• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.52-76
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• 2000

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.

• Journal of Science Education
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• v.35 no.2
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• pp.127-137
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• 2011

The purpose of this study is to develop the analysis frame of reporting observation results by high school students in biology experiments using microscopes and analyze their error types. For this study, five experiments were carried out by 12 high school students in B metropolitan city. Before these experiments, developed the analysis frame of reporting observation results. Tests for checking prior knowledge of students were done and results of each experiment were taken picture of. Using the developed framework, the real results and reported results submitted by students were analyzed. The result of this study shows how students report their observation results and they tend to have difficulty in doing observation activity itself. The ratio of factual reports is low because observation ways and recording ways have not been taught properly. Observation training is needed for observing real results objectively. The improvement in experiment environment is necessary for right observation, not observation for checking based on only results. In addition, the education of ethics in science research focusing on the integrity should be performed. The analysis data of reporting observation result by students can be used as basic data for teachers to plan observation strategies and to have right observation views and ways.

• Journal of Korean Academy of Nursing Administration
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• v.5 no.1
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• pp.87-97
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• 1999

Rapidly changing healthcare environment and professional nursing practice need a strategy for the organizational development and goal attainment. An understanding of organizational culture could help managers enhance or expend their management strategy, thus increasing the probability of their success in the organization. On the other hand. organizational culture is an abstract concept and can show several views between sciences applying it. Therefore. organizational culture can be described to different ways with roots in each other discipline. Thus. it is necessary to define the concept of organizational culture in nursing perspective. This article reports a study conducted to analyze the concept of Nursing Service Organizational Culture. This study is performed by the guideline of Walker and Avant for concept analysis : selecting a concept. detering aim of analysis, identifying all use of concept. defining attributes. constructing model. contrary, borderline. related cases. identifying antecedents and consequences. According to the results of this study. the following definition attributes of Nursing Service Organizational Culture was suggested. We could define that nursing service organizational culture is the pattern of basic assumption and common belief that shared by the subordinates of nursing service. So, it provides a shared identity for all employees. Attributes of Nursing Service Organizational Culture were defined as (1) it is performed by the result of the interaction through formal. informal communication among nursing service organizational subordinations. (2) it has been performed unconsciously and reacts without ever thinking about the behavior. (3) it makes a unique pattern of behaviors to each nursing organization. which is different from other groups. (4) it has a broad and subtle forces to its subordinates. (5) it provides subordinates with the way of thought and behavior. (6) it influences on the output. stability. and de velopment of nursing service.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.627-641
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• 2022

This study aims to help elementary school teachers increase their knowledge about the changes in the positions of the sun and moon during the day and the first time the moon observation begins in the Earth and Space section of the Earth and the Moon. The survey questions were grouped into four categories, namely, textbook explanation, inquiry activities, achievement of learning goals, and other opinions. The perception of each question differed according to advanced science majors and teaching careers and experiences of this unit. In addition, understanding the diverse views of the participants using descriptive questions was possible. The study recruited 67 teachers working at an elementary school in Gyeonggi-do. The conclusion is as follows. First, the teachers exhibited similar positive and negative perceptions about the description of the textbook on the changes in the positions of the sun and moon during the day. Second, the study found that majority of teachers used alternative methods when guiding students regarding the change in the positions. This trend was not correlated with the sun and the moon, and the study observed no difference in advanced majors and teaching careers and experience of this unit. Third, the majority of teachers responded that they could achieve their learning goals through this learning. However, many teachers complained of various difficulties in guiding students about the lesson, and the majority alternative methods. The results demonstrated the perception of teachers that students can achieve learning goals through alternative methods without direct observation.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.

• Journal of the Korean Chemical Society
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• v.52 no.1
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• pp.96-106
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• 2008

The purpose of this study was to identify the actual conditions of operation in school and investigate the perceptions of science teachers and students regarding the 7th elective-centered curriculum of high school science subjects. For this study, a questionnaire survey was conducted for the selected subjects including 127 high school science teachers and 763 high school students in their third year who had experienced the 7th elective-centered curriculum. As a result of the study, concerning the way to present the elective subjects of science, many cases were the alternative way and the group-elective way in humanity courses while natural science courses had the alternative way and the free-elective way in most cases. In other words, in many cases, the right of elective was given within a limited range. The result of the investigation on science teachers' perceptions on the elective-centered curriculum was that negative views dominated as a whole. Especially, earth science teachers showed the most negative attitudes. The number of biology and chemistry teachers who supported students' right to opt subjects were lower than that of physics teachers and earth science teachers who were against it. To help students make a right choice, many viewed that the system of the college Scholastic Ability Test should be complemented in order to prevent any disadvantage to each elective subject or that it was necessary to have systematic and realistic career education. As the result of investigating the perception of high school students in their third year regarding the elective-centered curriculum, they were usually not very satisfied with it. As the reason for it, many said the selection right was limited. Many others also expressed that there were lack of public relations and education on subjects and careers. Based on these results, limits still exist in accepting all demands although there are a lot of efforts made to smoothly adjust supply and demand of science teachers as well as students' electives in the field of school. It is considered necessary to come up with counterplan and complements to prevent basic science from being neglected or lower academic achievement in the subject of science from happening, and at the same time to harmoniously deal with supply and demand of science teachers as well as the issues of students' demands given the actual conditions of school.

• Journal of Science of Art and Design
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• v.2
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• pp.222-238
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• 2000

The attempts to explain the criterion of art criticism can be divided into three directions. The first is that there is a universal criterion of criticism. The second is that criticism is a subjective impression of each critic. Therefore, there is no universal criterion beyond a subjective impression. The third is that denies both claims. It tries to and the objective criterion which is neither universal nor subjective. In this paper, I will see how John Dewey criticizes the first two theories and holds the third theory. Dewey's denial of the first theory can be seen in his view of the judical criticism. The judical criticism claims that art criticism can be made on the universal criterion, as judical decision can be made on the general rule supposed to be applicable to all cases. But Dewey claims that the judical criticism cannot explain what makes the artist the 'masters'. Defining art as an experience, Dewey claims that art is a process of doing and undergoing, and that art is essentially an interactive activity between men and his environment As environment changes, the experience of the environment also changes. So art should accept the possibility of new experience. But, since the judical criticism advocates of the universal criterion which cannot allow the changeability, Dewey denies it. On the other hand, Dewey's denial of the second theory can be seen in his view of the impressionist criticism. The impressionist criticism claims that criticism is to clarify the impression which is consisted of feeling and imagery the art object evokes. To this claim, Dewey replies that to clarify an impression is to analyze it, and analysis can proceed only by going beyond the impression to the judgement. As we have seen so far, Dewey has denied the judical criticism that there is a universal criterion supposed to be applicable to all criticism. He has also denied the impressionist criticism that there are only subjective responses to the art object, and hence that there is no criterion of criticism at all. For Dewey, these two criticism are based on the same false assumption of the criterion, although their conclusions are different from each other. Both the judical and impressionist criticism failed to realize the difference between the meaning of the criterion as applied in measurement and as used in criticism. Criticizing of these two views of criticism, Dewey claims that there is an objective criterion which is neither universal nor subjective. Art criticism is objective in tv#o senses, i. e., in the first sense that it can be judged by the properties of the art object and in the second sense that it can be verified by the communities of the critics.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.29 no.1
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• pp.299-324
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• 2018

This study analyzes the processes and the needs of public library services for multicultural populations based on cooperation between public libraries and local organizations. In-depth interviews with public librarians and officers of local organizations were conducted for this case study. Result shows that cooperation was inevitable because there was not enough library personnel compared to the amount of services they have to provide, and the librarians did not have proper skills to serve the diverse populations. Public libraries were cooperating with many local organizations including the Multicultural Family Support Center. Gatekeepers of ethnic communities were playing important roles in promoting and inviting participants for library programs. Many children and young adults with immigration background gained positive views on reading and libraries after participating library programs based on cooperation between public libraries and local organizations, which was recognized as the best achievement of cooperation by many interviewees. Despite many good results of cooperation, how to get to the majority of diverse populations who are not library users yet is still a question mark. Interviewees for this study all agreed that current library service has limitations and insisted a whole new method to invite immigrants and their families to public libraries should be created.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1204-1221
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• 2012

The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers' scaffolding, which is necessary to support students' open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students' perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers' empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers' empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.

• Journal of the Korean Regional Science Association
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• v.35 no.2
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• pp.59-71
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• 2019

Korea's average annual working hours are among the highest in the OECD. Such long-term work has been a factor that reduces the quality of life by discouraging workers' productivity and interrupting the compatibility of work and family, prompting the government to encourage flexible work systems, such as increasing part-time jobs, but a lack of quality part-time jobs. Part-time work enables flexible labor for workers, but at the same time, workers will involuntarily opt for part-time work as they have poor working conditions and negative social views. In this respect, the effect of the working type on an individual's life is expected to be different. In addition, for women, gender gaps exist in the labor market and the impact of part-time work on life satisfaction is expected to differ from men in terms of working and family alike. Using the data from the 2017 "Seoul Survey Urban Policy Indicator Survey", the ordered logistic regression model was used to analyze the cross-effect of working type and sex on satisfaction. The analysis of the study showed that when other factors were controlled, life satisfaction was high in the order of fulltime female, full-time male, part-time female, and part-time male. In addition, further analysis shows that the parttime female workers have the highest probability of choosing low life satisfaction, while the probability of choosing high life satisfaction is the lowest, and full-time male workers have the lowest probability of choosing low life satisfaction, while the highest probability of choosing high life satisfaction is the highest.