• The Science & Technology
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• v.12 no.3 s.118
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• pp.25-28
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• 1979

한국과학기술단체총연합회는 전국민과학화운동 지침을 마련하고 이를 적극 실천해 나가기로 했다. 과총이 마련한 이 지침에 따르면 첫째 전국민의 기술ㆍ기능화 촉진과 둘째 생활의 과학화와 국민의식구조 개선으로 비합리성을 없애고 생산적이고 진취적인 국민기상을 만들어 국가건설에 이바지하기로 했다. 과총은 전국민 생활의 과학화운동을 자손만대에 이르기까지 영원한 과제로 삼고 계속 추진해 나가기로 했다. 한편 과총이 전국민 생활의 과학화운동의 일환으로 마련한 각종 사업계획에 따르면 표어를 현상 모집하여 학회ㆍ단체의 공문에 홍보케하고 포스타를 제작, 전국 과학관련에 배포하며 초ㆍ중ㆍ고생 및 청년을 대상으로 생활과학웅변대회를 개최한다. 이 밖에 학생ㆍ주부ㆍ노인을 위한 생활과학강좌와 과학자 모교방문강연 및 과학기술인 1억 모금운동도 전개키로 했다. 과총이 마련한 전국민 과학화운동 지침 전문은 다음과 같다.

• The Science & Technology
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• v.10 no.3 s.94
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• pp.25-26
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• 1977

과학기술처(최형섭장관)는 1977년도 전국민의 과학화 추진계획을 3월25일 발표하였다. 1973년 박정히 대통령의 유시에 따라 추진되어온 이 운동은 그 목표를 첫째 과학기술에 대한 국민들의 인식앙양에 두고 있으며 둘째 전국민의 사고와 생활습성을 과학화 하고 셋째 과학기술개발에 전국민의 역량을 집결 참여시키는데 두고 있다 또한 이 운동은 정부, 과학기술계, 산업계, 매스콤 등 범국민적 참여하에 새마을운동과 상호 유기적인 협조로 추진되고 있으며 년차별 시행계획과 실천 등은 과학기술처가 총괄하게 되어있으며 구체적사업은 제시된 방향(과기처 발표) 따라 기관이나 부처별로 추진된다. 한편 과기처는 각부처에 5개항의 협조요망사항을 전달한바 있다 그 내용을 보면 소속훈련기관에 과학화 과정의 설치와 교육자료의 상호교환, 각종행사에 있어 연구기관 및 산업관찰 권장, 잡지 등에 과학화 정신 반영과 모든 제품의 용도 효능 생활소비품등을 상술한 과학적 판단자료 제공을 장려하도록 되어있다

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.94-113
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• 2013

The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers, two teachers in doctor's or master's course, one university professor, and three mentee-teachers who have less than four years of teaching experience. We collected data such as video recordings of the mentee-teachers' classroom teaching and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor and mentee's journals, and RTOP classroom teaching observation reports. RTOP was used for the analysis of classroom teaching and mentee-teachers' recognition and changes in their classes were found out through journals and one-on-one mentoring interview materials. According to mentee-teachers' recognition and changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching style, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classroom teaching through their reflective practice and improvement. As a result of this study, the interactions with mentor-teachers through collaborative mentoring program stimulated mentee-teacher's reflections on their teaching. Therefore, these reflections led to their reflective practice that showed progressive changes in their teaching behavioral activities. The extent of these changes varied according to the mentee-teachers' individual disposition toward reflection and the issue of whether mentee-teachers' reflective practice was in accordance with priorities in motivational ZDP or not. Also based on the results of this study, the teachers' reflection was not all accompanied by reflective practice even if the beginning science teachers made some partial changes in reflective practice through reflection. It means that it is hard to lead reflective practice for mentee-teachers through mentoring in a short period of time. Therefore, we consider that a systematic and long-term mentoring program is necessary for beginning science teachers.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.523-537
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• 2023

This study encompassed the responses of 284 elementary school teachers, focusing on their teaching experiences, readiness, and needs for science education concerning the risk posed by science and technology. The key findings are summarized as follows. First, a significant portion of teachers lacked prior experience in addressing risks associated with science and technology within their science education practices. Second, a greater number of teachers were aware of the inclusion of risk-related content in the 2022 revised science curriculum's achievement standards than those who were not. Third, in terms of teachers' understanding of risk perception, risk assessment, and risk management, they demonstrated a relatively high level of understanding of risk perception but a lower level of understanding of risk assessment. Fourth, most teachers had not undergone any formal education or training related to risk. Fifth, among the 10 objectives of risk education, teachers displayed the highest competence in teaching "information use" and "action skills," while their lowest competence was observed in "interpreting probabilities" and "evaluating risk assessment." Sixth, a majority of teachers believe that it is important to teach about the risks posed by science and technology in school science classes, with "action skills," "information use," and "decision-making skills" being considered the most important and "action skills," "information use," and "influence of mass media" being regarded as the most urgent. However, teachers anticipated difficulties in addressing risk in school science classes, including a lack of relevant educational materials, a lack of understanding of teaching theories related to risk education, and the relationship between science curriculum content and achievement standards. Seventh, as a result of calculating the educational needs for each of the 10 goals of risk education, "influence of risk perception," "decision-making skills," "action skills," and "evaluate risk assessment" were the priority needs of elementary school teachers.

• The Science & Technology
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• v.12 no.3 s.118
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• pp.6-19
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• 1979

전국민생활의 과학화운동이 새마을운동 제2단계의 점화라는 차원에서 대대적으로 전개되고 있다. 전국 초ㆍ중ㆍ고등학교의 과학관계교과서 내용 개편을 비롯 주부를 위한 생활 과학지식 보급은 물론 영농기술 보급에 이르기까지 이양하게 추진하고 있으며 또 과학기술인들도 이 운동에 능동적으로 참여하고 있다. 이와 때를 같이하여 과학기술인의 총집결체인 한국과학기술단체총연합회등 관련 단체에서도 전국민 생활의 과학화운동 계획을 수립하고 이미 이의 실천에 들어갔다. 그래서 본지는 생산력 증대는 물론 비합리적인 의식구조와 생활관습의 일대혁신이 기대되는 전국민 생활의 과학화운동의 효과적인 추진방향을 알아보기 위해 학계ㆍ언론계ㆍ경제계 저명인사와 문인ㆍ사회원 그리고 주부를 지상초대, 그들의 이야기를 들어 보기로 했다. (편집자 주)

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.707-719
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• 2007

Teachers play key roles in classroom instruction. The perceptions and orientations of teachers about teaching have substantial effect on the practical context of science teaching. Analyzing science teacher's perceptions and orientations about Earth Systems Education (ESE) offers an opportunity to figure out how the goals of ESE might be dealt with. In this study, lesson plans developed by and in-depth interview results with two teachers were analyzed in terms of ESE perceptions. ESE orientations were also investigated in terms of teaching orientations and integration orientations. Research results showed that the teacher's deep understandings about 'Global Scientific Literacy (GSL)', the ultimate goal of ESE, precede the sound ESE teaching in the classroom. To enhance teachers' GSL, exemplary aspects of various integration, including networked integration, should be provided specifically to teachers. Also, the institutionalized approaches to developing ESE curriculum could help classroom teachers activate ESE teaching in their classroom.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.265-273
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• 2020

In this paper, to design a basic data science practice curriculum as a liberal arts subject for non-majors, we proposed an educational method using an Excel(spreadsheet) data analysis tool. Tools for data collection, data processing, and data analysis include Excel, R, Python, and Structured Query Language (SQL). When it comes to practicing data science, R, Python and SQL need to understand programming languages and data structures together. On the other hand, the Excel tool is a data analysis tool familiar to the general public, and it does not have the burden of learning a programming language. And if you practice basic data science practice with Excel, you have the advantage of being able to concentrate on acquiring data science content. In this paper, a basic data science practice curriculum for one semester and weekly Excel practice contents were proposed. And, to demonstrate the substance of the educational content, examples of Linear Regression Analysis were presented using Excel data analysis tools.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.471-477
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• 2022

In this study, an educational program was developed that allows students who take data science courses in the high school credit system to explore related fields after learning data science education. Accordingly, the existing research and requirements for data science education were analyzed, a learning plan was designed, and an educational program was developed in accordance with a step-by-step educational program. In addition, since there is no research on data science education for the high school credit system in existing studies, the research was conducted in the stages of problem definition, data collection, data preprocessing, data analysis, data visualization, and simulation, and referred to studies on data science education that have been conducted in existing schools. Through this study, it is expected that research on data science education in the high school credit system will become more active.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.681-691
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• 2018

The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

• Journal of Science Education
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• v.44 no.2
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• pp.225-239
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• 2020

This study aims to analyze the characteristics of reflective thoughts of students during experiments in general physics experiments. The participants were 32 college students, they submitted 10 experiment reports including answers to questions for reflective thinking. The results were as follows: First, students show reflective thinking broadly in the experiment, levels were followed by practical reflection, technical reflection, and critical reflection. Also, they actively accepted the knowledge related to experiments, but were passive in connecting new knowledge and experiences obtained through the experiments or forming new questions. Second, the reflective thinking of students show high correlation with experiments related to prior knowledge or the easy-to-understand process. Third, through the qualitative analysis of open-ended questions, it was confirmed that technical reflection occurs in individual evaluation, practical reflection in group evaluation, and practical reflection and critical reflection in improvement proposal. While the students' reflective thinking were superficial or mainly functional, however, they recursively examined the learning contents and the experimental process concurrently.