• STI Policy Review
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• v.8 no.2
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• pp.23-48
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• 2017

This article advocates for a Mode 3 science policy. Compared to the university research-based Mode 1 knowledge production system and the knowledge application-centric Mode 2 innovation system, Mode 3 can be defined as a system that integrates both Mode 1 and Mode 2-type knowledge production models. In this article, based on the major characteristics of the Mode 3 scientific knowledge production system, I agree with the advocates of Mode 3 that constructing a knowledge society requires an inclusive form of knowledge production and innovation system through the democratization of knowledge production as well as the promotion of social values. Moreover, the mechanisms for creating accountable innovation in the Mode 3 system should be given more attention from the science research and policy communities to make public policy for scientific and technological innovation more reflective of social changes. Similar to the ways that the Mode 1 and Mode 2 scientific knowledge production approaches have influenced the development of science policy models, the Mode 3 scientific knowledge production approach, or Mode 3 science, also has the potential to shape a new science policy model. I will refer to this as Mode 3 science policy. In an effort to conceptualize the democracy- and society-centric Mode 3 science policy model, I will articulate science policy strategies in four science policy domains in South Korea from the context of the Mode 3 science approach. These include (1) evaluation of publicly-funded research activities, (2) valorization of scientific knowledge (that is, enhancement of the value of scientific knowledge through governmental action), (3) development of a science policy decision-making support system, and (4) anticipatory foresight of science, technology and society. When adopting and implementing a Mode 3 science framework, one progressive change is to increase socially desirable innovation such as responsible innovation.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.51-57
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• 1991

This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instruional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows : 1. Results from analysis of the instruction in the third grade are as follows : knowledge and comprehension (A. 0) objectives are found to be pursued. about 40%. scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives. about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued. about 31%, scientific inquiry process (B. 0-E. 0) objectives. about 38%, application of scientific knowledge and methods (F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows : Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives. 8%, manual skills(G. 0) objectives. 9.5%, scientific attitudes and interests (H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.

• Journal of Contemporary Eastern Asia
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• v.10 no.1
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• pp.15-23
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• 2011

This study focuses on the knowledge-transfer activities of Korean universities at the organisational level. Considering the idiosyncratic characteristics of the Korean university system, as well as those of universities in other recently developed Asian countries experienced a rapid economic catch-up, this study is more interested in the relationship between the scientific capacity of universities and their knowledge-transfer activities, and between universities' funding sources and their knowledge-transfer activities. According to the results of the study, scientific capacity in a specific discipline, such as engineering, is important for universities in both other developed countries and in Korea, while scientific capacity (regardless of the discipline) is apparently not important for Korean universities, particularly in the area of domestic publication. Furthermore, this result supports the proposition suggested that strategically chosen industrial sectors in rapid catch-up countries are closely related to the scientific capacity of universities in specific disciplines. In terms of funding sources, the amount of funding from industry is strongly related to the knowledge-transfer activities of universities, whereas the proportion of funding from industry relative to the total amount of funding is not as significantly related to knowledge-transfer activities. The failure to identify a significant relationship between central government funding and knowledge-transfer activities may be due to less strict requirements for commercialisation in central government R&D programmes. Otherwise, central government funding fails to generate meaningful knowledge-transfer activities in universities.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.267-284
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• 2018

This study analyzed the types of scientific humors made by scientifically-gifted elementary school students and their perceptions of making scientific humor. For this, 77 students from $4^{th}$ to $6^{th}$ graders of gifted science education center in Seoul National University of Education were selected. Scientific humors made by the students were analyzed according to the number and types. Their perceptions of making scientific humor were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that most of scientifically-gifted students made more than 2 scientific humors, and the number of scientific humor for each students varied from 0 to 11. The most types they made were the descriptive type and the pun using pronunciation type, but they made various types without any special type to be biased. And They made more the dialogue type than the narrative type, especially the riddle type. They used scientific knowledge that preceded the knowledge of science curriculum in their grade level over two or more years. The scientific knowledge of chemistry was used more than physics, biology, earth science and combination field. The name utilization type was more than the characteristic utilization type and the principle utilization type. Scientific humors in the everyday situation were more than humors in artificial situation. The students had various positive perceptions in making scientific humor such as increase of scientific knowledge, increase of various thinking abilities, deep understanding of science concept and principle, increase of interest and motivation about science and science learning, and increase on sense of humor. They had also some negative perceptions related to difficulties in the process of making scientific humor, lack of fun, and lack of time in the class.

• Knowledge Management Research
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• v.11 no.2
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• pp.133-152
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• 2010

This paper suggests a typology of the modes of collaboration for scientific and technological knowledge production and sharing (STKPS) based on knowledge communication types, including organizational factors, communication channel, intensity, and decision-making, that affect STKPS processes. It is mainly designed to rearrange ideas about collaboration drawn from the literature in order to develop a conceptual framework for categorizing modes of collaboration based on how communication patterns shape four modes of collaboration. In the conclusion and discussion part, practical implications, limitations of this study, and further studies are discussed. In particular, the practical implications propose communication patterns suitable for five stages of collaboration processes. As the collaboration initiation or set-up stage is critical, extensive face-to-face communication is recommended in the auditing stage. In the execution stage, media-based communication can be actively utilized, because collaborators will mostly exchange explicit codified knowledge supported by IT. The evaluation and reinforcement stages concentrate on tacit knowledge exchange and explicit knowledge evaluation, which requires intensive face-to-face communication including negotiations for evaluating collaboration outcomes and partnership.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.130-148
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• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.227-242
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• 2012

This research explores the scientific reasoning of pre-service elementary teachers in experimental design. The article focuses on pre-service teachers' responses to the questions in the worksheets which involve making their knowledge claims on extinguishing of a burning candle in a closed container, evaluating anomalous data, and designing experiment to test their ideas. Their responses are interpreted in terms of categories developed by Tytler and Peterson(2003, 2004). The interrelationship between conceptual knowledge and scientific reasoning is explored using the data. It is argued that coordination of ideas and evidence must be emphasized in the scientific investigations rather than fair test.

• Knowledge Management Research
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• v.9 no.1
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• pp.39-59
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• 2008

This paper is an empirical study to analyze the flow of knowledge in science and technology in order to predict technology innovation. Here, we use the information of scientific papers and patents to look into the characteristics of how knowledge is created in science, technology and industry. Based on the characteristics we find, we are able to understand the relationships between science and technology, and technology and industry. In this paper, we adopt multivariate analysis of variance (MANOVA) using scientific papers in SCI database and US patents filed by Korean inventors in order to analyze the patterns of knowledge flows of science and technology. Finally, we present the direction for future study by using the research results.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.