• Proceedings of the Korea Society of Design Studies Conference
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• 2001.05a
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• pp.138-139
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• 2001

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.509-517
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• 2016

Previous studies have investigated the similarity between the development of evolutionary explanations and students' conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers' (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students' evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers' evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students' conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.971-987
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• 2010

The purpose of this study is to investigate the formation and development of science teachers' practical knowledge by life history. In the sociocultural perspective, a science teacher is a producer and consumer of knowledge. There were two secondary science teachers who participated in this study. Each of them had three to six years experience in teaching. They were familiar with the researchers because they had been to the same university or were colleagues with them in graduate school for several years. The two science teachers had formed their practical knowledge for their professional development based on their biographical backgrounds. Model of Life history and structure of personal practical knowledge were used as analytical tools. As a result, the science teachers' practical knowledge has shown a significant difference in the main concern and weight according to their life contexts. The science teachers' formation of their practical knowledge played a role as an important motive to improve their professionalism based on the teacher's life path. In addition to that, the science teachers' practical knowledge showed a tendency to be solidified with continuous reflection.

• The Journal of the Convergence on Culture Technology
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• v.5 no.4
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• pp.131-136
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• 2019

Since the term technopop was first used 40 years ago, techno music has evolved with technological advances. However, few studies have examined techno music from a historical point of view. In particular, it is necessary to explore the techno music in relation to the development of industrial technology. Therefore, this paper aimed to examine the historical context of techno music from the early days of Detroit techno as well as the industrial significance of techno culture in Europe. We also provide suggestions regarding the further development of techno music.