• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.595-609
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• 2020

The purpose of this study is to analyze the experiences of teachers who participated in the development of online science class videos in the context of covid-19, their perception of online science class, and the characteristics of the online science class content developed by teachers. A survey and interviews were conducted with ten elementary school teachers who made online science class videos themselves. Also the characteristics of the online science class were investigated by analyzing the online science class video produced by the participants. As a result, participants in the study recognized the lack of production time, difficulty in filming and editing, concerns over misconceptions, the problem of solving copyrights for existing materials, and the burden of external disclosure. Although it was a teacher who had experience producing online science class video contents, no research participants actively answered the merits of online science class. On the other hand, the study participants cited that the shortcomings of online science classes were that students had fewer opportunities for inquiry and lack of communication or interaction. In particular, these shortcomings were thought to have a great influence on the quality of online science classes, especially in making inquiry classes difficult. Some teachers took a negative view that online science classes could not completely replace face-to-face classes. However, if multiple teachers are presented with supplementary teaching activities that complement the content-based online teaching method, the method of combining online science classes and face-to-face classes is not. Through the analysis of the contents of the online science class, the introduction and arrangement steps of the online science class were similar to the process of the face-to-face science class, but the inquiry step and the conceptual explanation step showed a big difference from the face-to-face science class.

• Journal of Korean Society of Archives and Records Management
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• v.1 no.1
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• pp.201-230
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• 2001

Conserving the recored cultural inheritance is actually the duty of all of us. Above all, the management and conservation of archives and documents is up to archivists who have technical knowledge about archival science. Archivists have to not only conserve archives and documents but also carry out classifying and appraising them in order to define them as current historic ones. The fundamental education about archival science is made up of history and law. Because Archive is the organisation which manage archives and documents produced by legal and administrative actions. Although there are still arguments about technical knowledge and degree archivists have to acquire, most of them prefer the studies related with history and emphasize legal studies to be the general boundary of archivits' ideology and trust. The training course about conservation of archives is conducted in about 9 National Archives of Torino, Milano, Venezia, Genova, Bologna, Parma, Roma, Napoli, Palermo. The training course in 19th was mostly based on the lectures of Phaleography, Diplomatics. There were not the education about archival science yet. Toward the end of 19th and 20th, people stressed the most basic subject in the training course of National Archive was not Phaleography and Diplomatics but archival science. The goal of archival science is to study the institution and organisation transferring archives and documents to Archive. And also it help archivists not wander about with ignorance of organisational and original procedures and divisions but know exactly theirs works. Like this, the studies on institution and organisation have got in the saddle as a branch of archival science since a few ten years. While archival science didn't evoke sympathy among people and experienced the tedious and difficult path in italy and other countries, Archive was managed by experts of other branches. As a result, there were a lot of faults in Archival Science. Specializing training course for Italian archivists came into being under the backdrop of Social Science Institute of Roma National University in 1925. The archival course of universities accomplished by the studies of history, law and economy. And such as Eugenio Casanova and Giorgio Cencetti were devoted archival science was abled to settle down in national archive. The training course for experts of 'archival science, 'Phaleography and Diplomatics' in National Archive of Bologna(Archivio di Stato di Bologna) is one of courses conducted in 17 National Archives in italy. This course is gratuitous and made up of 8 subjects(Archivistica, Paleografia, Diplomatica, Storia dell' Archivio, Notariato e documenti privati, istituzione medievale, istituzione moderna, istituzione contemporanea) students have to complete for two years. Students can receive the degree through passing twice written exam and once oral test. After department of Culture and education finally puts the marks of students, the chief Nationa Archive of Bologna confer the degree of 'archival science Phaleography and Diplomatics' on students passing the exams. This degree authenticates trainees' qualification which enables him to work at the archive in province, district and administrative capital city and archive of comunity and so on. Italian training course naturally leads archivists to keep in contact with valuable cultural inheritance through training in Archive. And it shows the intention to strengthen the affinity with each documents in the spot of archival management before training archivists. Also this is appraised as one of positive policies to conserve the local cultual inheritante in connection with the original qualitity of national archive with testify the history of each region. Traning course for archivist in Italy shows us the way how we have to prepare and proceed it. First, from producing documents to conserving than forever there has introduced 'original order that is to say a general rule to respect the first order given at the time producing documents'. Management of administrative documents is related consistently with one of historical documents. Second, the traning course for archivist is managing around 17 national archives. because italian national archive lay stress not or rducation of theory bus on train for archivest working in the first time of archival science. Third, diplomatics and phaleography for studies about historical document support archives. Forth, the studies on history id proceeding by cooperation between archivist and historian around archive. How our duties is non continuinf disputer who has to conserve and manage document and archives, but traing experts who having ability, vision and flexible thought, responsibility about archivals.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.123-134
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• 2014

This study aims to develop and validate an instrument to measure students' attitude toward convergence. To do so, we have defined five constructs (i.e. knowledge about convergence, personal relevance, social relevance, interest and self-efficacy) of 'attitude toward convergence' based on literature review, developed items, and collected data from 233 11th grade science track students. The validity of these items have been evaluated by Messick's framework (1995) (i.e. content, substantive, structural aspects of validity), experts' review, Rasch analysis, and confirmatory factor analysis using structural equation modeling. Our results have confirmed the five constructs and 23 selected items have met the benchmark of item validity. Moreover, the theoretical model illustrating that the high level of attitude toward convergence increases the level of science motivation has also been supported by the data. The items developed in this study will be used to measure students' attitude toward convergence and to estimate the effect of learning program for convergence science.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.237-251
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• 2020

Issues on climate change we are facing, such as global warming, are very important as it affects our lives directly. To overcome this, efforts to reduce greenhouse gases emissions (e.g., carbon dioxide) are necessary and these efforts should be based on our integrated understanding of carbon cycle. The purpose of this study is to examine the research trend on carbon cycle education and to suggest the value and direction of carbon cycle education for students who will be citizens of the future. We analyzed 52 carbon cycle education related studies collected from academic research databases (RISS, KCI, ERIC, Google Scholar, and others). As a result, we conclude that resources are still limited and more researches on verification and utilization of developed program, development of accurate and comprehensive tools for students' recognition and level assessment, developing educational model or teacher professional development, providing more appropriate curriculum resources, and the use of various topics or materials for carbon cycle education are necessary. Students' comprehensive understanding of the carbon cycle is important to actively react to the changes in the global environment. Therefore, to support such learning opportunities, resources that can be connected to students' daily experiences to improve students' understanding of carbon cycle and replace misconceptions based on the verification of existing programs should be provided in the classroom as well as the curriculum. In addition, sufficient exemplary cases in carbon cycle education including various materials and topics should be provided through professional development to support teachers teaching strategies with carbon cycle.

• Journal of Science and Technology Studies
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• v.14 no.1
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• pp.139-175
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• 2014

For the past 20 years, expert groups and citizens in Korea have debated on the usefulness of personalized medicine. These debates were mainly focussed on the possibility of the promise - people mainly discussed whether it was a probable future or if it was just a hype. Following Hedgecoe and Tutton(2002) who argue that it is only a 'rhetorial device', we will analyze about 9,000 news media coverages that deal with personalized medicine. With these data, we will show that the same terminology of personalized medicine have been used very differently according to the time and people who use it. Our research will show that this term has both diachronic heterogeneity and synchronic equivocality. This has happened because of the innate lack that exists in our symbolic system. Policy and governance regarding new technology is important because they provide quilting point to those slippery term/signifiant. Also we would like to carefully suggest that we might be able to call this phenomena as signifiant-politics.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.603-609
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• 2005

Students obtain most concepts through textbooks, and teaching-learning activities between teachers and students. Accordingly, if science teachers already have misconceptions they will inevitably affect students' scientific concept. This study found many problems in teachers' cognition on the concepts of nuclear radiation. Because 12th grade physics II is classified as an optional subject in the 7th curriculum, teachers have few chances to teach it and, more importantly, have difficulty in teaching it because of the need to prepare students for the university entrance examination. The concept of radiation must be taught correctly because of its emergence in the 'environment' unit of 10th grade Science. Finally, results from this study can help science teachers teach these difficult concepts more correctly. In addition, results can also be useful in in-service retraining programs.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.509-521
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• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.717-728
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• 2012

The purpose of this study is to analyze the argumentation of gifted students in the perspective of rebuttal. Rebuttal is a significant indicator of argumentation quality; it is also an essential component for science learning through interaction. However, most previous research point out insufficient use of rebuttal in student's argumentation. The argumentation of 37 8th grade students, enrolled in institutes for the scientifically gifted in Seoul, are observed and recorded for 4 hours. The argumentation topic is about how to measure the brightness of the sun. Based on Verheij's (2005) five types of rebuttal patterns, the features of rebuttal are analyzed. It is found that students' argumentation include all of the five rebuttal types: rebuttal of the data, the claim, the warrant, warrant's applicability, and connection between data and claim. It is also found that these five types can be categorized in two groups. The first group consists of first three types and is characterized by the disagreement with the validity of what has been said. The second group consists of the last two types and is characterized by the suggestion or additional information for missing links in argumentation.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.840-862
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• 2013

This study undertook a methodological investigation on previous research that had proposed alternative methods for analyzing argumentative discourse in science classes in terms of collaborative construction and epistemic enactments of argumentation. The study also proposed a new way of analyzing argumentation discourse based on the achievements and limitations of previous research. The new method was applied to actual argumentation discourse episodes to examine its feasibility. For these purposes, we chose the studies employing Toulmin's argument layout, seeking for a method to analyze comprehensively the structure, content, and justification of arguments, or emphasizing evidence-based reasoning processes of argumentation discourse. In addition, we contrived an alternative method of analyzing argumentative discourse, Discourse Register on the Evidence-Explanation Continuum (DREEC), and applied DREEC to an argumentative discourse episode that occurred in an actual science classroom. The advanced methods of analyzing argumentative discourse used in previous research usually examined argument structure by the presence and absence of the elements of Toulmin's argument layout or its extension. Those methods, however, had some problems in describing and comparing the quality of argumentation based on the justification and epistemic enactments of the arguments, while they could analyze and compare argumentative discourse quantitatively. Also, those methods had limitations on showing participants' collaborative construction during the argumentative discourse. In contrast, DREEC could describe collaborative construction through the relationships between THEMEs and RHEMEs and the links of data, evidence, pattern, and explanation in the discourse, as well as the justification of arguments based on the flow of epistemic enactments of the argumentative discourse.

• Korea Science and Art Forum
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• v.37 no.5
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• pp.239-248
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• 2019

This study started from the need to improve one of shortcomings of synthetic PVAc adhesives - potential physical harm and environmental hazards to the workers or their users. As a matter of fact, PVAc adhesives are currently mainly used because of their convenience and economy for the production of woodcrafts. The purpose of this study was to develop natural adhesives through research on natural adhesives in step with the current increase of societal attention to environmental friendliness and rapid surge in their demand in the face of such problems. So, the study attempted research on the bases to develop natural adhesives for woodcraft, using cellulose extracts from wood - natural adhesive material. The findings of the study were as follows. Firstly, natural adhesives showed the improved effect in the field of adhesive strength, a basic physical property by 0.2 - 4 times compared with the existing materials and the study confirmed they had the similar or stable pH value. Besides, they had good reversibility, demonstrating their basic physical property as a natural adhesive for woodcraft. While, their durability to ultraviolet ray degradation also showed an excellent result value being better by 1.5 - 8.5 times than the existing materials. The study expects natural adhesives with improved and better performances compared with the existing materials could be developed, if further research on adhesive strength, antibiosis, conservative property were to continue by developing refinery technology for cellulose extracts from wood and rendering the functionality to them.