• 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 Association For Science Education
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• v.36 no.6
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• pp.969-978
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• 2016

The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.200-213
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• 2000

This study is to examine how common science, which was selected as a required subject in high schools with the reorganization of the 6th national science curriculum by the Ministry of Education, is taught in high schools these days. The results show that only one teacher is teaching common science in 3.2% of schools or the teachers divide and teach units according to their majors. In this situation, there are many problems because there are too many integrated contents in each unit and they are too short to solve the study subject during the unit time of 50 minutes. Another problem is that there is no special laboratory for common science. For the knowledge part of common science, lecture-learning is used as a method of teaching and for the inquiry part, inquiry-learning is used. Evaluation is conducted using subjective or objective paper-tests for the knowledge part, and reports are used for evaluation in the inquiry part. Therefore, this study shows that students' response to common science is below the general level and this subject missed the original intent introduced to raise students' interests about science.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1002-1016
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• 2010

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.267-275
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• 2007

The purpose of this study is to estimate the ability of inquiry performance for students gifted in science in elementary school. 56 sixth graders were included in this study. Initially, a question 'How does the dust effect on human health?' was posed to students. Then, an assessment framework for analysis of the inquiry report was developed. It is composed of 5 domains: data collection, prediction, the inquiry process, results, conclusion and presentation. The findings reveal that the students achieved high scores in the domain of 'data collection' and followed by prediction, inquiry process, results, conclusion and presentation. The results of our study are as follows : first, in spite of high scores obtained in basic inquiries such as data collection, students needed to improve their skills in prediction, the inquiry process, results, conclusion and presentation. Second, the reason why students were outstanding in data collection is that they have improved their ability to handle data in a know-ledge-based information society. Third, even though students were good at citing and applying some information, they didn't fully understand the meaning of data and exhibited weaknesses in arguing their own opinions.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2015.05a
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• pp.545-570
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• 2015

Korea is among the ten countries with the largest R&D budget and the highest R&D investment-to-GDP ratio, yet the subject of security and protection of R&D results remains relatively unexplored in the country. Countries have implemented in their legal systems measures to properly protect cutting-edge industrial technologies that would adversely affect national security and economy if leaked to other countries. While Korea has a generally stable legal framework as provided in the Regulation on the National R&D Program Management (the "Regulation") and the Act on Industrial Technology Protection, many difficulties follow in practice when determining details on security management and obligations and setting standards in carrying out national R&D projects. This paper proposes to modify and improve security level classification standards in the Regulation. The Regulation provides a dual security level decision-making system for R&D projects: the security level can be determined either by researcher or by the central agency in charge of the project. Unification of such a dual system can avoid unnecessary confusions. To prevent a leakage, it is crucial that research projects be carried out in compliance with their assigned security levels and standards and results be effectively managed. The paper examines from a practitioner's perspective relevant legal provisions on leakage of confidential R&D projects, infringement, injunction, punishment, attempt and conspiracy, dual liability, duty of report to the National Intelligence Service (the "NIS") of security management process and other security issues arising from national R&D projects, and manual drafting in case of a breach. The paper recommends to train security and technological experts such as industrial security experts to properly amend laws on security level classification standards and relevant technological contents. A quarterly policy development committee must also be set up by the NIS in cooperation with relevant organizations. The committee shall provide a project management manual that provides step-by-step guidance for organizations that carry out national R&D projects as a preventive measure against possible leakage. In the short term, the NIS National Industrial Security Center's duties should be expanded to incorporate national R&D projects' security. In the long term, a security task force must be set up to protect, support and manage the projects whose responsibilities should include research, policy development, PR and training of security-related issues. Through these means, a social consensus must be reached on the need for protecting national R&D projects. The most efficient way to implement these measures is to facilitate security training programs and meetings that provide opportunities for communication among industrial security experts and researchers. Furthermore, the Regulation's security provisions must be examined and improved.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.487-494
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• 2003

In this study, the effects of science achievement faculties improvements upon students' logical thinking, science inquiry skills, experiment attitudes, manipulated skills and inquiry process skills were investigated in high school inquiry chemistry experiments. For this purpose, the participants were 150 students taking the course of high school chemistry class in Anyang-city. Logical thinking and science inquiry skills' data were collected from written tests, inquiry process skills' data were collected from reports and experiment attitudes and manipulated skills' data were collected from classroom observations. As the results of this study, students' inquiry process skills, experiment attitudes and manipulative skills were very low. But other parts except inquiry process skills were significantly increased. And the science achievement of students were improved when continuously inquiry chemistry experiment were applied to students.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.48-60
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• 2020

The purpose of this study is to analyze the patterns and characteristics of changes in integrated process skills during the process of science high school students' inquiry by using group-based trajectory modeling. 59 students participated in this study. Three hypothetico-deductive inquiry tasks were used as an intervention activity. We asked science high school students to perform those three tasks sequentially and to generate reports of the process and results. We evaluated students' reports by four elements (designing inquiry, collecting data, analyzing data, and forming conclusion) of the integrated process skills according to the scoring rubric developed by Lee and Park (2017), and analyzed the level of changes in integrated process skills in those three inquiry tasks by using group-based trajectory modeling. In addition, we analyzed the characteristics of changes in integrated process skills from several perspectives. The findings are as follows: First, concerning the change patterns of students' integrated process skills, all of the four elements were classified into two groups, but the change patterns were very different by elements. Second, regarding the change characteristics of students' integrated process skills, we found the context-dependency of integrated process skills, variation of learning progression for integrated process skills, and jaggedness of integrated process skills level. Based on these findings, we suggested that a couple of ways be sought to improve the integrated process skills of science high school students.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.12 no.6
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• pp.1142-1147
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• 2008

In recent years, the efforts for standards of Web contents accessibility and the improvements of Web accessibility are expanded in the government, enterprises, and public institutions. In this paper, we examine the Korean Web contents accessibility guidelines, and propose the evaluation scheme for the education homepage by the Web accessibility guidelines using KADO-WAH program which is the evaluation tool for Web accessibility. Also, we propose the improvement scheme for education homepage by modifying the error and warning clauses directed in which are appeared in the evaluation report. And, we evaluate the various education homepages using KADO-WAH, and analyze the comparisons for the Web accessibility guidelines among the education homepages.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.51-52
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• 2012

본 논문은 논문, 특허, 연구보고서 등과 같은 다양한 과학기술문헌에 포함된 기술 지식을 효과적으로 추출하는데 필요한 기반 텍스트 분석 엔진들의 성능 평가 및 개선을 위한 테스트베드 툴킷을 소개한다. 이 툴킷은 과학기술분야의 전문용어를 비롯한 인명, 지명, 기관명 등을 자동으로 인식하는 기술개체인식엔진을 위한 테스트베드와 인식된 기술개체 간의 의미적 연관관계를 자동으로 추출하는 기술개체 간 관계추출 테스트베드 로 구성되어 있다.