• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.667-679
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• 2000

One of the major activities in scientific inquiry, as well as in the process of conceptual change, is the generation of scientific hypothesis. In this study, the definition and the characteristics of scientific hypothesis are analyzed. Especially, differences between explanatory hypothesis and scientific explanation, predictive hypothesis and scientific prediction, and scientific hypothesis and the inductive generalization are analyzed. And the process of making scientific hypothesis is suggested as 4 stages, and the role and the characteristic of the abductive thinking, which can be viewed as one of the scientific inferences needed to generate hypothesis, are discussed. In analysis, concrete examples from integrated science textbook of high school are used for application to the classroom teaching.

• Journal of Science Education
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• v.45 no.1
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• pp.42-54
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• 2021

In this study, we examine how scientific background is developed in order to raise the systematic strategy of scientific literate person's training, and provide the necessary foundation for the structure of future scientific literate person's training programs. For this purpose, we analyzed newspaper articles at the expert workshop of science education, discussed the true nature of scientific literate person, and derived the mechanism of manifesting scientific background. The derived mechanism was ranked in the order of understanding, empathy, execution, and sympathy. Using the presented stages and the parameters of stage transition, it is possible to construct an educational program and train the actual scientific literate person through science education when it is applied to school sites.

• Journal of the KSME
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• v.43 no.7
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• pp.56-63
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• 2003

이 글에서는 지면 관계상 우선 샤프트와 그립 그리고 골프공에 숨겨진 과학적인 원리와 역할에 대하여 알아본다.

• The Science & Technology
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• v.5 no.4 s.35
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• pp.21-21
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• 1972

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.375-388
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• 2010

The purpose of this study was to develop the instrument for scientific attitudes in school, home and social situations and select the important elements of scientific attitudes. Looking into the elements of scientific attitudes in national and international research, the important elements of scientific attitudes students should have were selected as follows: Openness, objectivity, continuousness, criticalness, prudence, volunteerism, honesty, preparedness, collaboration, and curiosity. To develop the valid instrument of scientific attitudes, we moved forward with the step of making preliminary questions, the judgment step, and the validation examination step. Based on the elements of scientific attitudes and school, family, and social situations, the instrument of the scientific attitudes was developed. We discovered that Middle school students' scientific attitudes, according to their grade levels, appear to be significantly lower than those in the 7th graders and 9th graders. The scientific attitudes in school, home and social situation appeared high in order of society, home, and school. It appeared that there were no differences by gender.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.65-89
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• 2004

The article attempts to suggest s a direction of science education in terms of development of creative human resources based on discussion about scientific literacy and scientific creativity. Students are supposed to develop scientific attitude, inquiry skills, problem solving ability through science learning, and be prepared for the 21st century of rapidly developing age. The paper introduces definitions of scientific literacy and scientific creativity and discuss their meanings within science education in general as well as for the gifted. To enhance students' scientific creativity, science education should strengthen content of science related to technology, integrated science content, personal and social views, social inquiry for problem solving. In particular, science education for the gifted should emphasize students' holistic views in interpreting data, ability to connect artistic aspects to science process, intuitions to explain scientific phenomena and pursue of personal satisfaction. It may be said that science education and science education for the gifted is realized when students have opportunities to experience such elements in their science learning.

• Journal of Science Education
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• v.33 no.1
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• pp.31-43
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• 2009

The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.127-146
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• 2012

In this study, we try to find out what effects science activities have on young children's scientific attitude and scientific research ability using Keller's ARCS motivational model. The subjects of this study were 40 5-year-old children of two classes in kindergarten located in G city. The results of this study are as follows: First, science activities using ARCS improves efficiently young children's scientific attitudes. Second, science activities using ARCS improves efficiently young children's scientific research ability. In conclusion, it was found that science activities using ARCS motivation model improved scientific attitudes and the scientific research ability of young children. The results of this study suggest that science activities through ARCS are worth using as an appropriate and significant teaching method to improve young children's scientific attitudes and scientific research ability in the education field.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.55-62
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• 2014

This study is to reclassify the classifications or definitions of scientific literacy in scientific literacy researches since 1960s and grasp the classification trends of scientific literacy definitions. Sixteen articles have been selected among the articles that have been introduced in the two articles. Classification criteria are as follows: 1) "be learned," "competence," or "be able to function in society" as meanings of "literate," 2) "terms" or "description" as the ways of representing scientific literacy, 3) "singular structure," "hierarchical structure," or "parallel structure" as the inner structure of scientific literacy definitions. The results of this study are as follows: First, hierarchical structures in scientific literacy have almost always accompanied "terms" representing scientific literacy and also accepted the hierarchy between "be learned" and "competence," but not the definition of scientific literacy as functioning in society. All parallel structures in scientific literacy have accompanied the definition as functioning in society. And singular structure almost always appears in researches based on the views of scientific literacy in relatively recent times. Second, researches who have used "terms" as ways of representing scientific literacy have increased. Based on the results in this study, the meanings of scientific literacy have been emphasized in view of the ability of playing a role in a social context as well as learning and competence these days. To meet this movement in scientific literacy actively, science education community should get out of traditional teaching and learning scientific concepts and give emphasis on application in various context and social role of science learners.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.226-233
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• 2004

The purpose of this study was to test whether the degrees of desyncronization in cranial nerves were related to correlation coefficient between brain waves measured on scalp. Based on the hypothesis. this research intended to describe the patterns of brain wave during scientific reasoning. EEG (electroencephalography) signals in 19 electrodes were recorded from elementary (6th grade) and middle (7th, 8th grade) school students as they performed roller-ball tasks: planning experiment, cognitive conflict, bridging, metacognition, and at rest (eyes closed and eyes opened). The results showed that the smaller the correlation coefficient was, the bigger the degrees of desyncronization. As compared to resting periods, the correlation coefficients in prefrontal and frontal lobe decreased during scientific reasoning. And the nerves in prefrontal and frontal lobes were most active during scientific reasoning. These results suggest that the correlation coefficient in addition to frequency of brain waves be analysed to get meaningful results of researches on scientific reasoning by brain wave.