• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.35-45
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• 2009

We analyzed $3^{rd}$ graders' images of scientists and science learning students. We chose $3^{rd}$ graders because this is the time when children first encounter formal science learning opportunities. Draw-A-Scientist-Test (DAST) and the revised Draw-A-Scientist-Test Checklist (DAST-C) were used to analyze students' images of scientists, whereas Drawing-A-Science-Learner- and a checklist were used to analyze students' images of science learning students. We found that $3^{rd}$ graders showed common features of scientists who wore laboratory coats but not wearing glasses, goggles or masks and smiling. While most boys drew a male scientist, about a half of girls drew female scientists. Old and weird looking images of scientists that were typically known in other literatures were not found in this study. Science learning students were not wearing lab coasts, glasses, goggles, nor masks. Most of those students were conducting chemistry related experiments, which seemed to be influenced by the $3^{rd}$ grade's science curriculum. We also found relationships among components of images of scientists and science learning students. Although $3^{rd}$ graders' images of scientists and science learning students showed common features, this typical image was not the same as the previous studies have reported. This implies that the images of scientists and science learning students have not yet fixed by $3^{rd}$ grade. Thus, this seems to be a critical time when children start developing images of scientists. Children's direct experiences in the science classroom along with environmental factors such as media exposures can influence their formation of images of scientists and science learning students.

• 한국과학교육학회지
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• 제22권1호
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• pp.22-31
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• 2002

본 연구에서는 고등학교 l학년 학생들을 대상으로 하여 과학자 읽기 자료를 도입한 수업이 과학자에 대한 이미지 및 학생들의 과학에 대한 태도에 미치는 영향을 알아보았다. 과학자 이미지를 대표하는 성별에서는 여성 과학자 읽기 자료를 도입한 실험반에서 여성 과학자를 그린 학생들의 수가 유의미하게 증가하였는데, 그 정도는 여학생에게서 특히 크게 나타났다. 또한 과학에 대한 태도에서는 전체적으로 유의미하게 긍정적으로 변하였으며, 실험반과 통제반을 비교한 결과 여성 과학자 읽기 자료를 도입한 실험반의 경우 더 효과가 있었으며, 특히 과학 관련 직업 선호에 효과가 있었다.

• 한국과학교육학회지
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• 제13권1호
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• pp.48-55
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• 1993

In this study, kindergarten teachers' and secondary science teachers', total number of 117 in Taegu, images of scientists and their respected scientists were explored through the Draw-A-Scientists-Test and Network Analysis methods. Main results of the study can be summarized as follows: 1) Teachers, in general, showed some stereotyped images of scientists. But kindergarten teachers have more stereotyped ones than secondary science teachers do. 2) Teachers tended to respect some scientists through those scientists' personal characteristics, especially affective ones. But while kindergarten teachers seemed to consider scientists' contributions to society and their affective characteristis more important, secondary science teacher tendeded to consider scientists' contributions to science and their cognitive characteristics.

• 한국과학교육학회지
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• 제28권5호
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• pp.453-463
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• 2008

이 연구에서는 Draw-An-Environmental-Scientist-Test(DAEST)를 이용하여 학생들의 환경과학자와 환경과학자가 하는 일에 대한 인식과, 환경과학자 그림을 그리는데 영향을 미친 요인을 조사했다. 서울시 소재 일반계 고등학교 3개교에서 1학년과 2학년 학생 413명을 대상으로 DAEST를 실시했다. 연구 결과, 학생들의 환경과학자에 대한 이미지는 과학자의 정형적인 이미지와는 다르게 나타났다. 학생들의 그림에는 환경과학자의 나이와 성의 특징이 뚜렷하게 나타나지 않았다. 또한, 대부분의 학생들은 환경과학자를 야외에서 실험기구와 노트북 컴퓨터 등을 이용하여 환경오염과 관련된 데이터 수집을 하는 사람으로 인식했다. 한편, 학생들은 환경과학자에 대한 그림을 그리는데 영향을 준 요인으로 대중매체, 학교교육, 인터넷 등을 제시했다. 환경과학자와 환경과학자가 하는 일에 대한 인식 및 인식에 영향을 미친 요인은 학생들의 학년과 성에 따라 다르게 나타났다. 이에 대한 교육적 함의를 논의했다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권1호
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• pp.1-8
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• 2005

This study was designed to compare the understanding of ordinary elementary school students and scientifically gifted students about scientists. 473 fourth, fifth, and sixth graders in ordinary elementary schools and 40 students attending scientific educational institutions for the gifted were studied with the help of questionnaires and interviews. The survey showed that there were no significant differences between the two subject groups in relation to the external images of scientists. The subjects turned out to have low fixed external images. The scientifically gifted students had a better understanding of the internal images of scientists than ordinary elementary school students. Both the subject groups fumed out to be influenced by the press media and off-campus education, thinking that scientists served as inventors producing something useful in daily lift rather than as researchers studying natural phenomena or laws. It was found out that both groups admired Edison. The ordinary students respected Einstein and Jang Yeong-Sil whereas the scientifically gifted students respected Curie, Jug Yeong-Sil, and Nobel. The subjects admired them because of their achievements instead of their backgrounds or individual characteristics.

• 기술혁신연구
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• 제13권1호
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• pp.169-191
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• 2005

By analyzing a national survey of public understanding of science and technology, this paper attempts to examine public perceptions of scientists and engineers in Korea. A special attention is given to the gap in the view of scientists and engineers across generation, gender, and class fields (or major fields). This paper shows that generation has the strongest effect on public perceptions of scientists and engineers among all the socio-demographic factors examined in this study. Those over 50 are more likely to have the conventional idealized images of scientists and the stereotypical negative images of scientists simultaneously, while the 20s are less likely to accept the idealized image of scientists. The survey result thus may suggest that the younger generation began to depart from a patriotic and moral description of scientists and engineers-for the younger generation, science and engineering is losing moral respect but becomes perceived as an ordinary occupation. Contrary to the popular belief, however, gender has little effect on public perceptions of scientists and engineers. This finding questions the assertion that female students possess more negative attitudes toward scientists and engineers than male students, and thus are reluctant to develop careers related to science and engineering. By uncovering that class fields (or major areas) have no effect on the image of scientists, this study also call into question the assertion in the science wars that the inadequate appreciation of science particularly among those who do not major in science and engineering is responsible for inadequate support for science and technology.

• 정보과학회지
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• 제31권6호
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• pp.34-38
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• 2013

• 한국멀티미디어학회논문지
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• 제18권5호
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• pp.671-681
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• 2015

This paper presents an extended scientific visualization for the public over the scientific visualization targeting for scientists. Our scientific visualization pursues both transmission of scientific information and good-looking visuals. First of all, we examine a tendency to produce scientific images that make the public understand science, even though they are not professional scientists. As a result, we can find several cases that actively generate scientific visualizations for the public. Among them, several research institutes possess own production studio. As the production of scientific images is a convergence field combined of art and science, cooperation between artists and scientists is necessary. Therefore, in-depth communication between them is essential at the planning stage. Moreover, continuous feedbacks between two groups in the production stage, the next stage of the planning, make the scientific visualization to perfection. In this paper, we present 2 modeling methods that are easily encountered during producing scientific visualizations and shading and rendering methods for generating photorealistic images. The concept of an extended scientific visualization that we present shows a new vision of the scientific visualization field.

• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.1-8
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• 2008

The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

• 한국정보과학회:학술대회논문집
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• 한국정보과학회 2007년도 가을 학술발표논문집 Vol.34 No.2 (A)
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• pp.215-216
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• 2007