• Korean Journal of Child Studies
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• v.31 no.5
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• pp.167-191
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• 2010

The purpose of this study is to examine how science activities using nonfiction literature affectspreschool children's scientific process skills, attitudes and concepts. For the purposes of this study, two classes, consisting of four and five-year-old children in a kindergarten located in D city were selected. One class was designated as the experimental group and the other as the control group. The experimental group performed science activities using nonfiction literature, while the control group did not. Thisexperimental study was conducted over the course of 8 weeks. Analysis of data was performed by ANCOVA. The results of the posttest indicated that the experimental group which performed science activities using nonfiction literature showed an improvement in their process skills, scientific attitudes and scientific concepts compared with the control group.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.27-41
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• 2010

Scientific texts are some of major sources for scientific understanding. Therefore, reading scientific texts should be considered as an important learning activity. However, there is little research about reading scientific text in Korea. In this study, as a starting point for research about reading scientific text, lists of scientific text constituents and scientific text functions are suggested based on a comprehensive literature review. The study also reviewed how scientific text structure, familarity of scientific text and analogy involved in scientific text can affect students' scientific understanding through reading scientific text. Finally, further study plans, such as analysis of actual science textbooks using the lists suggested in this study as well as the investigation of actual students' thinking processes when reading scientific text, were described.

• Bioinformatics and Biosystems
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• v.2 no.1
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• pp.33-36
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• 2007

Scientific literature is the most reliable and comprehensive source of knowledge for scientific and biomedical information. Citation information in the literature is also reliable source for linking between literatures. We proposed CiNet, a graphic user interface based tool that extracts the trend of the research using citation information. We can navigate related literatures and extract keywords from the linked literature using this tool. These extracted keywords will be helpful to researchers who want to survey the information.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.200-209
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• 1996

Recent literature in science education has emphasized nature of science in science teaching. The theme has been considered to be an important element for scientific literacy.The purpose of this study was to identify Korean science teachers' points of view on topics related to nature of science, such as definition of science, characteristics of scientific hypotheses, scientific theories and scientific laws, and their construction, scientists, and scientific methods. The relevant 13 items were selected from Views on Science-Technology-Society (VOSTS) by the authors for this study. Most teachers perceived science as an exploratory process or problem solving. Some perceived science as an application of knowledge to make this world a better place to live in. Teachers viewed scientific activities as scholastic and individualistic instead of pragmatic or collective. They did not hold clear understandings of the idea that scientific knowledge is subject to change. As identified in previous studies, teachers thought that scientific ideas develop from hypothesis to theories, and finally to scientific laws. They did not show sound understanding of inventiveness of scientific hypotheses and theories, nor discovery of scientific laws. In summary, teachers' major points of view reflected 'realism'. It suggested that they needed to understand nature of science in the ways which it has been described in recent literature of science education, in order to teach science with personal and social contexts.

• The KIPS Transactions:PartD
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• v.19D no.1
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• pp.15-20
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• 2012

In this paper, to solve a vested interests of old papers in scientific literature ranking, we propose novel method that considers not only the current citations from other published papers but also the latent citations of papers to be published in the future. Furthermore, the method also considers the relevance of contents in the citing and cited papers. Finally, we verify the superiority of our proposed method through extensive experiments.

• Journal of English Language & Literature
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• v.58 no.2
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• pp.305-325
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• 2012

It is by the mad scientists that the ontological and epistemological turn was made in that scientific era. They achieved a scientific revolution although they were regarded as eccentric, comic, unsound, and evil ones in the dark and dismal labs. Likewise, a scientist who would like to create an anomaly, something novel and abnormal, tended to be considered mad and treated as such either because of his scientific theory which differed from those of other scientists or because his obstinate methodology was often blamed for its immorality and profaneness. Despite the fanciful purpose and the anomalous way in which the mad scientists did their experiments, these were attempts to explore new scientific terrain and find something new or unexpected, which often raised controversies between the old paradigm and the new one. As Thomas Kuhn manifests, subsequently, "an older paradigm is replaced in whole or in part by an incompatible new one" and then, "there must be a conflict between the paradigm that discloses anomaly and the one that later renders the anomaly lawlike." In that sense, Frankenstein's, Jekyll's, and Moreau's eerie challenges can be interpreted as efforts to achieve the ambitious goal of solving the scientific mysteries of the world in such unfavorable environmental conditions as specified in the three novels.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.395-402
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• 2015

This study assumes that recognition about scientific creativity may differ according to teacher, students and parents, and that this difference can affect the actual teaching, encouragement, and development of scientific creativity. Based on teacher's free responses and literature reviews about features of scientific creativity, we extracted 16 items describing contrary views about scientific creativity. Using these 16 items, we obtain responses from 652 students, teachers, soon-to-be-teachers (college of education students) and parents about whether they agree with each item or not. Results show that 1/4 of the participants agreed with the views contrary to the views accepted in literature. And we found out which views contrary to the accepted views in literature were agreed upon by participants, and that which items divided the groups for having contrary views. From these results, we discuss the possible effects of participants' recognition on teaching, encouragement and development of scientific creativity, and suggest so further studies.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.12
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• pp.1133-1147
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• 2020

The purpose of this study is to analyze the level of science and technology development and digital readiness of scientific research institutes based on the author's assessment methodology (a set of evaluations and multifactorial indicators). Keeping with the previous literature, the research is caused by the novelty of the problem, which suggests dividing the literature review into two main research groups: theoretical background, which concentrates on the digital readiness definition, and the impact of digital readiness on science. Moreover, the scientific significance lies in the fact that proposed ideas in the research, developed theoretical and methodological provisions can significantly enrich theories related to the identification of the digital readiness of science and its consumers. Further, the research is devoted to the development of assessment methods of digital changes and analysis of the level of development of digital readiness of scientific research institutes, which is based on the author's assessment methodology (a set of evaluations and multifactorial indicators). The methodology provides an opportunity to build ratings of the digital readiness of scientific-research institutes to the formation and development of a digital economy. Obtained results show that the priority task in the current and the future period is to increase the authority and recognition of scientific organizations, the quality of scientific research, and the formation of demand for scientific products.

• Honam Mathematical Journal
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• v.45 no.4
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• pp.682-688
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• 2023

The main object of this paper is to establish twenty definite integrals involving Struve functions and modified Srtuve functions associated with hypergeometric functions, which are presumably new and not present in the scientific literature.