• Journal of the Korean earth science society
• /
• v.24 no.4
• /
• pp.258-272
• /
• 2003

This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.

• The Science & Technology
• /
• v.6 no.11 s.54
• /
• pp.38-40
• /
• 1973

우리나라 「지식의 댐」을 자처하고 있는 한국과학기술정보센터는 새로운 정보활동에 계속 여념이 없다. 공식 또는 비공식적으로 수집처리되는 이 새로운 지식은 국제적인 흐름을 직감할 수 있으며 우리의 장래설계에도 훌륭한 길잡이가 되고 있다. 이 새로운 지식을 활용, 내일의 밝고 건전한 산업육성에 기여할수 있도록 콜스틱(KORSTIC)이 수집한 해외의 중요 목록을 게재한다.

• Journal of Science Education
• /
• v.36 no.1
• /
• pp.49-55
• /
• 2012

The purpose of this study is to examine how online knowledge-based search service is being used by students in science education. Reviewing information and summarizing data are important parts in scientific inquiry. As more and more information is available online, how to review and summarize online information for scientific inquiry also becomes an issue. In this study, we examined one of the popular online knowledge-based search services to see what kinds of information in secondary school chemistry are mostly sought and how reliable those information could be. The result indicated that users mostly seek scientific explanations and problem solving but about 30% of provided information appeared to be incorrect. It implicates that it is necessary to pay attention for teaching students how to obtain, evaluate, and communicate online information in science education to enhance students' ability for scientific inquiry.

• Journal of Scientific & Technological Knowledge Infrastructure
• /
• s.12
• /
• pp.86-89
• /
• 2003

변혁의 소용돌이 환경 속에서 국가의 잠재성장력을 가속화하고 지속적으로 유지하기 위해서는 국가차원에서 지식정보인프라와 지식정보시스템을 단계적으로 구축하는 것이 무엇보다도 시급한 과제이고, 구축된 시스템도 정부중심의 공급자위주 측면에서 벗어나 수요자 측면에서 지식정보를 생산.유통시키는 것이 바람직하다고 판단된다. 지식기반경제에서 과학기술정보의 역할은 대표적인 지식창출과 경쟁력 엔진으로 작용하게 될 것이고, 또한 엔진의 성능은 정보의 생산.유통.활용체제 시스템 수준에 의해서 좌우될 것이다.

• Journal of The Korean Association For Science Education
• /
• v.40 no.4
• /
• pp.415-427
• /
• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of The Korean Association For Science Education
• /
• v.39 no.5
• /
• pp.585-597
• /
• 2019

The purpose of this study is to analyze science subject items in the first screening stage of the elementary school teacher employment examination based on pedagogical content knowledge (PCK) and provide suggestions for improving the items. For this purpose, an analysis framework to analyze the items was developed and a total of 14 unit items between academic years of 2013 and 2019 were analyzed according to the analysis framework. The analysis of the results reveal that 'subject matter knowledge' of the five PCK components was most frequently included in the items. 'Instructional strategies and instruction for science education' was also frequently included although less than that of the previous component. However, 'assessment in science education', 'students', and 'curriculum for science education' were a little included. There were also assessment domains and contents which were not involved in the items. In the aspects of integration, the integrations between two components of two types were frequently found. No integrations were also frequently included although less than the previous category. The integrations among three or four components were also slightly found. Integrations among five components were not found. 'Subject matter knowledge' or 'instructional strategies and instruction for science education' with other components were more frequently found. However, the integrations of 'assessment in science education', 'students', and 'curriculum for science education' with the other components were less frequently found. Educational implications of these findings are discussed.

• Proceedings of the Korean Operations and Management Science Society Conference
• /
• 2002.05a
• /
• pp.524-530
• /
• 2002

본 논문에서는 과학기술 연구개발 프로젝트를 수행하는 연구 팀 및 조직을 지원하기 위한 지식포탈 아키텍처를 제시한다. 효율적인 과학기술 연구개발을 지원하기 위해서는 사람, 지식, 팀 공동작업, 커뮤니케이션, 연구관리 프로세스 등의 통합적 지원이 필요하다. 본 연구에서는 과학기술 연구팀의 지식 활동을 지원하기 위한 지식관리시스템과 그룹웨어, 팀 협업시스템, 연구관리시스템 등의 통합 방안을 제시하고 개발된 프로토타이프 시스템을 소개한다.

• The Journal of the Korea Contents Association
• /
• v.13 no.11
• /
• pp.461-476
• /
• 2013

Knowledge maps for science and technology are used extensively in the research projects. However, they are not organized systematically and are not necessarily suitable to be used in the research projects. Therefore, this study aims to organize the knowledge maps in order to support scientific research projects. To this end, the existing knowledge maps for science and technology are classified as one of four types based on data representation methods; the frequency summary map, trend summary map, distribution-based knowledge map and network-based knowledge map. Additionally, by summarizing and classifying the knowledge maps through the principle of 'five w's and one h', the unexplored area are investigated. Finally, some examples of useful knowledge maps in terms of data analysis are provided with details such as definitions, components and utilization purposes. These findings may be a starting point for future research into a better understanding of knowledge maps for science and technology.

• Journal of Engineering Education Research
• /
• v.1 no.1
• /
• pp.57-79
• /
• 1998

In this paper, I advocate interactive model which treats science and technology as distinguishable subcultures each with their own bodies of lore and competence against the traditonal hierachical model which treats technology as applied science. For engineering science which is a component in technology as knowledge, I count design as the core part of engineering and discuss the characteristic of engineering design. I also critically assess the models of technological knowledge change, Khunian model and variation-selection model to understand the relation between science and technology. I propose a model that science and technology interaction is mediated interaction. I only outline the plausibility of this model. Industrial research is a modern form of the interaction between science and technology. I discuss Reich who focused on the broad background of industrial research and MeyerThurow who has microperspective in industrial research. The conclusion I draw from the discussion, is that through industiral research, the science-technology interaction become more structured and autonomous, and the scientists and engineers become simply patrs of the structure of industrial research rather than the personal subject.

• Journal of The Korean Association For Science Education
• /
• v.29 no.6
• /
• pp.611-625
• /
• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.