average variance extraction (AVE), concept reliability, and Cronbach's coefficient for validity and reliability verification of the research tools. The data processing method was conducted by using IBM SPSS Statistics 21 and IBM AMOS 21 to verify reliability analysis, correlation analysis, and structural equation model (SEM) through frequency analysis, confirmatory factor analysis, concentration validity, discriminant validity, Cronbach's coefficient calculation. The results are as follows. First, the study model was tested and the criteria were met for verifying the suitability of the relationship between social support, major satisfaction and learning persistence intention of the professors majoring in physical education in credit banking system. Second, as a result of the verification of Hypothesis 1, the social support of the professor of the physical education major in the credit banking system has a significant effect on the major satisfaction. The results of the verification of Hypothesis 2 showed that the social support of the professor of the physical education major in the credit banking system affects on the learning persistence. As a result of the verification of Hypothesis 3, it has been shown that major satisfaction has a significant effect on the learning persistence.

• Journal of Science and Technology Studies
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• v.2 no.1 s.3
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• pp.157-189
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• 2002

Science and technology policy a lot of implicit usjustified assumptions. These assumption without being reflected may cause various social problems. In this paper, lit is shown that philosophy of science could make contribution to resolving these problems. In epistemological viewpoints, theory of science and technology policy has been analyzed. I argue that social kinds, social entities appeared in social science should be interpreted realisticaly. Realizing this realistic interpretation of social kinds, as one field of social sciences, theory of science and technology policy can deal with the causal relation among social entities and the causal influence of science and technology policy more objectively- scientific knowledge has two components. One belongs to coded knowledge and the other belong to tacit knowledge which cannot be coded. I analyze the content and characters of tacit knowledge appeling to Michael Polany. One of the important function of science and technology policy is to make tacit knowledge more fruitful. I argue that philosophy of science fit well this function. Finally I claim that philosophy of science can help science and technology policy to reduce the ethical problems caused by science and technology.

• The Science & Technology
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• v.33 no.1 s.368
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• pp.22-23
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• 2000

미국에 유학중 박사과정을 마칠 때쯤인 92년 P/A 건축상을 받은 김병선교수는 건축 분야 중 건축환경 분야에서 주목받는 과학인이다. 학교에서 '빌딩 사이언스 연구실'을 운용하고 있는 김교수는 "건축이야말로 막대한 자금과 노력을 필요로 하는 대상이고 잘못된 설계는 개인적으로나 국가적으로 큰 손실을 가져다주므로 사회적 필요성이 절실히 요구되는 분야"라고 강조한다.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.383-395
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• 2006

School science is often criticized as being too remote from both learners' interests and needs and as maintaining scientist-oriented approaches rather than humanistic ones. Although science is mainly taught on the basis of textbooks inside classrooms, the learning of science can not be confined to the boundaries of curriculum and school. Firstly, this paper briefly reviews and characterizes the historical development of science education with a series of analogies, and then suggests a new analogy, a so-called 'Hearts-On' approach to science education which emphasizes the humanistic aspects and the contextual dimension of science education. Secondly, it critically examines how much traditional school science teaching, particularly in physics, is limited in terms of the context of learning (i.e. textbook, laboratory, classroom, local, and global) as well as in terms of the context of the contents (i.e. physical, personal, social, and global). Thirdly, some recent attempts initiated by the author and colleagues are explained as examples of the Hearts-On approach to science education. In particular, a series of community-based science programs led by SNU and the development of a series of books on 'Contextual Physics'(i.e. Body Physics, Wearing Physics, Dining Table Physics, and Sports Physics) are outlined. Finally, the idea of scientific humanism is explored in relation to the context-rich approaches in science education. It is hoped that this paper helps us to reconsider how we can expand the world of science education beyond the boundaries of the curriculum and school and into a more humanistic one.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.371-387
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• 2016

Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.

• Korea and Global Affairs
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• v.1 no.2
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• pp.149-170
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• 2017

This paper aim to find activities related to science and technology in the field of Official Development Assistance in Korea and to research its meaning. In order for Korea to achieve greater results through international cooperation in science and technology and ODA, it seems to be the primary task to establish a foundation for collecting social opinions. In other words, when civil society and the private sector are not willing to participate, international cooperation has many limitations in achieving substantial benefits because it embodies the problem of domestic politics. And the science and technology ODA will be a factor considered to be more important variable in the international political order in which multiple actors such as supranational organizations and social organizations play a role in the multi-layer.