• 한국과학교육학회지
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• 제16권4호
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• pp.410-416
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• 1996

The purpose of this study is to determine which variable is the best predictor of students' science-related attitudes. Three influential variables were tested : students' science achievement. students' science process skills, and teachers' attitudes toward science. This study has been made on the basis of questionnaire from 205 1st graders in 5 different middle schools in Seoul. The instruments used for measuring attitudes were TOSRA and the questionnaire developed by Sung-Jae Pak(1980). The instrument used for measuring science process skills was a standardized test developed by Youne-Woo Lee(1989). The results was analyzed by multiple-regression in the statistical packages SPSS/PC+. The major findings of this study are as follows. 1. The mean score of students' science-related attitudes was 66.8, and there was no significant difference according to gender of students and teachers(p> .05). 2. The mean score of students' science process skills was 61.1, and there was no significant difference according to gender of students and teachers(p> .05). 3. Students' science process skills was the best predictor of students' science-related attitudes among three variables(R=0.3102, p< .05). 4. The subjects were divided into 2 groups by students' science achievement. In the high score group, students' science achievement was the best predictor of students' science-related attitudes (R=0.3406, p<.05). And in the low score group, none of the variables was related to students' science-related attitudes (p> .05). 5. In students who has a male science teacher, students' science process skill was the best predictor of students' science-related attitudes (R=0.3220, p<.05). And in students who has a female science teacher, students' science achievement was the best predictor of students' science-related attitudes (R=0.3480, p<.05).

• 한국문헌정보학회지
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• 제28권
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• pp.167-191
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• 1995

The school library standards. a guideline encouraging the reasonable library administration for school education that began with early quantity in 1920, has been changed as an information power in 1988 after 7th revision. The school library is highlighted as a gear of education process and the center of education change. The major summary is as follows: First. the name of librarian has been changed from teacher's librarian to school library media specialist that executes as a leader for participating in plan. performance and development of instruction. Second. the type of material has been changed from book to electronic media. Also, the number of book per capital has been increased from 6-8(1920) to 23-28(1988) Finally, the function of school library has been changed from space service into proactive service which is playing the role of the heart of school education process based on information skill.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.242-251
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• 2013

The purpose of this study was to investigate the differences of reading comprehension and science process skills between science gifted students and general students and to see the correlations between reading comprehension and science process skills of science gifted students by gender. The subjects were 57 science gifted students and 57 general students in 5th grade in U city. The results can be summarized as follows: First, the science gifted students had excellent reading comprehension skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant. Second, the science gifted students has excellent science process skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. And for boys and girls, the difference was statistically significant. Third, there was low positive correlation between the reading comprehension and science process skills of the science gifted students. By gender, boys and girls showed low positive correlation respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant.

• 한국도서관정보학회지
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• 제39권3호
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• pp.139-159
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• 2008

독서교육에 관한 최근의 연구에 의하면 독립적인 기능 중심의 교육보다는 독서전략을 중심으로 지도해야 한다는 주장이 폭넓게 수용되고 있다. 독서전략은 독자가 능숙하게 독서를 하는데 동원하거나 지도교사가 효과적인 독자가 될 수 있도록 지도하는 방법이나 의도적인 계획을 말한다. 그동안 학교도서관에서 제공하는 독서교육 프로그램은 독서촉진 혹은 행사에 치중해 왔다. 따라서 학교도서관에서 제공하는 독서교육은 독서촉진이나 행사보다는 독서전략 중심의 교육으로 전환할 필요가 있다. 이에 본 연구에서는 텍스트 종류, 텍스트의 구조, 독서의 과정, 인지전략 등 4개의 요소로 구분하여 독서교육에 필요한 독서전략을 범주화하였다.

• 치위생과학회지
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• 제6권3호
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• pp.193-199
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• 2006

본 연구는 미국과 우리나라의 치위생 교육이념을 비교 분석하였다. 미국의 치위생 프로그램은 우리나라와 구별되는 이념적 특징으로서 치위생과정에 근거한 포괄적 치위생관리 능력, 표준적 수행능력, 비판적 사고와 문제해결 능력, 자율적 의사 결정 능력의 배양을 지향하고 있다. 또한 평생교육의 참여와 자기주도 학습을 수행할 수 있는 기초능력의 배양, 대인관계 및 의사소통 기술을 증진하고자 하는 교육이념을 표방하고 있다.

• 성인간호학회지
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• 제21권1호
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• pp.117-128
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• 2009

Purpose: The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. Methods: This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. Results: The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. Conclusion: The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.

• 국제학술발표논문집
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• The 9th International Conference on Construction Engineering and Project Management
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• pp.319-327
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• 2022

Robots for construction sites, although not deeply widespread, are finding applications in the duties of project monitoring, material movement, documentation, security, and simple repetitive construction-related tasks. A significant shortcoming in the use of robots is the complexity involved in programming and re-programming an automation routine. Robotic programming is not an expected skill set of the traditional construction industry professional. Therefore, this research seeks to deliver a low-cost approach toward re-programming that does not involve a programmer's skill set. The researchers in this study examined an approach toward programming a terrestrial-based drone so that it follows a taped path. By doing so, if an alternative path is required, programmers would not be needed to re-program any part of the automated routine. Changing the path of the drone simply requires removing the tape and placing a different path - ideally simplifying the process and quickly allowing practitioners to implement a new automated routine. Python programming scripts were used with a DJI Robomaster EP Core drone, and a terrain navigation assessment was conducted. The study examined the pass/fail rates for a series of trial run over different terrains. The analysis of this data along with video recording for each trial run allowed the researchers to conclude that the accuracy of the tape follow technique was predictable on each of the terrain surfaces. The accuracy and predictability inform a non-coding construction practitioner of the optimal placement of the taped path. This paper further presents limitations and suggestions for some possible extended research options for this study.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.179-188
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• 2008

The purpose of this study is to investigate the effects of the causal thinking activity of Let's Think Through Science(LTTS) program on causal thinking and science process skills of elementary school students. Four classes of 4th graders (N=119) from a elementary school were divided into the control and the experimental groups. Causal thinking activity of LTTS program was used with the experimental group, while the normal curriculum was conducted with the control group. Both groups were given a pre-post test on causal thinking abilities and science process skills. And the experimental group was given 15- item questionnaires analyzing of perception on LTTS program. This study revealed that causal thinking activity of the LTTS program were effective on the development of students' causal thinking abilities and science process skills. ANCOVA results revealed that the scores of causal thinking abilities for the experimental group significantly higher than those of the control group. In the sub-tests of the causal thinking abilities all categories were effective. And ANCOVA results of the science process skills were also effective. Science process elements of observation, recognizing of a problem were significantly higher. And elementary students preferred to the causal thinking activity of LTTS program so that it was interesting, useful, helpful to each other in studying science.

• 한국과학교육학회지
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• 제15권2호
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• pp.173-184
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• 1995

The purpose of this study was to analyse the problems of 'Science Inquiry Experiment Contest(SIEC)' which was one of 8 programs of 'The 2nd Student Science Inquiry Olympic Meet(SSIOM)'. The results and conclusions of this study were as follows: 1. It needs to reconsider the role of practical work within science experiment because practical work skills form one of the mainstays in current science. But the assessment of students' laboratory skills in the contest was made little account of. It is necessary to remind of what it means to be 'good at science'. There are two aspects: knowing and doing. Both are important and, in certain respects, quite distinct. Doing science is more of a craft activity, relying more on craft skill and tacit knowledge than on the conscious application of explicit knowledge. Doing science is also divided into two aspects, 'process' and 'skill' by many science educators. 2. The report's and checklist's assessment items were overlapped. Therefore it was suggested that the checklist assessment items were set limit to the students' acts which can't be found in reports. It is important to identify those activities which produce a permanent assessable product, and those which do not. Skills connected with recording and reporting are likely to produce permanent evidence which can be evaluated after the experiment. Those connected with manipulative skills involving processes are more ephemeral and need to be assessed as they occur. The division of student's experimental skills will contribute to the accurate assess of student's scientific inquiry experimental ability. 3. There was a wide difference among the scores of one participant recorded by three evaluators. This means that there was no concrete discussion among the evaluators before the contest. Despite the items of the checklists were set by preparers of the contest experiments, the concrete discussions before the contest were necessary because students' experimental acts were very diverse. There is a variety of scientific skills. So it is necessary to assess the performance of individual students in a range of skills. But the most of the difficulties in the assessment of skills arise from the interaction between measurement and the use. To overcome the difficulties, not only must the mark needed for each skill be recorded, something which all examination groups obviously need, but also a description of the work that the student did when the skill was assessed must also be given, and not all groups need this. Fuller details must also be available for the purposes of moderation. This is a requirement for all students that there must be provision for samples of any end-product or other tangible form of evidence of candidates' work to be submitted for inspection. This is rather important if one is to be as fair as possible to students because, not only can this work be made available to moderators if necessary, but also it can be used to help in arriving at common standards among several evaluators, and in ensuring consistent standards from one evaluator over the assessment period. This need arises because there are problems associated with assessing different students on the same skill in different activities. 4. Most of the students' reports were assessed intuitively by the evaluators despite the assessment items were established concretely by preparers of the experiment. This result means that the evaluators were new to grasp the essence of the established assessment items of the experiment report and that the students' assessment scores were short of objectivity. Lastly, there are suggestions from the results and the conclusions. The students' experimental acts which were difficult to observe because they occur in a flash and which can be easily imitated should be excluded from the assessment items. Evaluators are likely to miss the time to observe the acts, and the students who are assessed later have more opportunity to practise the skill which is being assessed. It is necessary to be aware of these problems and try to reduce their influence or remove them. The skills and processes analysis has made a very useful checklist for scientific inquiry experiment assessment. But in itself it is of little value. It must be seen alongside the other vital attributes needed in the making of a good scientist, the affective aspects of commitment and confidence, the personal insights which come both through formal and informal learning, and the tacit knowledge that comes through experience, both structured and acquired in play. These four aspects must be continually interacting, in a flexible and individualistic way, throughout the scientific education of students. An increasing ability to be good at science, to be good at doing investigational practical work, will be gained through continually, successively, but often unpredictably, developing more experience, developing more insights, developing more skills, and producing more confidence and commitment.