• Journal of Science Education
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• v.37 no.3
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• pp.513-524
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• 2013

The purpose of this study is to provide the proper methods of presenting question materials for generate of various question by comparing type, level, objectivity, manipulation of question in the presenting methods of question phenomena. I selected and showed actual objects, movies, and photographs as ways of presenting question materials, to each of which three question tasks were assigned. The generated questions by students were compared. The results showed that the question of conjectural, predictive, methodological, exploratory, verificational, qualitative, quantitative, simple-manipulative, pre-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of photographs and movies than in the cases of the presentation of actual objects. However, the question of post-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of actual objects than in the cases of the presentation of photographs and movies. and There were no significant differences between individual methods of question task presentation in average frequencies with respect to causal and methodological, subjective questions. Thus, we have learned from this that methods of presenting question phenomena had influence on the students' question. This suggests that we should consider forms of presentation of question materials in planning the teaching-learning of question.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.46-57
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• 2015

The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)' which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, 'thinking and feeling', 'question,' 'one's own thinking of question' which are the components of science note promote the reflective thinking of elementary school student gifted for science.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.268-280
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• 2005

Teaching with laboratory activities in school science, which are distinctive characteristic, is placed from other disciplines fur teaming almost 200 hundred years ago. A number of science educators have suggested that there are rich benefits in teaming from using laboratory activities. At these time, however, some educators have begun to seriously question the effectiveness and the role of laboratory activities. There are some causes related to obscure and vague aims of laboratory activities. The purposes of this paper is to review aims of laboratory activities presented in the literatures through historical overview, and to obtain implication for school science. There are various aims of laboratory activities by a number of researchers. Overall synthesizing, there are ffur domains of aims of science teaching through laboratory activities, (a) science knowledge has two sub-domains; scientific content knowledge and procedural knowledge, (b) nature of science, (c) science attitude has two sub-domain; scientific attitude and attitude toward science, and (d) ability of scientific inquiry has two sub-domain; manipulative skills and scientific thinking. But, it is necessary to continue the following study in order to obtain the aims of laboratory activities agreed by expert community, and setting up of lists of aims of laboratory activities for students to achieve hierarchies of school science curriculums.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.243-251
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• 2007

The purpose of this study was to investigate the effects of science toy making activities on the scientific interest and the conceptual understanding of elementary school students. In this study, science toy making activities were applied to an experimental group and traditional learning activities were applied to the control group. The science toy making activities comprised thirteen steps and were administered during class. In the scientific interest test, there was a statistically significant difference between the score of the experimental group and that of the control group. In particular, post-test scores were higher than pre-test scores in the experimental group, while they were lower than this in the control group. It appeared that students had positive thoughts about science toy making activities. These science toy making activities had positive effects on the conceptual understanding of the experimental group students. The post-test scores of the experimental group were higher than that of the control group in all domain concepts. From these results, it can be deduced that the science toy making activities were more effective than traditional teaming activities. They were an effective teaching technique which enhanced the scientific interests and the conceptual understanding of the students in question.

• Journal of The Korean Astronomical Society
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• v.29 no.spc1
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• pp.451-453
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• 1996

There is a question, 'Which is beautiful, a flower or a star?'. Its answer is different from one person .to another. It is only a matter of what one is interested in. It is very difficult for most school pupils, who will have non-scientific jobs, to understand science courses taught currently in school, because each science (physics, chemistry, biology, and earth science) is independently taught from the other sciences. Therefore, their knowledge of sciences obtained during their school period does not significantly help their understanding of global environmental problems. I am proposing that several scientific stories should be prepared to connect all the related scientific phenomena in order to give those pupils ideas in understanding global environmental problems. I believe that astronomy is able to play an important role in this context.

• Acta Via Serica
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• v.8 no.2
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• pp.53-78
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• 2023

The paper presents some new results illustrating some developments related to the concept of the Silk Road and subsequent methodological reflections. New laboratory results of scientific analyses of plants, minerals, and human remains in combination with more conventional methods of research contribute to a better understanding of the multidirectionality of exchanges in Pre- and Protohistory. Unsuspected long-distance transfers of items, especially of metals (tin) and biological materials (plants, pathogens, etc.) are discovered. Adding ancient DNA and petroglyphs to the vexed question of the Indo-European migrations across Eurasia complexifies the familiar linguistic, historical, and archaeological research landscape. Recent excavations show the impact of the adoption of artistic elements adapted from the Achaemenid arts, far in the steppe world, and up to China. Multidirectional (including North-South lanes) and multidisciplinary approaches leave space and hope for more rigorous scientific modelizations for the archaeology of Eurasia and the Silk Road.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.428-445
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• 2012

The objective of this study is developing an instrument for investigating views of the respondents on nature of science(NOS) by using experienced scientific knowledge, atomic model. It consists of total six questions and 36 detail items, and each question is reflected the aspects of different NOS which are 'recognition on the model', 'tentativeness of scientific knowledge', 'subjectivity in science', 'use of inference and imagination', 'myths of the scientific method', and 'comparison between science and art'. Particularly, 'comparison between science and art' is addressed almost for the first time in this questionnaire. In the class environment almost not to teach nature of science linking with concrete scientific knowledge, to inquire how the students recognize nature of science, relating to experienced scientific knowledge through this questionnaire will give the data of scientific knowledge based recognition on the nature of science and an important implication for nature of science teaching with concrete scientific knowledge. Developing processes have gone through four steps. In first step, we chose aspects of NOS and developed questions and details. In second step, we tested the draft into fifteen science teachers and, reflecting their opinions, corrected the form and contents of questionnaires. In third step, we tested the questionnaire included writing section for expressing thoughts of the respondents into 55 students in science high school and checked index of coincidence between Likert and open-ended responses which shows 88.2% degree of consensus. Furthermore, to identify the feature of using concrete scientific knowledge we applied this and views on science and education questionnaires together into six university students. We performed final test to 68 university students and measured Cronbach's, and ultimately completed final questionnaire in last step.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.215-228
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• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.