• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.620-628
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• 2021

The article is devoted to studying the development of scientific and methodological work and its impact on the quality of students' vocational training in higher pedagogical education institutions by applying information technology. The article aim is to development of the organizational methodological support and pedagogical diagnostics of the effectiveness of the project «Modelling scientific and methodological work in a higher education pedagogical institution by applying information technology » realization in the framework of increasing the level of scientific and methodological work in a higher education pedagogical institution as a factor contributing to enhancing the quality of pedagogical education. The research program of the project activity envisages stating and substantiating the problem of scientific and methodological work by applying information technology in the framework of increasing the level and quality of educational activities in a higher pedagogical education institution through the implementation of the project approach, developing a model for the system of organizational and methodological support of the project implementation as well as monitoring the process and evaluating the results of the project implementation in terms of developing teachers' scientific, methodological, information competency and enhancing students' progress in studying. The set of criteria were developed to evaluate the level of formation of scientific and methodological competency as a result of implementing the project for the development of scientific and methodological work. The scientific and methodological work by applying information technology in the academy was carried out in accordance with the following principles: systematic character, consistent diagnostics, practical focus, scientific organizational and methodological support.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.703-711
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• 2021

The article is devoted to studying the development of scientific and methodological work and its impact on the quality of students' vocational training in higher pedagogical education institutions by applying information technology. The article aim is to development of the organizational methodological support and pedagogical diagnostics of the effectiveness of the project «Modelling scientific and methodological work in a higher education pedagogical institution by applying information technology » realization in the framework of increasing the level of scientific and methodological work in a higher education pedagogical institution as a factor contributing to enhancing the quality of pedagogical education. The research program of the project activity envisages stating and substantiating the problem of scientific and methodological work by applying information technology in the framework of increasing the level and quality of educational activities in a higher pedagogical education institution through the implementation of the project approach, developing a model for the system of organizational and methodological support of the project implementation as well as monitoring the process and evaluating the results of the project implementation in terms of developing teachers' scientific, methodological, information competency and enhancing students' progress in studying. The set of criteria were developed to evaluate the level of formation of scientific and methodological competency as a result of implementing the project for the development of scientific and methodological work. The scientific and methodological work by applying information technology in the academy was carried out in accordance with the following principles: systematic character, consistent diagnostics, practical focus, scientific organizational and methodological support.

• Safety and Health at Work
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• v.4 no.4
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• pp.187-196
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• 2013

Background: Health, safety, and well-being (HSW) at work represent important values in themselves. It seems, however, that other values can contribute to HSW. This is to some extent reflected in the scientific literature in the attention paid to values like trust or justice. However, an overview of what values are important for HSW was not available. Our central research question was: what organizational values are supportive of health, safety, and well-being at work? Methods: The literature was explored via the snowball approach to identify values and value-laden factors that support HSW. Twenty-nine factors were identified as relevant, including synonyms. In the next step, these were clustered around seven core values. Finally, these core values were structured into three main clusters. Results: The first value cluster is characterized by a positive attitude toward people and their "being"; it comprises the core values of interconnectedness, participation, and trust. The second value cluster is relevant for the organizational and individual "doing", for actions planned or undertaken, and comprises justice and responsibility. The third value cluster is relevant for "becoming" and is characterized by the alignment of personal and organizational development; it comprises the values of growth and resilience. Conclusion: The three clusters of core values identified can be regarded as "basic value assumptions" that underlie both organizational culture and prevention culture. The core values identified form a natural and perhaps necessary aspect of a prevention culture, complementary to the focus on rational and informed behavior when dealing with HSW risks.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.203-215
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• 2019

The purpose of this study is to clarify the roles of laboratory work in school. Twenty-one literatures were identified about roles of laboratory work in school by applying criteria such as published in CI level journals or used as a reference over 100 times during 1960-2017. Twenty-one literatures were reviewed according to periods such as 1960-1989, 1990-2003, and 2004-2017, and identified the roles of laboratory work in school that commonly presented in more than two literature. Seven roles of laboratory work in school identified were as follows (a) learning scientific knowledge, (b) enhancing attitude toward science, (c) learning scientific inquiry methods, (d) acquiring skills to use specific laboratory instruments, (e) enhancing scientific attitude, (f) understanding the nature of science(NOS), and (g) providing opportunity to experience natural or scientific phenomena. The results of this study can be used to provide school teachers and students a clear meaning of the roles of laboratory work in school.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.477-485
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• 1996

The purpose of this study was to identify the preferable motivation types in science-learning and to find out the relationship between these types and scientific achievement of students in the secondary school. The subjects of the study were the second grade 581 students sampled by random cluster sampling method in three middle schools and three high schools. Three motivation types in science learning were analyzed, and they were named to task-orientation, ego-orientation and work-avoidance. From our results, secondary school students preferred task-orientation and work-avoidance to ego-orientation. In the case of task-orientation, high school students, especially in male group, had much preferable tendency than that of middle school students (p<0.001). It is interpreted that, as the level of scientific content of texts or the cognitive level of students were higher, a preference for the motivation type was focused to the task-orientation, especially in male group. In the case of ego-orientation, the female group showed much preferable tendency than that of male group in middle school (p<0.05). However, the female group in high school students was not different from the other groups in this motivation type. In the case of work-avoidance, there were not only a significant difference between males and females in the middle school (p<0.001), but also difference between middle and high school students in female group (p<0.05). It showed that female group had much preferable tendency than that of male group, and this tendency was decreased to the higher grade students in secondary school. From the analysis of correlation between motivation types and scientific achievement, task-orientation and work-avoidance were correlated to the scientific achievement. Its results were interpreted that the scientific achievement could be accomplished by the external motivation stimulus as well as the scientific content of texts. The task-orientation were comparatively correlated to the intelligence quality. It means that the students having high intelligence quality showed much preferable for the task-orientation.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.111-125
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• 2002

The aim of this study is to make it sure how pupils' science inquiry skills and attitude are influenced when they are taught by using the work-sheets for the differentiated learning according to their ability. In order to accomplish this aim, two classes of the fourth grade in the elementary school were distinguished into two groups: one was the experimental class and the other, the comparative class. The experimental class was given 52 hours of science lessons using the above sheets, and the comparative class, the general method of teaching. In order to compare their scientific interest and learning ability of the two groups each other, pupils were tested the standardized achievement in advance. The two groups were also given "ex post facto test" to measure the variation of their inquiry skills and attitude after the lessons. In addition, the experimental class was tested to measure their learning attitude after they are teamed the science with the sheets. The results of this study are as follows: 1. According to the percentile statistics of the science inquiry skills test between the two groups, the work-sheets for the differentiated teaming helped pupils develope their inquiry skills remarkably. 2. The work-sheets did not lead to significant difference between the learning ability of boys and girls. 3. The science lesson using the work-sheets showed positive influences in increasing pupils' scientific attitude. 4. About 77.2 percent of pupils accepted the excellent records of the evaluation in the science lesson using the sheets. It can be, therefore, concluded that the science lesson using the work-sheets for differentiated teaming is one of effective science lessons to increasing pupils' science inquiry skills, compared with the general teaching method.

• Journal of dental hygiene science
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• v.5 no.4
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• pp.155-163
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• 2005

The purpose of this exploratory study was to assess work performance of dental hygienists and identify factors influencing their work performance. A questionnaire was administered to 87 dental hygienists working dental clinics based in Ulsan during the period from June 2005 through July 2005. A total of 77 questionnaires were collected and used for analysis. SPSS 11.5 program was employed for statistical analysis. All data were expressed in terms of numbers, percentage and mean score. The results of the study are summarized as follows: 1. There was a significantly positive correlation between age and the level of work performance in the Scientific competency group and Esthetical competency group. 2. Unmarried dental hygienists demonstrated better work performance than married dental hygienists in Scientific, Esthetical and Personal competency groups, showing a statistically significant difference. 3. By education level, those with junior college degree had better work performance than those who are attending or graduated from college in the four groups. By workplace, those who were working at non-general hospitals demonstrated a higher level of performance in the three groups except the Ethical group, but the difference was not statistically significant. 4. A significantly positive relationship was observed between monthly pay and work performance in the Scientific, Personal and Esthetical competency groups. 5. A positive relationship was observed between work experience and performance in the Scientific competency group. But there was no difference between work experience and performance in the other three groups. 6. By working environment, those who were working with assistant nurses showed a higher level of performance than those working without assistant nurses in the Scientific competency group, and the difference was statistically significant.

• Journal of the Korean Society for Library and Information Science
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• v.14
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• pp.93-130
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• 1987

Scientific communication is an information exchange activity between scientists. Scientific communication is carried out in a variety of informal and formal ways. Basically, informal communication takes place by word of mouth, whereas formal communication occurs via the written word. Science is a highly interdependent activity in which each scientist builds upon the work of colleagues past and present. Consequently, science depends heavily on scientific communication. In this study, three mathematical models, namly Brillouin measure, logistic equation, and Markov chain are examined. These models provide one with a means of describing and predicting the behavior of scientific communication process. These mathematical models can be applied to construct quality filtering algorithms for subject literature which identify synthesized elements (authors, papers, and journals). Each suggests a different type of application. Quality filtering for authors can be useful to funding agencies in terms of identifying individuals doing the best work in a given area or subarea. Quality filtering with respect to papers can be useful in constructing information retrieval and dissemination systems for the community of scientists interested m the field. The quality filtering of journals can be a basis for the establishment of small quality libraries based on local interests in a variety of situations, ranging from the collection of an individual scientist or physician to research centers to developing countries. The objective of this study is to establish the theoretical framework for informetrics which is defined as the quantitative analysis of scientific communication, by investigating mathematical models of scientific communication.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.91-111
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• 2015

The purpose of this study was to examine the effects of the field-work of growing rice on young children's scientific process skills. The participants were 10 three-year-old children in Y preschool in Osan. Teacher's participant observations, interviews with children, and children's observation journals were analyzed according to scientific process skills. This study showed that the experience of growing rice was effective in increasing children's scientific process skills. Children showed higher prediction, observation, classification, measurement, and communication ability as the activity session passed. This study can be used for the teaching methods of promoting children's scientific thinking and attitude.

• 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.