• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.277-285
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• 2017

The purpose of this study is to investigate the perspective of pre-service chemistry teachers on the learning situations of visually impaired students through scientific inquiry in a darkroom and to propose a teaching and learning method for students with visual impairments. Twenty-one pre-service chemistry teachers from college of education in Gyeongbuk were encouraged to explore individually hands-on model for the molecular structure of ice freely, and had a discussion with a one of the researchers during the activity. All the conversation and discussion were audio-taped and transcribed for analysis. As a result, pre-service chemistry teachers realized that learning situation of the visually impaired students was quite different with their perception while exploring and figuring out hands-on model of the molecular structure of ice in the darkroom. They already learned and could see this model by themselves but also recognized that visually impaired students had inconvenience and difficulty in learning science concepts. Based on these reflections, some pre-service chemistry teachers suggested directions for modification to fit visually impaired students' needs more.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.565-578
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• 2008

The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.1-23
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• 2009

Science field trip is a comprehensive learning activity in which students can solve problems by themselves, whose importance is emphasized in learning for the gifted. But because not much study has been done yet on this, and convergent activities such as solving too many problems or requesting given answers have generally been done, it has been criticized for not being enough to develop the abilities of gifted Students. Therefore, this study attempted to analyze the activity process of the gifted through field trip to which open inquiry is adapted so that the demands of the gifted can be met, and the abilities of the gifted can be brought out. The study focused on 18 gifted elementary science students at Institute of Science Gifted Education, Cheongju National University of Education, and in the field trip process of the students, analyzed the types of establishment of inquiry problems and inquiry process, and the behavioral characteristics of gifted science students shown during field trip activity through field trip proceedings, transcript contents, poster materials, questionnaires, etc. As a result, more inquiry problems were established after than before inquiry, and the level of inquiry problems was also higher after inquiry. The solution process for inquiry problems of the gifted science students were done in the following order: planning, inquiring, follow-up inquiring and consolidating. But it proceeded to open inquiry process, the next stage being decided according to circumstances. Also, in the inquiry that the students did, diverse factors were revealed such as basic and integrative inquiries, and especially, the students were competent in analyzing the results after transforming and interpreting them. And the analysis of the interaction among the students showed many behavioral traits of talented science students.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of Korean Philosophical Society
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• v.126
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• pp.263-293
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• 2013

Die vorliegende Abhandlung beachtet die methodologische $N{\ddot{u}}tzlichkeit$ der Dialektik $f{\ddot{u}}r$ die philosophische $Wissenschaftst{\ddot{a}}tigkeit$ des Aristoteles in einer besonderen Aufmerksamkeit auf den Begriff "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$". Bei Aristoteles bedeutet "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$" 'das durchaus $gr{\ddot{u}}ndliche$ Untersuchen einer Aporie', und eine solche Untersuchungsweise folgt der Dialektik. Deshalb beabsichtige ich zuerst, durch eine Begriffsanalyse und - interpretation von "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$" die dialektische Aporetik zu bestimmen als eine Argumentationsmethode nicht nur in einer dialogischen, sondern auch in einer nicht-dialogischen Situation. Besonders will ich einen methodologischen Grund $daf{\ddot{u}}r$ suchen, dass ein allein Forschender in der nicht-dialogischen Situation die dialektische Aporetik verwendet, indem ich einen Text von "De caelo" II 13, 294b 6~13 interpretiere. $N{\ddot{a}}mlich$ betont Aristoteles in Bezug auf den Durchgang der $Wissenschaftst{\ddot{a}}tigkeit$ eine Forderung der selbstkritischen Haltung, die der allein Forschende sich selbst seine Untersuchung in $R{\ddot{u}}cksicht$ auf die anderen Untersuchungen und auch auf die vorhersehbaren Hypothesen ${\ddot{u}}berpr{\ddot{u}}fen$ und verifizieren, um die aus seiner Untersuchung zu entdeckenden Aporien auf die dialektische Weise zu $l{\ddot{o}}sen$. Und diese Position von Aristoteles kann der wichtige Grund $daf{\ddot{u}}r$ sein, den fachsprachlichen Sinn von "${\delta}{\iota}{\alpha}{\pi}o{\rho}{\varepsilon}{\iota}{\nu}$" als auch den wissenschaftlichen Sinn der dialektischen Untersuchung der Aporie richtig verstehen und $erkl{\ddot{a}}ren$ zu $k{\ddot{o}}nnen$. Zuletzt bin ich in der Absicht, die dialektische Aporetik und ihre Funktion in drei Modeln zu formulieren und einige Beispiele $f{\ddot{u}}r$ jedes Model vorzustellen, um zu zeigen, auf welche Art und Weise Aristoteles die dialektische Aporetik $f{\ddot{u}}r$ den Lauf seiner Theoriebildung in der Tat anwendet. Durch solchen Versuch $w{\ddot{u}}nsche$ ich, dass meine Untersuchung ${\ddot{u}}ber$ die dialektische Aporetik etwas besseres $Verst{\ddot{a}}ndnis$ $f{\ddot{u}}r$ die wissenschaftliche Bedeutung der aristotelischen Dialektik anbieten $k{\ddot{o}}nnte$, und auch dass diese Studie als bedeutsame Basisdaten zu einer noch tieferen Forschung und $Verst{\ddot{a}}ndigung$ ${\ddot{u}}ber$ die philosophische Haltung und Methode des Aristoteles betrachtet werden $k{\ddot{o}}nnte$.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.137-155
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• 2004

현실적 수학교육은 탐구학습, 열린학습 등을 통해 수학적 사고력, 문제해결력을 신장하려는 최근의 수학교육의 방향에 걸맞는 새로운 교수${\cdot}$학습 방법의 하나로 주목받고 있다. 이에 따라 본 연구에서는 고등학교 확률과 통계 영역에서 현실적 수학교육을 적용하기 위한 문맥을 개발하였다. 이 문맥들은 수학사, 자연 및 사회 현상, 실생활의 상황, 타 교과에서의 활용 상황 등 다양한 분야에서 고등학교 2${\sim}$2학년 수준에 알맞게 개발되었다.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.76-92
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• 2002

OECD/PISA(Programme for International Student Assessment) is significant in that it is the first international comparative study assessing 15-year-old students' scientific literacy. Based on Korean students' results of percent correct in 35 science items, several characteristics such as followings were revealed. First, from the perspectives of science application area, Korean students showed the highest achievement in the area of 'science in technology' followed by in the areas of 'science in life and health' and 'science in earth and environment'. Male students achieved significantly better than female counterparts in all three areas. Second, the achievement in items of science knowledge was significantly higher than in items of scientific processes. Whereas the achievement difference between science knowledge- and scientific process items was larger for male students. Third, from the perspectives of application contexts, Korean students showed the highest achievement in the historical context and the lowest achievement in the personal context. Fourth, from the perspectives of item format, Korean students performed significantly better in open-constructed items rather than in multiple-choice items. Fifth, Korean students showed low performance in items of biotechnology and environment-related issue, which was more prominent for female students. Sixth, whereas male students performed significantly better than female students in most aspects, it is noteworthy that there was no significant gender differences in items of scientific processes and females performed significantly better than male students in open-constructed items which require long sentence.

• Monthly Duck's Village
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• s.246
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• pp.18-27
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• 2023

농촌은 심각한 소멸의 위기에 닥쳐 있으며, 이 위기상황에 대해 우리는 특별한 해결책이 없다. 여러 전문가들이 축산업이 농촌을 소멸의 위기에서 구해낼 수 있는 가장 현실적 대안이라 말하고 있다. 더불어민주당 이원택 의원실과 축산신문, 나눔축산운동본부, 축산관련단체협의회가 지난 12월 20일 국회의원회관 제7간담회실에서 '농촌소멸 대응과 축산업 발전전략'을 주제로 전문가 토론회를 열었다. 이날 발표된 주요 내용을 소개한다.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.130-138
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• 2008

The purpose of this study was to analyze the effects of Science Writing Heuristic(SWH) strategy on problem-solving type inquiry modules through student-student verbal interactions. The modules were applied to 23 students of the 3rd grade in middle school and the SWH strategy was applied to 3 experimental groups. The SWH is the strategy that each student, first of all, has a chance to think and propose ways of problem-solving by individual writing a blue card when problems were emerged, and then students discuss ways of problem-solving with group members by writing a green card. Verbal interactions during small group discussions were audio- and video-taped, transcribed and analyzed to compare the effect of the SWH strategy. As a results, experimental groups tended to force solely on questions and suggestions about problem-solving, but controlled groups executed experiment and discussed about problem-solving simultaneously. The analysis also showed that the experimental students dialogued more on the deep-leveled argumental interactions than the controlled students did; in particular, show more SS3 and SD1 verbal interaction regarding suggestions of problem solving. We argue, therefore, that the SWH strategy is effective to the problem-solving type inquiry modules.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.193-202
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• 2009

The purpose of this study was to investigate undergraduates' characteristics of problem-solving process through analysis of the response patterns on problem-solving laboratory. For this purpose, 18 freshmen taking a problem-solving-type general chemistry laboratory had been interviewed for the analysis of the characteristics of problem-solving process. According to the results, the students' responses have been classified into five types; trying to solve problems using new factors, trying to solve problems by finding missing factors in manual, recognizing problem-situations but just repeating the given process, not recognizing problem-situations but trying to solve doubts generated during execution, satisfying about results, and taking no further action. These results can be used as materials to suggest the role model of the students' laboratory execution and to look back on each students' execution.