• The Science & Technology
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• v.33 no.10 s.377
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• pp.40-42
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• 2000

야부우치 기요시는 일본의 대표적 과학사 학자로 중국 과학사 연구와 교육에 평생을 바친 세계적 석학이다. 지난 6월 2일 94세를 일기로 세상을 떠난 그는 한국에도 어지간히 관심을 가져 두 나라를 오가며 여러 차례 계속된 한ㆍ일 세미나에는 꼭 참석하고 강연했을뿐만 아니라 사실상 주도적 역할을 했던 인물이다. 그의 책 가운데 "중국의 과학문명", "중국의 수학", "중국의 천문학"등 세가지가 우리나라에 번역되어 많이 읽히고 있다.

• 한국지구과학회:학술대회논문집
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• 2002.09a
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• pp.40-40
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• 2002

• The Science & Technology
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• v.29 no.7 s.326
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• pp.90-92
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• 1996

영국의 과학자로 중국과학사를 연구해 위대한 업적을 남기고 작년, 95세를 일기로 타계한 조셉 니덤. 케임브리지대서 생화학을 전공한 그는 29세에 스탠포드대 교수가 되는 등 세계적 생화학자로서 명성을 날렸다. 37세때 중국 유학생과의 인연으로 4년동안 중국에 체류하면서 중국과학사를 연구해 '중국의 과학과 문명'이라는 연구서를 각 분야별로 나눠 저술해 많은 서양인들의 관심을 중국 연구에 쏠리게 했다.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.649-656
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• 2020

In this study, we analyzed the learning elements and achievement standards, and explored the appropriateness and hierarchy of content were analyzed related to the nine types of traditional astronomical instruments presented in the traditional science unit of the History of Science course to improve the problematic situation in which students show low selection rates for the History of Science, one of the elective courses in high school science. Based on the results of this analysis, we suggested ways to utilize each astronomical instrument for teaching and learning in science curriculum with different grade bands. Using the results of this study as a starting point, if a follow-up study that develops specific achievement standards or inquiry activities related to traditional astronomical instruments can be conducted, students' awareness of Korean traditional science culture can be improved, and furthermore it is expected to increase the student's selection rate for the History of Science course.

• 대학교육
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• s.94
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• pp.74-79
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• 1998

• 발명특허
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• v.9 no.1 s.95
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• pp.12-14
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• 1984

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.765-772
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• 2005

The purpose of this study was to analyze the effects of instruction using science history on science achievement and attitude of students. A pretest-posttest control group design was employed. Subjects were comprised of 193(males 114, females 79) first grade middle school students. A control group of 94 students was instructed using traditional teaching methods and an experimental group of 99 students was instructed using the history of science. Two groups were taught 15 lessons during a 9-week period. To analyze the data statistically, an analysis of covariance(ANCOVA) was applied. The experimental group was significantly different from the control group inrespect to science achievement. There was no significant difference in science achievement between the two groups according to gender. Analysis results on the attitude towards science found the experimental group to significantly differ from the control group. There was no significant difference in attitudes towards science between the two groups according to gender.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.15-15
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• 2004

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.489-500
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• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.825-832
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• 2004

In this study, the history of science (HOS) presented at the chapter of "Inquiry of science" in high school science textbooks developed under the 6th and 7th national curriculam was analyzed and compared. A total of 57 sections from 19 textbooks (6th: 12 textbooks, 7th: 7 textbooks) were analyzed in terms of the domain and the presentation level of the HOS described. The results revealed that the frequencies of HOS per page of the textbooks under the 7th curriculum tended to be higher than those under the 6th one in all the domains (conceptual, procedural, and contextual), of which the difference in conceptual domain was statistically different. Regarding the describing level (limited and extensive) at the presentation of the HOS, the frequencies of extensive descriptions per page for the textbooks under the 7th curriculum were also significantly higher than those under the 6th one. The improvement of frequencies and presentation level of HOS in 7th national curriculum could help students to understand scientific concept and nature of science and to have an interest about science.