• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.848-860
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• 2009

This study examined the characteristics of scientists' writing on the laboratory reports written in the authentic open inquiry, and explored the possibility that the class discussion after the inquiries could influence the laboratory report writing. The samples were 131 10th graders in a science high school in Seoul. The control group (n=45) practiced traditional school science inquiries, the experimental group 1 (n=43) practiced the authentic open inquiries, and the experimental group 2 (n=43) practiced the authentic open inquiries and the class discussion after the laboratory activities. Their laboratory reports were analyzed into three parts - prediction (prediction with background and apposite description), data analysis (data transformation and critical analysis), and conclusion (objective description based on evidence). The frequency of the characteristics of scientist's writing in the experimental group was higher than the control group. Particularly, the differences of the prediction with background (p<.01) and the critical analysis of data (p<.05) were statistically significant. However, the frequency of writing the conclusion based on evidence was very low in all of the three groups. The result from comparing descriptions of reports showed that the writing prediction in experimental groups were more elaborate, and the data transformation in experimental groups were more correct, and the evaluation to data in experimental groups were more critical than the control group. And the descriptions of the critical evaluation to data and the finding flaw in methods were found in experimental groups 2, indicating that the class discussion can stimulate students' scientific thinking.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.131-150
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• 2010

This research was planned to analyze the students' science writing tendencies according to the level of meta-cognition for using as materials of selection of gifted students. To get results, meta-cognition writing tests which measured critical thinking ability and problem solving ability were developed, and the students' the level of meta-cognition was measured. Thereafter We analyzed the students' science writing tendencies in accordance with the level of meta-cognition through the science writing with meta-cognition task(the main theme are expectation; explanation; claim; criticism; imagination), and found out the students' ability of science writing was different with the level of meta-cognition. Students with the low level meta-cognition did not represent their thinking well, but students with the high level meta-cognition were try to upgrade their writing through highly concentration and perceiving theirs writing mistakes. As this results, science writing is useful as materials of selection of gifted students.

• Journal of Korean Philosophical Society
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• v.117
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• pp.57-84
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• 2011

As for the methodology of physical science, on the one side, Ludwig Boltzmann was declined to Scientific Realist and at the same time Epistemological Idealist. But on the other. He was neither fully nor consistently either one of them, because of rejecting the causal realism of the former and the belief in absolute certainty of the latter. Is there nevertheless any evidence that he had a coherent world view of his own? Yes. In short, he seems to identify his own position with what is called a mind-matter identity theory. In 1897, he supported that psychological processes are identical with certain processes in the brain(realism). And in 1903, he said : "Physics is not separated from psychology. They are only different sides." But Boltzmann did not explain concretely the possibility of this identity. So I tried to construct one theory of identity which is suitable for understanding problems n the physical world, though whether it would work for a full-scale world view which includes both physical and mental phenomena remains problematic. If light phenomena, for example, tend to be measured in terms of some contexts as if light were a wave and in others as if light were a particle, then one may be able to reasonably suppose that light has whatever characteristics in itself which it must have in order to seem like a wave under some conditions of measurement and like a particle in others. If this theory is provisionally to mental phenomena as well, it would mean that reality has those characteristics in itself which it must have to appear as it does to the various faculties of the mind and as it is measured in different physical situations. This is probably not what Boltzmann meant by his theory of identity, since it is very ontological and metaphysical. But in my opinion it is by far the most reasonable identity theory.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.916-929
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• 2004

The purpose of this study is to investigate issues in science curriculum reform studies. For the study the papers in ERIC data base were selected on the key words, 'science education', 'curriculum' and 'reform'. The number of papers are the most on the late 90s which has been increasing since the late 70s. During the last decade the 132 papers were identified on 30 May 2003 and the 18 journals which have more than two articles in each journal have 66% of the total papers. The identified reform issues were 'reform themes', 'program introduction', 'critics and vision of reform'. Reform themes are 'teachers', 'scientific literacy', 'integration and teaching', 'reform processes'. The contents on 'teachers' are related to almost teachers' knowledges and beliefs on the reform, those on 'scientific literacy' are related to the loose definitions of scientific literacy, those on 'integration and teaching' are related to difficulties in teaching with integration, those on 'reform processes' are related to power problems between persons or groups who participated in reform processes, and those on 'critics and visions' are related to the embodiment of science education standards and the problems on the nature of science. This study remarks that these issues should be considered sincerely for the reform of science curriculum in the future.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.27-44
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• 2021

This study is to identify the concept of action from the critical science perspective and to explore the agency of home economics teachers for the purpose of teacher education. The context and various characteristics of home economics teacher' agency were identified in terms of philosophy and teacher education. The results of the study indicates, first, the concept of action refers to an activity of individuals involving one's own intentions, and include the ability to reveal a unique identity that aims to reach a set purpose and decision, and this can be identified by mutual meaning in the public sphere. Second, teacher agency is influenced by a teacher's professional experiences and cultural and structural aspects, and it can create an environment which can promote self-directed and cooperative relationships among individuals and communities. Therefore, home economics teachers should be able to reasonably judge, contemplate, and act through reflections on the circumstances and consequences in which their agency is exercised. Third, home economics teachers can reflect and think critically about the values, roles, and sense of purpose of home economics education based on agency. Teachers should focus on the process of achieving their agency rather than on completing it, and they can continuously develop it through a perceived shared understanding among teachers. Therefore, the conceptualization of the agency of home economics teachers is to understand the practice revealed in a teacher's actions. This requires environmental support in school settings because it acts as a mechanism for strengthening the thinking and reflection of teachers through the creation of interactive environments in which professional knowledge and experiences can be shared.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.329-336
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• 2019

The study was to identify the factors affecting accomplishment of outcome-based education of nursing students. Study subjects were recruited 364 nursing students of junior and senior. We collected data using self-reported questionnaire of communication competence, critical thinking disposition, self-leadership, research competence and accomplishment of outcome-based education. accomplishment of outcome-based education showed statistical differences according to grade, understanding of outcome-based education, satisfaction of outcome-based education, and experience of clinical practicum. Accomplishment of outcome-based education was positively correlated with communication competence, critical thinking disposition, self-leadership and research competence. The influences of accomplishment of outcome-based education were satisfaction of outcome-based education (${\beta}=0.33$, p<0.001), self-leadership (${\beta}=0.21$, p<0.001), research competence (${\beta}=0.18$, p<0.001), critical thinking disposition (${\beta}=0.17$, p<0.003), communication competence (${\beta}=0.14$, p=0.006), and experience of clinical practicum (${\beta}=0.10$, p=0.023). These variables explained 38.1% of total valiance on the accomplishment of outcome-based education. It would need to develop and apply formal and non-formal educational courses for enhancing self-leadership, research competence, critical thinking disposition, and communication competence.

• Journal of Science and Technology Studies
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• v.18 no.2
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• pp.95-133
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• 2018

Since the beginning of the millennium, 'Maker Movement' has been active throughout the world. Today, there is a maker fair every year in major cities of the world including Seoul, and the number of attendees is increasing day by day, so it can be seen as a kind of maker 'phenomenon'. The positive implication of the maker's movement is that it attempts to break down the monopoly of manufacturing and to restore the rights and capabilities of citizens as makers. Today, highly developed industrial capitalism has a tendency to structurally paralyse citizens, to tie their hands and feet, and to degenerate into consuming entities only. Therefore, it can be said that the maker movement has structural tensions in the relationship of neoliberal manufacturing culture. This study is an attempt to actively interpret the maker movement in terms of "critical making". The maker movement can trace its origins to "counterculture" and "new communalism" that emerged in the United States in the 1960s and 1970s. On the other hand, there is criticism that the maker movement can fall into another technology utopianism and function as an area of consumer society, and mobilize it in the direction of activating consumerism. Although the maker's movement is amorphous due to its characteristics and it is currently in progress, it is difficult to make crude definition yet. However, as the citizens who have been defined only as consumers of science and technology, are newly emerging as producers of makers, there have been great changes in the topography of science and technology and civil society. So the scientific implication of the maker movement is great in that it shows the possibility of causing it.

• Journal of dental hygiene science
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• v.11 no.6
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• pp.543-551
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• 2011

Critical thinking is recognized as core competency for dental hygiene practice. The purpose of this study was to investigate relationship between critical thinking disposition and grade, types of educational programs and satisfaction with interpersonal relationship, major, clinical practice. Total 909 students in associate and baccalaureate dental hygiene educational program completed self-reported questionnaire on critical thinking disposition inventory developed by Yoon(2004). The mean score for critical thinking disposition was 3.38~3.39 on a 5 point scale. There was no difference in critical thinking disposition scores between students of associate and baccalaureate programs. There was no difference in critical thinking disposition scores between grade of students. The results showed a statistically significant relationship between critical thinking disposition and satisfaction with interpersonal relationship and major. Multivariate analysis of variance(MANOVA) revealed that all subscales for three groups according to satisfaction with interpersonal relationship were significantly different(Pillai's trace=0.075, F(14,1782)=4.979, p<0.001) and all subscales for three groups according to satisfaction with major were significantly different(Pillai's trace=0.035, F(14,1728)=2.257, p=0.005).