• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.225-237
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• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.369-378
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• 2018

In this study, we investigated the characteristics in the processes of generating analogy for lessons by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of analogy in science education, they generated analogies for lessons. In order to investigate thought processes deeply, we used the think-aloud method and also conducted semi-structured interviews after their activities. Worksheets written by the pre-service teachers were collected. Their activities and interviews were recorded and videotaped. The characteristics in the processes of generating analogy were analyzed in the perspectives of student, analog, and concept. The analyses of the results revealed that they generated analogies to correct students' misconceptions and also considered misconceptions that could be caused by their analogies. They generated analogies using sources with which students are familiar. They also generated concrete and everyday analogies rather than abstract and artificial analogies. There were some cases where they did not clearly grasp the target concepts and expressed the concepts which were not covered in the unit. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.963-980
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• 2013

The purpose of this study was to investigate the process of constructing pre-service teachers' scientific knowledge information through collective intelligence. We selected the 'Appropriate Technology' (A.T.) as the subject for formation of scientific knowledge. Twenty nine pre-service teachers of the course 'Scientific Thinking and Writing in Science Education' were allowed to freely post information whenever they wanted. They presented their full opinions, interacted with each other, and assessed the other' information on the website for a month. The way of posting was as follows. After one pre-service teacher had written the information about A.T. on the website, the other assessed the text and added or modified the writing. This process continued. We analyzed every writing they posted and questionnaire which contained the reason why they modified the text. The result was as follows. Pre-service teachers formed collective intelligence through four stages. First, pre-service teachers started to find the information related to the subject and they just added the information behind the other's writing. In the second stage, information was added, too. But the difference was that the information they selected carried values for having certain views. Third, they organized their writings with logical and critical thinking. Finally, they revised their overall writing. The results showed that students could develop their critical thinking and they could learn the way of communication from the process of collective intelligence. We found the forming process of knowledge by collective intelligence, and explored the various involving patterns and thinking activities in the process. Based on this research, we expect the improvement of students' logical and critical thinking through the various classes using collective intelligence.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.45-68
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• 2003

The purpose of this research is to find out the usefulness of the Mentorship program for gifted science students. The usability has been proved by the results from a survey of a group of mentorship education students. Among those surveyed some are the students a gifted science education institute in university. Students have improved their own study ability, creative problem solving ability by performing the experiment planning on their own, and presented their papers through Mentorship program, and it is possibly observed that they have their own dignity as scientist by performing the actual science activities. Also, with the result of the survey, the effectiveness of the Mentorship program is very positive onto the students. Mentorship program is one of the educational method to widen the students' experience chances, and the depth of thought, and improve the scientific ability and creative problem solving ability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3599-3608
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• 2014

This paper discusses the cognitive function of the image, focusing on the thought-evoking function of the image. Collages artworks were developed to determine how specifically the thought-evoking function of an image takes effect in actual cases. In addition, the cognitive responses of the research participants on the image were analyzed, centering on the thought-evoking function of the image, through an in-depth interview. The image performs the function to concentrate attention on a specific object and to process it more thoroughly. The image increases the immersion of the participants, evoked thought and activated conversation. This study probed the cognitive function of the image and is expected to greatly expand our understanding of human cognition. In particular, it is expected to provide useful insight into the integration of science and art.

• Journal of the Korea Society of Computer and Information
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• v.25 no.6
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• pp.251-261
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• 2020

Based on the recent consensus on the need for software education, software education has become mandatory in universities in Korea. However, the suitability of class contents and the relationship between class contents and learner satisfaction has not been fully discussed. Therefore, in this paper, we analyzed the suitability of the contents used in the basic software education for the humanities students from the learner's perspective. For this purpose, three types of curriculum, which are 'computer science', 'usage of tools, and humanities in the digital world' and 'computational thinking', were compared using the lecture assessment questionnaire. As a result, we found that the learners evaluated positively over the curriculum that focused on the use of tools, the humanities approach, or the thinking ability rather than the theoretical contents of computer science. We also found that the subjects related to computer science could not give high satisfaction due to their unfamiliarity, relatively low academic value was given to the tool-centered curriculum, and fatigue was expressed in discussion-based thinking ability education.

• 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.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.491-499
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• 2012

This study was to analyze the educational objectives of evaluation of practice quizzes and learning objectives of chemistry I textbooks for the 2009 revised curriculum by Klopfer's taxonomy. The result revealed that the objectives of science education indicated in the 2009 revised curriculum were contained the educational meaning of all categories except 'manual skills' of Klopfer's taxonomy of educational objectives. The learning objectives of chemistry I textbooks laid mostly on 'the knowledge and comprehension' and 'the process of scientific inquiry'. It showed that 'the objectives of scientific knowledge and methods', 'manual skills' and 'scientific attitude and interest', 'orientation' seemed to be taken in a relatively careless way. The result on the practice quizzes in textbooks, they also laid stress on 'the knowledge and comprehension' were covered much, even though they were emphasized in the other objectives of the curriculum. It was concluded that the educational objectives of the science textbooks did not reflect much on educational objectives of the 2009 revised curriculum.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.817-833
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• 2013

The study aims to analyze Thomas Young's problem solving processes of analogical reasoning during the formation of the interference theory of light, and to draw its implications for secondary science education, particularly for enhancing creativity in science. The research method employed in the study was literature review of the papers which Young himself had written about sound wave and property of light. His thinking processes and specific features in his thought that were obtained through analysis of his papers about light are as follows: Young reconsidered Newton's experiments and observations, and reinterpreted Newton's results in the new viewpoints. Through this analysis, Young discovered that Newton's interpretation about his own experiments and observations was faulty in a certain point of view and new interpretation is necessary. Based on the data, it is hypothesized that colors observed on thin plates and colors appeared repeatedly on Newton's ring are appeared because of the effect of light interference. Young used analogical reasoning during the process of inference of similarity between sound and light. And he formulated an hypothesis on the interference of light through using abductive reasoning from interference of water wave, and proved the hypothesis by constructing an creative experimental device, which is called a critical experiment. It is implicated that the analogical reasoning and experimental devices for explaining the light interference which Young created and used can be utilized for school science education enhancing creativity in science.

• The Science & Technology
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• v.10 no.3 s.94
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• pp.25-26
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• 1977

과학기술처(최형섭장관)는 1977년도 전국민의 과학화 추진계획을 3월25일 발표하였다. 1973년 박정히 대통령의 유시에 따라 추진되어온 이 운동은 그 목표를 첫째 과학기술에 대한 국민들의 인식앙양에 두고 있으며 둘째 전국민의 사고와 생활습성을 과학화 하고 셋째 과학기술개발에 전국민의 역량을 집결 참여시키는데 두고 있다 또한 이 운동은 정부, 과학기술계, 산업계, 매스콤 등 범국민적 참여하에 새마을운동과 상호 유기적인 협조로 추진되고 있으며 년차별 시행계획과 실천 등은 과학기술처가 총괄하게 되어있으며 구체적사업은 제시된 방향(과기처 발표) 따라 기관이나 부처별로 추진된다. 한편 과기처는 각부처에 5개항의 협조요망사항을 전달한바 있다 그 내용을 보면 소속훈련기관에 과학화 과정의 설치와 교육자료의 상호교환, 각종행사에 있어 연구기관 및 산업관찰 권장, 잡지 등에 과학화 정신 반영과 모든 제품의 용도 효능 생활소비품등을 상술한 과학적 판단자료 제공을 장려하도록 되어있다