• Journal of Science Education
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• v.34 no.2
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• pp.291-305
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• 2010

The aim of this study was to survey the perceptions of the elementary school teachers on the smallscale chemistry(SSC) following its training session. The teachers participating in the survey were 266 teachers in the Gyeongnam province. They were given a questionnaire that focused on the nine areas of the SSC: Needs for the teacher training and its application, its benefits, issues of safety and danger as well as treatment of environmental pollution, its economic efficiency and the development of investigative skills. The designed questionnaire was checked by an authority, and the responses to each question were tallied and analyzed. The results are as follows. The biggest problems of the traditional experimental methods as rated by the teachers were, in the order of importance, the preparation time, the legal liability of teachers for the safety and accidents, financial issues, disposal of the experimental wastes and the lack of relevant data. Since most of the teachers had not experienced the SSC lab programs in the field, they responded positively to the questions of need for its introduction and training. The implementation of the experimental SSC lab programs should proceed in the following order: introduction into the textbook, teacher training program, after-school education and the invitation of instructors. The most useful materials for the SSC program were CDs, videos, books and various printed materials, in that order. The responses regarding benefits of the SSC program included its simplicity, convenience, time savings, diversity, qualitative and quantitative aspects, integration into the regular class and use of toys. In particular, the teachers mentioned the increased safety due to the small amount of experimental reagents needed and the durability of plastic instruments. The familarity from the use of everyday tools as well as easy access to and the low-cost of the instruments were other important benefits. The teachers in general rated the educational content of the program highly, but many also found it to be average. Some pointed out the lack of sufficient discussion due to the individual or pair groupings as a potential shortcoming. The potential for development of problem solving ability and improvement of skills was rated positively. The number of teacher who rated the development of creativity positively was just over the half. As for the area of improving investigative skills, many found its assessment difficult and confusing because of the lack of its systemic definition and categorization. Based on the findings of this study, I would like to recommend the application and a wider dissemination of the small-scale chemistry lab program into the elementary school science curriculum.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.859-877
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• 2017

The purpose of this study is to probe secondary science teachers' perception on scientific models and modeling. A total of 50 experienced science teachers were surveyed with 10 open-ended questions about several aspects of models and modeling: definition, examples, purpose, multiplicity, changeability, design/construction, evaluation and beliefs in the use of models and modeling as a teaching tool. The analysis of the data shows the following results: 1) understanding of models and modeling held by a majority of experienced secondary science teachers was far from that of experts as they concentrated on a model's superficial, representative, and visual functions, 2) when it comes to their view toward the use of a model, a model does not remain in the stage of 'doing science' but in the stage of being a subsidiary teaching tool for the teacher's explaining and the students' understanding of scientific concepts, 3) the subjects they majored in made meaningful differences in their contextual understanding of models and modeling, 4) though most of the teachers acknowledged the importance of teaching about models and modeling, even a lot of them showed a negative position toward the opinion that they are willing to apply modeling to their classes. Implications of the results were discussed in terms of intervention in order to enhance secondary science teachers' understanding and pedagogical content knowledge of models and modeling.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.405-421
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• 2016

The purpose of this study was to investigate students' perception of Advanced Placement Program. Participations of this study were 1144 students from 14 science high schools. The results showed as follows. First, students perceived positively regarding AP program and were willing to take AP courses because of interesting and challenging in academic area which is provided by AP courses. Secondly, many students would like to take AP courses in Differential and Integral Calculus 1, General Physics I, General Chemistry I and General Biology. Also, they would like to take AP courses in first term as a mandatory subjects. Third, responses perceived that AP courses were challenging, difficult, and of high quality. Finally, students perceived the benefit of AP courses in earing college credit. However, 35% of responses wished to receive an exemption for all AP courses. Also, they wished to have dual-major or participate in students exchange program as a benefit of AP program. Implications of the study were discussed in depth based on the results.

• Journal of Science Education
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• v.36 no.1
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• pp.120-129
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• 2012

The purpose of this study is to provide informations for developing next elementary school science textbooks and educational implications for a spot of science class through analyzing patterns of questions in the elementary school science textbooks under the 2007 revised curriculum. To get a meaningful results, the 2,446 questions extracted by operation definition from 3~6 grade science text books were analyzed by modified analysis frame work based on Blosser's classified system. The findings of this study were as follows: First, among 2,446 questions, the propositional pattern element had the highest rate, 49.2%, the appreciable pattern element had the lowest rate, 1.4%, of all pattern elements. Second, from the results of comparing patterns of questions in each grade's science textbook, as the grade went higher, the rate of the applicable and the divergent pattern element tended to increase, and that of the other elements tended to decrease. Third, as the results of comparing patterns of questions of 4 each field in elementary science textbooks, the energy field questions were the largest in number, followed by the substance field. The rate of the propositional pattern element was the highest of all question elements in common in each field. In the reproductive and the propositional pattern element, the energy and the substance field had a little higher rate than the other fields. On the other hand, in the applicable and the divergent pattern element, the earth and the life field had a little higher rate than the other fields.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.411-421
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• 2002

This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solve Listener) and SL group (Solver Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver's understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener's questions or pointing out. These verbal interactions seemed to have a positive effect on students' deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener's agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

• Proceedings of the Korea Air Pollution Research Association Conference
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• 1998.10a
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• pp.83-92
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• 1998

오존 경보제와 예보제의 실시가 오존 오염에 관한 일반인의 관심을 증폭시키는 중요한 계기가 되었음에도 우리 연구계와 정책 당국의 대응은 이에 훨씬 못미치고 있다. 1990년 이래 학회지 관련 논문 편수는 연간 1∼3편에 그치고 있고, 다른 이차오염 현상과 달리 정책 당국은 여전히 지원을 고려하지 않고 있다. 오존 연구가 뿌리를 내리지 못한 가운데 강행된 경보제와 예보제의 와중에 책임을 떠맡은 지방자치단체는 조급하게 노련한 예보 모델을 찾고 있고 충분한 검토도 없이 외국의 사례에서 대책을 구하고 있다. 논란이 되고 있는 오존 예보의 부정확성은 모델 선택의 문제가 아니라 모델 이용이 잘못된 때문이다. 현재 오존 대책의 일환으로 검토되고 있는 차량 부제 실시와 같은 단기 대책은 역효과를 낼 수 있다는 연구결과도 있다. 선진국의 오존 연구는 도시 규모에서 지역 규모로 확대되고 있고, 구츰 등 액상반응의 효과 규명과 1 kin 이하 미세 변화 모델링이 시도되고 있고, 지구 단위 대류권 실험의 일환으로 태평양 상공의 오존과 오존 전구물질의 대기화학이 조사되고 있다. 우리는 우선 우리의 오존 문제를 정확히 이해하도록 노력하여야 한다 합리적 계획 아래 체계적으로 접근하여 갈 때 당장은 아니지만 우리의 오존에 대한 이해가 깊어갈수록 예보의 정확성은 향상될 수 있다. 많은 비용과 노력이 필요한 오존 대책의 시행은 충분히 신중하여야 한다. 서울과 같은 대도시라면 적합한 수치모델을 구비하여 효과를 점검할 수 있어야 한다. 일부에서는 예보의 정확성을 높일 수 있는 방안의 하나로 수치모델 이용을 거론하고 있으나 수치모델은 매일의 예보와 같이 일상적 목적을 위하여 사용될 수 있는 모델이 아니며, 현재와 같이 기초가 갖추어져 있지 않은 상황에서는 더욱 그러하다. 정상적 모델 이용이 가능할 수 있도록 배출원 자료 체계를 갖추어야 하고, 서을 등 특징적 지역에 대하여서는 집중적 현장 조사를 실시하여야 한다.3)와 NAS(National Academy of Sciences, 1983), 미국에서 발행되는 정부 지침서 (Federal Register)에 고시된 내용 등을 토대로 하였다. 연구는 당면현실로 다가온 정보화 및 세계화의 기업환경에서 예견되는 몰입(committment)의 약화에 대한 치유방안으로서, 정보화된 경영모의게임의 기업 교육훈련 시스템(Business Training System)으로의 발전 가능성을 제시한다 하겠다.암시하며, 따라서 우리 교육문화에 맞는 재택수업 형태의 개발이 시급함을 제시한다고 하겠다.column density of HCaN is (1-3):n1014cm-2. Column density at distant position from MD5 is larger than that in the (:entral region. We have deduced that this hot-core has a mass of 10sR1 which i:s about an order of magnitude larger those obtained by previous studies.previous studies.업순서들의 상관관계를 고려하여 보다 개선된 해를 구하기 위한 연구가 요구된다. 또한, 준비작업비용을 발생시키는 작업장의 작업순서결정에 대해서도 연구를 행하여, 보완작업비용과 준비비용을 고려한 GMMAL 작업순서문제를 해결하기 위한 연구가 수행되어야 할 것이다.로 이루어 져야 할 것이다.태를 보다 효율적으로 증진시킬 수 있는 대안이 마련되어져야 한다고 사료된다.$\ulcorner$순응$\lrcorner$의 범위를 벗어나지 않는다. 그렇기 때문에도 $\ulcorner$순응$\lrcorner$과 $\ulcorner$표현$\lrcorner$의 성격과 형태를 외형상으로 더욱이 공간

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.771-776
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• 2005

The purpose of this study is to survey the status of the 7th elective-centered curriculum and find problems in operating the system. 485 students in the tenth and eleventh grade were randomly selected as subjects. The results are as follows. (1) Among the students, 29% of them selected their science subject without considering their future jobs, 48% did it without enough overview of the system, and 25% did without clearly understanding the details the choice centered curriculum. (2) Among the students who participated in the survey, 65% of them showed positive responses concerning the needs of individual choice centered curriculum and 96% said it increased their participation in class. However, only 39% believed that operating this type of curriculum is realistically possible. (3) 89% of students selected their science subjects accordingly with the college preparatory courses and 14% selected based on their hopes. (4) The percentage of science subjects chosen are 40% for chemistry, 25% for biology, 22% for Physics, and 13% for earth science, but 74% of students wanted to change their choices. These results showed that students recognized the object of the 7th curriculum, but selected science subjects as a means of getting into college entrances, rather than carefully considering their future and aptitude.

• Journal of Korean Society of Archives and Records Management
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• v.11 no.1
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• pp.139-159
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• 2011

This study investigated the perceived significance of laboratory(lab) notebooks and the creation and maintenance of them from the perspectives of graduate students and professors in science fields. Semi-structured interviews of three professors and four graduate students were conducted. The interviewees were from three university laboratories of physics, chemistry and biological science. While professors perceived administrative continuity to be a reason for creating lab notebooks, students valued lab notebooks as a memory, and emphasized learning professional knowledge and skills through the recordkeeping practice. Students understood the ownership of lab notebooks and professors wanted to keep lab notebooks until they retire. Interviewees focused more on the content of lab notebooks rather than the form and the structure. They were also not willing to adopt an electronic lab notebook system. Students learned how to create lab notebooks through a course, their current or former academic advisors, seniors in the lab or well-written sample lab notebooks. In particular, students have learned how to create lab notebooks within their laboratories, which are considered to be communities of practice. In this sense, professors responsible for managing laboratories play an important part in teaching students the recordkeeping practice. University archives should also be more concerned with managing and preserving lab notebooks created from their universities.

• Analytical Science and Technology
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• v.28 no.4
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• pp.288-298
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• 2015

A distribution study of glitter was conducted from a local university building. The potential recipient surfaces chosen were the 1,000 chairs kept in 16 separate classrooms of the building. The surface of chairs contacting with buttocks and back of users were tape lifted with commercial adhesive tapes, and the surface of adhesive tapes were examined with a stereomicroscope to locate the glitters. 12 glitter particles were found from 11 chairs kept in 16 classrooms of a building. This result indicates that the possibility of glitter finding from Korean violent crime scene is high. The 12 glitters found from the chairs were analyzed with a stereomicroscope and an FTIR spectrophotometer to find the matching glitter. The stereomicroscope was used for the observation of the shapes, dimensions, colors and holograms of each glitter, and the FTIR spectrophotometer was used for the analysis of the chemical composition of the coating material of each glitter. The examination results revealed that 8 glitters out of 12 glitters were not sharing the common origin each other. Also, two glitters found from two separate classroom chairs share common microscopic and FTIR spectroscopic characteristics which indicating two glitters share common origin. The record of the students who had used the classrooms was traced and the authors could find that the classrooms where the same glitters were found were shared by a group of students who listen to the same class. This result implies that the path of the involved people should be considered while assessing the value of trace evidence.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1347-1355
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• 2018

This study aimed at investigating the physics curriculum implemented in science core schools. Thus, the researchers analyzed the science curriculum articulated in the annual reports of science core schools and interviewed some teachers in the schools to identify the features of the physics curriculum. The research findings were as follows: First, with respect to the teaching units by subjects, general science had the largest proportion, as much as 6.7 hours in average, and physics I and II were 4.2 and 4.4 hours, respectively, which were similar to other subjects such as chemistry, life science, and earth science. Second, most of schools opened the courses of physics I and II with two hours for two semesters. Fourteen schools taught physics I as an intensive unit whereas nine schools taught physics II intensively. In the case of specialized subjects, the most frequent one was independent research, and advanced physics was taught in 7 schools whereas physics experiments were done in 34 schools. Based on the findings, this study gives some implications about how to organize the physics curriculum in science core schools according to the 2015 revised science curriculum.