• Journal of The Korean Association For Science Education
• /
• v.29 no.6
• /
• pp.593-610
• /
• 2009

The purpose of this study was to investigate students' views on the value of school science lessons and the aspects of science lessons that appeal to students. For the investigation, semi-structured in-depth interviews with 16 secondary school students were conducted. The results showed that about half of the participants thought that science lessons are important, but not all students have to learn science. And they considered only intrinsic interest and career hopes as critical elements in judging the necessity of science education for all. To appeal to students: first, science lessons should have relevance to students' career hopes, interest, curiosity, abilities, real life, experiences, and test scores. Second, they should acquire students' understanding. Third, they should include more experiments. Finally, they should be related to real life, reflect students' interest and concerns, and link new things with what students already know in terms of contexts and contents. Students thought that science lessons are not suitable for students who don't desire to pursue a science-related career. This suggests that present science curriculum perceived by students doesn't match well with the idea of science education for all. To overcome this problem, students need to be included in the debate about the relevance of science curriculum.

• Journal of Science and Technology Studies
• /
• v.5 no.1 s.9
• /
• pp.55-92
• /
• 2005

The factors contributing to the formation of an important scientific concept in South Korea and its circulation in the society are the scientific knowledge that had been already formed, matured, and established in the U.S.A, Europe and Japan and has been introduced into Korea, and the institutions that have been formed during the recent modernization in South Korea. The concept of 'genetic information' cannot be an exception in this context. The concept of genetic information is the one that has been extended and intensified by the genomics and bioinformatics formed and matured through the Human Genome Projects from the former concept of inheritance or heredity within the framework of classical and molecular genetics. The purpose of this study was to find out 'how the production structure of genetic information in South Korea has been formed', under the perspective of the conceptual, epistemic, and institutional holisticity or integratedness in the concept and knowledge production structure idealized in Western advanced nations. The discourse of genetic engineering popular in the mid 1980's in South Korea has catalyzed the development of molecular biology. However, the institutional balance that had been established for the biochemistry departments in Natural Science College and Medical College was not formed between the genetic engineering and genetics departments in South Korea. Therefore, they were unable to achieve the more integrative and macro-level disciplinary impact on life sciences, largely due to institutional lack of the capable (human) genetics departments in some leading Korean colleges of Medicine. In genomics, the cutting-edge reprogramming and restructuring of the traditional genetics in the West, South Korea has not invested, even meagerly, in the infrastructure, fund, and research and development (R & D) for the Basic or First Phase of the research trajectory in the Human Genome Project. Without a minimal Basic Phase, the genomics research and development in Korea has been running more or less for the Advanced or Second Phase. Bioinformatics has started developing in Korea under a narrow perspective which regards it as a mere sub-discipline of information technology (IT). Having developed itself in parallel with genomics, bioinformatics contains its own unique logics and contents that can be both directly and indirectly connected to the information science and technology. As a result, bioinformatics reveals a defect in respect of being synergistically integrated into genetics and life sciences in Korea. Owing to the structural problem in the production, genetic information appears to be produced in a fragmented pattern in the Korean society since its fundamental base is weak and thin. A good example of the conceptual and institutional fragmentedness is that 'the genetics of individual identification' is not a normal integrated part of the Korean genetics, but a scientific practice exercised in the departments of legal medicine in a few Medical Colleges. And the environment contributing to the production structure of genetic information in South Korea today comprises 'sangmyung gonghak'(or life engineering) discourse and non-governmental organization movement.

• Journal of The Korean Association For Science Education
• /
• v.35 no.3
• /
• pp.499-508
• /
• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

• Journal of The Korean Association For Science Education
• /
• v.38 no.2
• /
• pp.273-291
• /
• 2018

Gestures accompanied by scientific discourses play an important role in constructing mental models and making model-based inferences. According to embodied cognition literature, gestures can be a source of recognition of the mental models of students and help them in changing naive beliefs about science. This study intends to compare the gestures of scientists with that of middle school students in explaining scientific phenomena and to explore the relationship between gestures and scientific discourse. In the study, 10 scientists and 10 middle school students participated in clinical interviews and the tests of knowledge and self-efficacy. Participants engaged in one-on-one clinical interviews with semi-structured questions about three tasks regarding the molecular movement and the state change of matter. Four researchers carried out open coding and applied a constant comparison method in order to analyze video-recorded gestures. This study found four themes (feature of gesture, use of gesture, content of gesture, function of gesture) about the differences of gestures between scientists and middle school students. Scientists used more diverse and elaborate gestures systematically and frequently in the interview. Although students used gestures in their scientific talk and reasoning, the gestures of students were not well grounded on scientific knowledge and had different functions from those of scientists. The findings revealed that gestures can represent underlying cognition and strengthen scientific thinking. We should encourage students to use gestures as a tool to understand scientific concepts and make inferences.

• Journal of Science and Technology Studies
• /
• v.13 no.1
• /
• pp.145-180
• /
• 2013

STS studies into science documentaries for television are rare, and they do not even reflect the constructivist fruits of STS. STS have been calling for the need of analyzing 'science-in-the-making' in order to understand science more deeply. Similarly, our starting point is the assumption that science documentary can be better understood when we look into its making process. Under this assumption, we adopted the method of participant observation in analyzing 'documentary practice', trying to open the 'black box' called 'science documentary'. We have here focused on the documentary named "Light" made by a scientific documentary team of EBS, who made "Culture and Mathematics" and "Life". Each of us worked as a main consultant and an assistant staff in making "Light". We will address two main points in this study. First, based on our participant observation and interviews, we will show that the members of documentary making team are thinking about 'science' in distinctive ways. The team tended to emphasize visualization, knowledge linked to people's everyday life, and the distinctive characters of scientists who appear in the documentary. Second, by looking closely into the interaction between the team members and the consultant in the process of completing the script of the documentary, it was possible to understand how the contents of the documentary was constructed more accurately. In the making process, consultant's idea was not simply accepted by the making team, but there were conflicts and compromises. By showing this, we will be able to bring up a reflexive question about the role of consultant in the process of making a science documentary.

• Journal of The Korean Association For Science Education
• /
• v.43 no.4
• /
• pp.403-414
• /
• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Nuclear industry
• /
• v.16 no.11 s.165
• /
• pp.4-16
• /
• 1996

95년 1월 개정$\cdot$공포된 원자력법에서는 정부가 매 5년마다 $\ulcorner$원자력진흥종합계획$\lrcorner$을 수립토록 규정함으로써, 체계적인 원자력 발전을 위한 실질적인 정책을 마련할 수 있는 법적 근거를 갖추게 되었다. 이 개정 원자력법이 95년 10월에 발효됨에 따라 11월부터 과학기술처는 한국원자력학회에 원자력진흥종합계획 수립 연구를 의뢰하여 정부 관련 부처 및 산$\cdot$학$\cdot$연 전문가 70여명으로 팀을 구성, 총 11개 전문 분과에 대해 연구를 수행하였다. 연구팀 외에도 국내 원자력계 및 비원자력계 권위자 30여명으로 구성된 자문위원단으로부터 연구 내용의 검토를 병행하여 추진하였으며, 총 50회 이상의 각종 연구 회의 및 공청회 등을 통해 내실 있는 계획을 도출하기 위해 노력하였다. 본 연구 결과는 앞으로 관계 부처 협의를 통하여 정부 시안을 확정하고, 원자력위원회의 심의$\cdot$의결을 거쳐 국가원자력진흥종합계획으로 최종 확정될 예정이다. 이 글은 $\lrcorner$원자력진흥종합계획 수립 연구$\lrcorner$를 요약한 것이다.

• Communications of Mathematical Education
• /
• v.17
• /
• pp.31-48
• /
• 2003

영재교육이 우리나라의 미래를 좌우한다는 생각은 이제 매우 설득력을 얻고 있지만 구체적인 학습자료와 이론이 여전히 부족한 상태이다(1999,김주봉). 수학 캠프의 활동에 관한 교육 프로그램은 더욱더 찾아보기 힘들다. 대구광역시 동부교육청 시범영재학급에서는 03년 1월 9일부터 11일까지 2박3일간 동부 계명대학교 자연과학부 백은관에서 영재캠프를 개최하였다. 이번 캠프는 주제탐구중심의 캠프로서 협동심과 창의력중심으로 전국 최초로 이루어졌고, 4학년 22명, 5학년 21명, 6학년 24명 총 67명과 담당장학사1명, 진행도우미 8명, 운영교수진 8명, 체험학습 강사10명 총94명이 참가하였다. 프로그램은 영재교육의 전문가인 교수와 초 중등 현직교사들에 의하여 운영되었고, 프로그램 계획 수립 및 진행총괄은 담당장학사와 본 연구자가 진행하였다. 학생들의 수준의 차이가 적지 않는 데다가 본 연구자는 4개월 동안 캠프를 준비하여 학생들로부터 캠프에 대한 소감을 통하여 결과가 긍정적인 내용이 많아서 매우 성공적인 캠프가 이루어 졌다고 생각한다. 본 고에서는 캠프일정과 운영. 교육프로그램, 주제탐구물 결과에 대하여 살펴볼 것이다.

• Korean Journal of Child Studies
• /
• v.20 no.3
• /
• pp.245-257
• /
• 1999

This study investigated illustrated Koran fairy tales as material for teaching kindergarten science. The 64 books selected for this study were analyzed by the standards set forth in the Exploring Life segment of the 5th Revision of Kindergarten Teaching Procedures (1993). The story-structure strategy was based on the structural pattern suggested by Moen(1991). Results showed that the structural elements of the illustrated fairy tales could be classified into 7 categories and 8 types of content patterns. After validating the adaptability of the fairy tales for use in teaching Kindergarten science, the books were cataloged by type and category.

• Journal of Korean Medical classics
• /
• v.19 no.3
• /
• pp.13-32
• /
• 2006

다산시조선후기(茶山是朝鮮後期)(1762-1836년(年))걸출적실학대가(傑出的實學大家), 타사하료제다방면걸출적저작(他寫下了諸多方面傑出的著作). 본논문연구배판료타적유관의학방면적내용(本論文硏究排判了他的有關醫學方面的內容). 인위타적박학다식(因爲他的博學多識), 재의학방면역제출료제다견해(在醫學方面亦提出了諸多見解), 여재전문관술마언적치료서(如再專門關述痲疹的治療書) ${\ulcorner}$마과회통(痲科會通)${\lrcorner}$, 배판료근근통과촌구맥진(排判了僅僅通過寸口脈診), 변설가변청장부허실적부분의생경율적태도(便設可辨淸臟腑虛實的部分醫生輕率的態度); 접납료당시대근시(接納了當時對近視), 원시과학연구적관점(遠視科學硏究的觀點); 제시료동일약물수착산지부동기약효역유차별(提示了同一藥物隨着産地不同其藥效亦有差別), 응근거산지조절약량(應根據産地調節藥量), 병지출당시사용부당적부분약물(幷指出當時使用不當的部分藥物). 단인위미능대동양의학경전저작진행충분적연구(但因爲未能對東洋醫學經典著作進行充分的硏究), 몰법대동양의학적근본사상(沒法對東洋醫學的根本思想), 즉천인상응관(卽天人相應觀), 음양오행관(陰陽五行觀), 정체관등유충분적인식(整體觀等有充分的認識), 고이곡해료부분동양의학기본사상급원이체계(故而曲解了部分東洋醫學基本思想及原理體系).