• 아동학회지
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• 제28권1호
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• pp.55-69
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• 2007

This research examined age differences in the way 3-, 4-, 5-year-old children solve scientific problems involving magnetic and nonmagnetic objects. Their scientific process skills and scientific concepts were examined in 1) hypothesis setting, 2) hypothesis verification and 3) hypothesis application. Data was analyzed by one-way and two-way ANOVA and Scheffe. Children's scientific process skill presented differences by age in each phase of problem solving. That is, the scientific concept level demonstrated by 4-year-olds was higher than that of the 3-year-olds. That of the 5-year-olds was higher than the 4-year-olds. In addition, in all age groups, the children showed a higher level of understanding about magnetic and non-magnetic objects in the hypothesis application phase than in the hypothesis setting phase.

• Journal of Information Processing Systems
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• 제7권4호
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• pp.581-594
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• 2011

Due to the recent advancement of networking and high-performance computing technologies, scientists can easily access large-scale data captured by scientific measurement devices through a network, and use huge computational power harnessed on the Internet for their analyses of scientific data. However, visualization technology, which plays a role of great importance for scientists to intuitively understand the analysis results of such scientific data, is not fully utilized so that it can seamlessly benefit from recent high-performance and networking technologies. One of such visualization technologies is SAGE (Scalable Adaptive Graphics Environment), which allows people to build an arbitrarily sized tiled display wall and is expected to be applied to scientific research. In this paper, we present a multi-application controller for SAGE, which we have developed, in the hope that it will help scientists efficiently perform scientific research requiring high-performance computing and visualization. The evaluation in this paper indicates that the efficiency of completing a comparison task among multiple data is increased by our system.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.208-218
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• 2017

This study was to investigate factors and disclose causal model of the scientific literacy competency about the motivation for science and the scientific literacy competency. The 3 grade university students and the 1 grade university students as pre-service elementary teachers were participated to questionnaire investigation. The data were analyzed by the factor analysis method and the structural equation model method, and the following results were obtained. First, the 3 grade university students and the 1 grade university students perceived the science interest factors and science usefulness factors as the motivation for science, and also revealed the scientific problem recognition factor and the scientific evidence use factor as the scientific literacy competency. Second, the science interest factor had a greater effect on the scientific problem recognition factor than the scientific evidence use factor in both the 3 grade and 1 grade university students. In the path from the science usefulness factor to the scientific problem recognition factor, the science usefulness factor of the 3 grade university students had a greater influence on the direct route to the scientific problem recognition factor than that of the 1 grade university students. In the path from the science usefulness factor to the scientific evidence use factor, the science usefulness factor of the 1 grade university students influenced more on the direct route to the scientific evidence use factor than that of the 3 grade university students.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.419-429
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• 2006

This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

• Journal of Information Science Theory and Practice
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• 제4권2호
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• pp.21-33
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• 2016

A sustainable development in science, innovation, and technology requires a balanced distribution of scientific wealth in sub-country regions. This paper addresses the issue of geographical distribution of scientific wealth and its goal is to offer a framework to describe and measure the share of provinces in national scientific wealth. Our proposed model divides the indicators of scientific wealth into two groups, production and the use of scientific wealth. To evaluate this model, the scientific wealth of Iran was studied using recorded data on IRANDOC databases. Rich, average, and poor provinces were identified and the results showed that 70% of the scientific wealth belongs to 20% of the provinces. The findings can facilitate planning for a sustainable science and technology policy.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.96-108
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• 2006

The purpose of this study was to investigate how prospective elementary school teachers perceived teacher's inquiryoriented teaching practice, with an emphasis on students' scientific explanations based on scientific evidence. For this study, 94 prospective elementary school teachers were participated. 14 among 94 participants had chances to intensively experience this particular teaching methods for 15 weeks. All of the 94 participants observed the intended science teaching practice for 4th graders in two different elementary schools, which utilized the science talks emphasizing students' scientific explanation activity. For quantitative data analysis, they were asked to provide their reaction to the science teaching methods after their classroom observation. For qualitative data analysis, 5 among the participants, who had relatively long term experience with this teaching practice, were chosen to interview in order to understand their individual reasons of the ways they perceived about the inquiry-oriented teaching methods boosting students' scientific explanation. The results show that the prospective elementary teachers generally thought the emphasis of students' scientific explanation based on scientific evidence could enhance young elementary students' science content understanding, stimulate their curiosity/interests, and further develop their ability to engage actively in scientific discussions. However, some prospective teachers tended to think that the science teaching. methods would not be effective in terms of managing science classes, though. This study concludes that the prospective teachers tended to hold an endemic dilemma. On the one hand, they had their clear preference to the inquiry-oriented teaching practice as the most ideal teaching methods. On the other hand, they also had their persistent hesitance in using these methods due to their fear that elementary students might not adequately grasp the important science content when engaged in scientific discourse through an inquiry-oriented class.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.375-386
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• 2019

This study explores how elementary school students construct food pyramid prediction models using scientific reasoning. Thirty small groups of sixth-grade students in the Kyoungki province (n=138) participated in this study; each small group constructed a food pyramid prediction model based on scientific reasoning, utilizing prior knowledge on topics such as biotic and abiotic factors, food chains, food webs, and food pyramid concepts. To understand the scientific reasoning applied by the students during the modeling process, three forms of qualitative data were collected and analyzed: each small group's discourse, their representation, and the researcher's field notes. Based on this data, the researcher categorized the students' model patterns into three categories and identified how the students used scientific reasoning in their model patterns. The study found that the model patterns consisted of the population number variation model, the biological and abiotic factors change model, and the equilibrium model. In the population number variation model, students used phenomenon-based reasoning and relation-based reasoning to predict variations in the number of producers and consumers. In the biotic and abiotic factors change model, students used relation-based reasoning to predict the effects on producers and consumers as well as on decomposers and abiotic factors. In the equilibrium model, students predicted that "the food pyramid would reach equilibrium," using relation-based reasoning and model-based reasoning. This study demonstrates that elementary school students can systematically elaborate on complicated ecology concepts using scientific reasoning and modeling processes.

• 한국과학교육학회지
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• 제26권5호
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• Genomics & Informatics
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• 제18권2호
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• pp.14.1-14.11
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• 2020

Phenotyping is a major issue for wheat agriculture to meet the challenges of adaptation of wheat varieties to climate change and chemical input reduction in crop. The need to improve the reuse of observations and experimental data has led to the creation of reference ontologies to standardize descriptions of phenotypes and to facilitate their comparison. The scientific literature is largely under-exploited, although extremely rich in phenotype descriptions associated with cultivars and genetic information. In this paper we propose the Wheat Trait Ontology (WTO) that is suitable for the extraction and management of scientific information from scientific papers, and its combination with data from genomic and experimental databases. We describe the principles of WTO construction and show examples of WTO use for the extraction and management of phenotype descriptions obtained from scientific documents.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.175-188
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• 2012

이 연구의 목적은 학생들의 과학적 소양 향상을 위한 과학적 논증활동이 수반된 과학 탐구학습 지도방법을 탐색하는데 있다. 연구 목적 해결을 위해, 문헌 연구를 통해 학생들의 논증활동을 평가 틀이 포함된 지도 방법을 개발하였다. 그리고 이 지도방법을 7학년 학생과 9학년 학생들에게 시범적으로 적용하고 사전, 사후 설문지를 통해 학생들의 견해에 변화가 있는지 조사하였다. 교사들에게 참여한 학생들의 과학적 논증활동에서 태도 변화가 관찰되는지와 지도방법의 적용가능성에 대해 물어보았다. 그 결과, 학생들의 태도가 통계적으로 유의미하게 변화되었으며, 교사들로부터도 학생들의 태도 변화가 관찰되었다는 의견을 얻었다. 또한 교사들은 지도방법이 학교현장에서 적용가능하다는 의견을 제시하였다. 따라서 이 방법은 학생들의 과학적 논증활동을 수반한 과학 탐구학습 지도방법으로 적용가능하다는 것이 확인되었다.