• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.680-692
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• 2000

An assessment instrument dealing with secondary students' views on the nature of science was developed in this study. The features in aspects of the nature of science are generally accepted as characterizing the scientific enterprise and we have focused on are: 1) the purposes of the scientific enterprise, 2) the nature of scientific enquiry, 3) the nature and status of scientific knowledge, and 4) the nature and functioning of the scientific community. The questionnaire is made of three sections; that is, "Scientific Question", "Experiment", and "Belief". The Scientific Questions probe was designed to examine the ways in which learners mark out science as a particular domain, and particularly the types of questions that they think are open to scientific investigation. The Experiment probe was designed to throw light on the ways in which learners may think about theories and their relationship to evidence in a range of contexts. A related aim concerns the sorts of activities that learners consider to be experiments, and their reasons for this. The Belief probe was designed to see whether students are able to articulate the grounds for their acceptance of a proposition and, if they are, to explore the nature of these grounds. The reliability of the instrument developed in this study was found to be 0.86.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.21 no.2
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• pp.65-75
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• 2018

This study analyzes the characteristics of the urban landscape changes as a result of the introduction of private parks among the long-term uncollected urban planning facilities and enables the analysis of the characteristics of the urban landscape changes as a result of the introduction of private parks, and applied to the private park projects. The DSM with its building was established for the quantitative landscape analysis to examine the view ratio using the stacked visible analysis. The analysis showed that Jikdong Park had a high frequency of view from downtown to green due to its location, and that the development project of a private park on park and town boundaries significantly lowered the view ratio. This implies a large degree of damage to the landscape by development projects provided protection of the view as a natural landscape is of value. Chudong Park also saw its view ratio of views from downtown to the hills green area of Chudong Park was much lower than that of Jikdong Park. And it was confirmed that the ratio of view changes due to development projects was small compared to that of Jikdong Park. In other words, although Jikdong Park and Chu-dong Park were developed in a similar scale in terms of the ratio of views, they were subject to significant damage due to their location characteristics. It is also meaningful to note that the degree of change in the landscape resulting from development projects that could not be found in the assessment or review of the existing Landscape Impact. As private parks are introduced in the urban green belt, apartment development is being pushed for at the edge of the green belt. This study is meaningful in that it is derived based on the calculation that the survey results are derived based on the changes in the views on green areas that urban residents may experience as the private park project is carried out, and it should be introduced based on the calculation of the private parks.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.147-158
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• 2016

This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.612-621
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• 2014

The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher's main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee's group than traditional classes (p<.01). But, there was no meaningful effects on mentor's achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees' positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.428-434
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• 2013

In this commentary, I examined the implications of Existentialism for science teaching and teacher education. Existentialist thoughts and premises can be used to explore the human element in an educational system. Before emphasizing the pragmatic and technical aspects of teaching, we need to rethink why we teach and recognize our learners as unique beings in a continual process of becoming. By incorporating the existential perspective into curriculums and pedagogies of science education, we can help learners to make their existences and experiences meaningful. This paper consists of three parts. In the first part, I drew on relevant aspects of Existentialism and its implications on the views of the learner. In the second part, I examined the competency-based curriculum in light of Existentialism. Existentialism aims, in part, to develop an educated person who possesses a clear sense of personal identity, a critical attitude, and the inclination to be a life-long learner, and so on. These characteristics are consistent with the implications developed from the competency-based curriculum. In the third part, I explored pedagogical activities consistent with existentialist thinking the ultimate goal of which is to create authentic individuals who can take responsibility for being humans. In the conclusion, I discussed how existentialist ways of thinking and teaching call for the science teacher's reflective practices, where the teacher needs to integrate personal and professional knowledge as the situation demands.

• 제어로봇시스템학회:학술대회논문집
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• 1994.10a
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• pp.373-378
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• 1994

This paper is concerned with assess the possibility of robust pole assignment of proportional integral(PI) state feedback control system. First, the equivalence relations between a PI control system and an argumented control system proposed by Kawaji and Kim(1994) are extended from the new points of views of invariant closed loop poles. Second, on the relations, a remarkable result that the integral gain of PI control system is directly related to the insensitivity of system is presented. And, it is shown that the design of robust PI pole assignment is possible under the certain conditions.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.75-85
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• 1999

This paper describes some major trends in primary and secondary education now. It is a selective views of significant topics with important implication for the future. These trends are summarized as follows, after examining historical development of Teaching-learning Methodology in primary and secondary education. 1. Education is seen as part of interdisciplinary world; emphasis is on relating education to the students' world, which is not compartmentalized. 2. Emphasizing students' individual growth with their own goal of lives. 3. Open-education with variable contents and purposes of education. 4. Education for all from that for some. 5. Consructivist based from behavior based. 6. Cooperative learning, peer tutoring, group projects. 7. Authentic assessment; assessment integrated with instruction. 8. The teacher is a facilitator of learning and a learner as well; students are learners and teachers in some situations; networks emerge instead of one-way forms or communication. 9. Spiral curriculum from single exposure.

• Journal of Surface Science and Engineering
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• v.49 no.3
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• pp.238-244
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• 2016

Copper electrodeposition on AZ91 Mg alloy was studied in views of preferential deposition on ${\alpha}$- or ${\beta}$- phases and how to achieve uniform deposition over the entire surface on ${\alpha}$- and ${\beta}$-phases in a cyanide solution. The inhomogeneous microstructure of AZ91 Mg alloy, particularly ${\alpha}$- and ${\beta}$-phases, was found to result in non-uniform deposition of zincate layer, preferential deposition of zincate on ${\beta}$-phases, which leads to non-uniform growth of copper layer during the following electrodeposition process. The preferential depositions of zincate can be attributed to higher cathodic polarizations on the ${\beta}$-phases. Pin-hole defects in the copper electrodeposit were observed at the center of large size ${\beta}$-phase particles which is ascribed to gas bubbles formed at the ${\beta}$-phases. The activation of AZ91 Mg alloy in hydrofluoric acid solution was used to obtain uniform growth of zincate layer on both the ${\alpha}$- and ${\beta}$-phases. By choosing an optimum activation time, a uniform zincate layer was obtained on the AZ91 Mg alloy surface and thereby uniform growth of copper was obtained in a cyanide copper electroplating solution.

• Journal of Distribution Science
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• v.21 no.1
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• pp.23-31
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• 2023

Purpose: this study is aimed at assessing the contribution of education and innovation to the economic growth of Kazakhstan, the correlation between them is checked based on two levels on a national scale and a regional scale. Based on the literature review, it was revealed that in the vastness of the scientific community, there are many views concerning the influence of educational and innovative factors on economic growth. Research design, data and methodology: the research methodology is divided into two levels, at the first level, a correlation analysis is carried out between key factors and the economic growth of the country (GDP), at the second level, the same factors are analyzed, but the impact on the economic growth of the region (GRP) is estimated. Statistical data on educational and innovation potential is taken from the Bureau of National Statistics for the period 2003-2021. Results: in this study, it was revealed that the economic development of regions could be influenced by such indicators that cannot affect the entire state in aggregate and vice versa. In addition, the correlation analysis results showed that investments in innovations affect economic growth at the country and the regional level. Conclusions: based on the results of the assessment of educational and innovative potential, policy recommendations and further research in this area were proposed.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.450-466
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• 2009

The purpose of this study was to explore preservice elementary teachers' perceptions on models used in science and science education. Participants were sixty-one undergraduate students who were enrolled in a science education course offered at a university of education located in a mid-sized city, Korea. Data were obtained from the participants at the beginning of the course when they provided their answers to a questionnaire about models. The analysis revealed that a large number of the preservice teachers perceived models as representative of physical realities. By contrast, a relatively small number of them viewed models as representations of ideas or things like theories or hypotheses. Lots of the participants were apt to define a model from the perspective of its functions and considered the purposes of models communication, teaching, and understanding as well as visualization, simplification, and clarification. Most of the preservice teachers believed that there could be multiple models for a single target, and all of them answered that models could be changed in science. It was therefore concluded that the preservice teachers perceived properly the multiplicity and variability of models. Nevertheless, they could not elaborate how a model is used and evaluated in the process of scientific inquiry, and just a few of them mentioned the detailed nature of models. The preservice teachers possessed teacher-centered views of using models in the science classroom, and a small number of them remarked that they were going to use models for students to develop their own models and perform scientific inquiry.