• Korean Deer Journal
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• v.7 no.10 s.48
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• pp.33-33
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• 2002

• Proceedings of the Korea Technology Innovation Society Conference
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• 2005.10a
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• pp.582-591
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• 2005

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.13-21
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• 2001

This study examined the influences of project activities based on multiple intelligences to science achievement of elementary school children. The proportions of variance of science achievement explained by General Intelligence(GI) and Multiple Intelligences(MI) were analyzed, then the influences of project activities, which used various aspects of MI were investigated. Two classes of grade 5 at Pusan in Korea were selected for the study. On the basis of science achievement of prior term, the subjects were classified into upper-, average-, and lower-achievement groups. GI and MI were measured for each child, and the relationships of these measures with prior science achievement were analyzed using multiple regression analyses. In order to investigate the effects of the project activities on science achievement, the classes were divided into the control and experimental groups, which the former group learned science topics using the traditional teaching and learning method and the latter group performed the projects about the same topics using their own multiple intelligences. Then, their achievements were analyzed by ANOVA. Results showed that the proportion of variance explained by MI was higher about two times than that of explained by GI. Project activities contributed to the improvement of science achievement of average and upper achievers, however, in the case of under achievers, this effect was not statistically significant.

• The Science & Technology
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• v.10 no.2 s.93
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• pp.8-8
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• 1977

미국 포드대통령은 지난1월17일 ,1977년 10월부터 시작되는 1978년도 예산교서를 발표한바 있다. 이 예산안은 카터 신임대통령 및 국회에 의해 수정될 가능성은 있으나 그중 과학기술에 관한 예산에는 별변동이 없을 것으로 예상되고 있다. 이 예산안에 따르면 과학기술 예산총액은 280억불, 한화로 14조원(500:1비로볼때)이라는 방대한 규모이다. 이것은 1977년도에 비해 약8%가 증가된 것이나 인프레에 따르는 6%의 물가상승률을 감안할 때 실질적으로는 2%의 증가로 봄이 옳을 것이다. 주요부문의 연구개발비와 그 증가율 및 기초연구에 해당액은 다음과 같다.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.856-869
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• 2006

J. J. Schwab is usually considered as the founder of the concept of scientific enquiry, perhaps the most important key word of science education of the 20th century. Mainly through the method of literature review, this study reappraises Schwab's life as a science educator as well as a curriculum scholar, and his ideas concerning several important issues about science and science education. Like other eminent science educators, before the 1950s, who were originally talented scientists but later became engaged in educational activities, Schwab were trained and known as a genetic scientist, but later he concentrated on university reform, curriculum studies and science education. His academic interest was very diverse across different disciplines, from biology and science in general to history, philosophy and education. The essence of his theory of scientific enquiry was 'to teach science as science', and the best way to do it was 'to teach science as enquiry'. With enquiry, however, he tried to deliver some important but differentiated meanings, for example by distinguishing 'science as enquiry' and 'teaching as enquiry', and 'static enquiry' and 'fluid enquiry'. Scientific enquiry was the core concept upon which many of his ideas concerning science education and education in general were based, such as the diversity of science, textbooks, curriculum and roles of teachers. In summary, Schwab can be characterized as a rational reformist of science education, who tried to identify the very nature and goals of the discipline and to bring its substantial changes with concrete and practical guidelines. Nevertheless, some of his ideas, like the diversity of science and conceptual invention, have been handed down by his followers frequently with considerable distortion.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6621-6629
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• 2014

Social phenomena require the fundamentals of novel scientific epistemology and methodology due to the continual change by complex variables. A systematic understanding of paradigm shifts is also necessary for analyzing the problems currently faced in society. This study presents chaos theory, which was developed from the natural sciences, to discuss the abnormality of modern society that underscores the importance of the chaos paradigm. Chaos theory is applicable to diverse social phenomena that stretches across politics, economics, and sociology. If social science research can appropriately and effectively develop and apply chaos theory, the theory can be utilized as a useful paradigm to reinforce the fundamentals of epistemology and methodology in exploring social phenomena.

• The Science & Technology
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• v.9 no.8 s.87
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• pp.23-27
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• 1976

우리나라에서 본격적으로 물리탐사를 시도한것은 1958~1960년에 실시한 항공자력탐사로서 그후 현재까지 불과 20년이 지나지 않았다. 그간 물리탐사의 기술발전으로 자원탐사분야에 많은 공헌이 있었다. 현재까지 주로 적용된 분야는 철자원탐사를 위한 자력탐사, 지하수조사를 위한 전기비저항탐사동, 연등의 통화금속광물탐사를 위한 각종 전기탐사, 제3기층 지질구조와 땜공사, 공업단지조성등의 기반암조사, 그리고 광산의 갱내 출수조사등을 위한 탄성파탐사, 우라늄자원을 위한 방사능탐사, 그리고 해저지질 및 자원조사를 위한 해상물리탐사등이다. 이와 동시에 석탄층조사를 위한 전기탐사 및 Model연구자력탐사의 전산처리 적용, 그리고 광물 및 암석의 물리적 성질등 학술분야에 대한 기초연구도 계속하여 왔다. 우리나라에 있어 물리탐사의 적용조건은 비교적 험악한 지형, 복잡한 지질구조, 광상의 불규칙 또는 소규모의 발달과 산재등이다. 이와 같은 특징은 탐사해석의 정도를 높이기 위하여 보다 고도의 과학기술문제의 해결을 요구하고 있으며 이와 동시에 현대적 탐사방법과 연구개발로 대상자원의 탐사지역확대와 지하심부 탐사등이 당면과제이다. 기술과제로서는 석탄 및 기타자원에 대한 물리검층탐사, 경상계 지질구조구명을 위한 탄성파탐사 및 동력탐사의 적용, 항공자력, 전자 및 방사능탐사 및 해양의 각종물리탐사의 기술개발이 있으며 그외 탐사자료의 전산처리기술 및 지구과학의 기초연구등이 있다.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2012.05a
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• pp.15-29
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• 2012

• The Korean Journal of Archival Studies
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• no.17
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• pp.298-305
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• 2008

• Journal of Oral Medicine and Pain
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• v.30 no.1
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• pp.35-44
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• 2005

Purpose: The aim of this preliminary study was to evaluate the effect of Problem-Based Learning (PBL) curriculum on development of comprehension of basic medical knowledge and quality of semi-structured problem solving including scientific reasoning skill. This scientific reasoning contained five components including: size of simple, design of research cause-effect, construction of risk factor, analysis statistic of data, interpretation of result. Materials and Methods: Seoul National University Dental students (100) participated in this experience during two weeks, 2004. Forty eight multiple-choice questions (MCQ) concerned "Infection Control and Prevention" were asked before and after two sections of Lecture-Based Learning (LBL) and PBL (pretest-posttest control group design). A semi-structured problem in epidemiological research was asked to these students after two sections (posttest-only control group design). Data (mean and SD) were analysed using the t Test for two independent samples (p<.05), comparing PBL versus LBL. Results: Our analyse of scores show no difference between LBL and PBL in the development of comprehension of "Infection Control and Prevention". The quality problem solving (epidemiological research) was significantly different between the two groups (p=.029); specially, two components' scores of reflection on scientific reasoning cause-effect (p=.000) and interpretation of result (p=.001) were significantly better for PBL than for LBL. Conclusion: Theses results indicate that comparing LBL and PBL, PBL curriculum have not been disadvantaged in comprehension of basic knowledge, and have contributed to develop the scientific reasoning in problem solving.