• Journal of Science Education
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• v.45 no.1
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• pp.42-54
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• 2021

In this study, we examine how scientific background is developed in order to raise the systematic strategy of scientific literate person's training, and provide the necessary foundation for the structure of future scientific literate person's training programs. For this purpose, we analyzed newspaper articles at the expert workshop of science education, discussed the true nature of scientific literate person, and derived the mechanism of manifesting scientific background. The derived mechanism was ranked in the order of understanding, empathy, execution, and sympathy. Using the presented stages and the parameters of stage transition, it is possible to construct an educational program and train the actual scientific literate person through science education when it is applied to school sites.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.553-568
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• 2013

Although many researchers and science educators agree that understanding of the nature of science is essential in order for students to be a scientific literate person, it is not easy to compromise exactly what kind of understanding of the nature of science is required to achieve this goal (Smith & Scharmann, 1999). This study discusses a theoretical background about the nature of science (NOS) including some consensus views of the NOS that several important U.S. educational reform documents and science researchers have presented over the past several decades. Finally, this study proposes an inclusive framework of the nature of science based on the four categories of scientific literacy, which are (1) science as a body of knowledge, (2) science as a way of investigating, (3) science as a way of thinking, and (4) the interaction of science, technology, and society. Each category of the framework includes several statements about the nature of science to describe each theme of the NOS. This framework is comprehensive and inclusive because it is suggested by examining several major U.S. national-level documents and in the publications of science education researchers presented about the nature of science. Significantly, many of the key ideas were added into category (4) and category (3), which indicates that the current literature stresses the relationship among science, technology, and society as well as the work of scientists.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.207-216
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• 2014

Understanding the nature of science (NOS) has been a major component of scientific literacy and an important learning goal in science education (American Association for the Advancement of Science, 1990, 1993; Millar & Osborne, 1998; National Research Council, 1996, 2013). To achieve this goal, it is necessary to include appropriate views of the nature of science in science curriculum such as a textbook. The aim of this study was to conduct a content analysis of the elementary science textbooks to examine the presentation of the nature of science (NOS) using the four themes of scientific literacy, which are (1) nature of scientific knowledge, (2) nature of scientific inquiry, (3) nature of scientific thinking, and (4) nature of interactions among science, technology, and society (STS). Findings show while $3^{rd}$ and $4^{th}$ grade levels of science textbooks heavily emphasize on the Theme I, nature of scientific knowledge and the Theme II, the nature of scientific inquiry, the upper grade levels such as $5^{th}$ and $6^{th}$ grades of science textbooks are well balanced with the four themes of the nature of science. In addition, most of elementary science textbooks little focus on the Theme IV, nature of interactions among science, technology, and society (STS) among the four themes of the nature of science. It might be a shortcoming because the understanding the nature of interacions among science, technology and society (STS) is one of the key components in order for students to be a scientific literate person.

• Journal of Forest and Environmental Science
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• v.31 no.1
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• pp.24-37
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• 2015

Non-timber forest products are important component of subsistence and livelihood of tribal communities living in and near forests. This is of particular significance in the state of Arunachal Pradesh having more than 80% of geographical area under forest cover and predominantly inhabited by tribal people. Purpose of this study was to document the status and utilization pattern and to assess the economic value of NTFPs of the state. Present study was carried out in eight districts of Arunachal Pradesh viz., Changlang, East Kameng, Lower Subansiri, Tawang, Tirap, Upper Siang, West Kameng and West Siang covering 34 villages and 350 households. Altogether, 135 plant based and 36 animal based non-timber forest products were recorded. Among plant based NTFPs, 54 species were collected for leaves, 30 for stem and 22 for fruits. Most of the animal based NTFPs (93%) were collected/hunted for food. Average 20~40 kg of NTFPs was collected annually per household. Maximum plant based NTFP collection was recorded from West Siang followed by West Kameng and Tawang. Similarly, highest collection of animal based NTFPs was recorded from West Siang followed by Tirap and Lower Subansiri. NTFP contributed more than 50% of annual income of the people of East Kameng, Tirap, Lower Subansiri and Upper Siang districts. An illiterate and unemployed person with minimum agricultural land was more dependent on forests for his livelihood than a literate jobholder. The study concludes that a large section of people of Arunachal Pradesh are dependent on NTFPs for their livelihood however due to its unscientific harvesting, the availability of NTFPs is receding with time. There is an urgent need to promote cultivation and scientific harvesting of NTFPs in order to conserve the plant and animal diversity of this global biodiversity hotspot and for ensuring livelihood security of the people living in this area.