• Journal of Science Education
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• v.38 no.2
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• pp.415-429
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• 2014

The purpose of this study was to develop the 'airplane' science program based on Renzulli's Enrichment Triad Model for the gifted elementary students and investigate the effects of the program on attitude toward self-directed learning attitude, attitude toward laboratory work, and creative personality. Participants were 37 gifted students of local elementary school gifted classrooms. The results of this study were as follows: First, self-directed learning attitude was improved significantly including all sub-areas. Second, the attitude toward laboratory work was improved significantly including all sub-areas. Third, creative personality was improved significantly including all sub-areas. Finally, students' satisfaction about program had an average of 4.52 out of 5 points. Boys showed higher satisfaction on 'program management' and 'teacher's activities' than girls.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.109-119
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• 2015

In this study, we investigated how the scientific problem-finding ability of pre-service teachers is improved through open-situation scientific problem-making activity. We organized two experimental groups and a control group by degree of participation. The 1st experimental group is an actively participating class, while the 2nd experimental group is a passively participating class. We developed and applied a worksheet for training in problem-making. The pre-service teachers filled in the worksheet for problem-making once a week for seven weeks, then the lecturer gave feedback for every worksheet. We developed and applied a problem finding test in an open-situation to measure their problem finding ability at pre- and post-training. As a result of the training, problem level and diversity improved for pre-service teachers through continuous problem-making activities and feedback. The 1st experiment group significantly improved on the quality and quantity of problems. Especially in the originality, elaboration, verifiability, and variables' category, the 1st experimental group significantly improved compared to the control group and the 2nd experimental group. On the other hand, the quality and quantity of problems of the 2nd experimental group decreased. These results provide a basis for correlation between training attitude and improvement of problem-finding ability. Based on the result of this study, continuous problem-making training and feedbacks are helpful in improving the problem-finding ability of pre-service teachers.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.79-92
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• 2014

The purpose of this study is to develop an inquiry-based argumentation task for use in science teachers' professional development by providing them with the substantial experience of argumentation. To do so, the study has developed an argumentation task by utilizing the experiment on the Charles' Law of gas and revised by applying to eight teachers three times. We have revised the questions by analyzing three issues that have been revealed throughout this process in ways that facilitated teachers' argumentation. The effects of revision have been confirmed by the improvements in teachers' argumentation pattern. Three issues have been identified in developing argumentation tasks for science teachers' professional development and they are as follows: determining the openness of the structure of a question, achieving cognitive conflict and convergence of opinions at the same time, and ways of utilizing various evidence. As the task has been revised in ways that enabled scientific approach to the inquiry topic and facilitated the convergence of various opinions, the participants' argumentation patterns have improved both quantitatively and qualitatively. Meanwhile, the inclusion of an actual experiment has not influence their argumentation, while the observation of experimental data has been used as the core evidence according to the character of the problem. Based on the study's result, we suggest practical implications for developing argumentation tasks for science teachers in more varying contexts.

• Proceeding of EDISON Challenge
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• 2017.03a
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• pp.643-649
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• 2017

심장 이온통로의 변화는 활동전압의 모양과 길이에 영향을 주어 심부정맥을 유발한다. 산화적 스트레스의 증가로 인해 생체에 침착이 증가하는 지질산화물 (4-HNE, 4-ONE)는 여러 단백질 및 이온통로에 영향을 주는 독성이차전달자로 알려져 있다. 본 연구자는 선행 연구를 통해 4-HNE와 4-ONE의 단기간 노출이 심실근세포에 발현되는 3종류의 이온통로 ($I_{Kr}$, $I_{Ks}$, $I_{Ca,L}$)의 전류감소와 kinetics변화를 일으키고, 심실근세포의 활동전압길이가 증가하는 것을 확인하였다. 두 물질이 이온통로들에 준 영향은 유사하였으나, 활동전압길이의 증가 정도가 4-ONE에서 더 크게 나타났다. 활동전압의 연장에 차이가 나는 원인과, 두 지질산화물이 또 다른 이온통로에 미치는 영향 유무를 예측하기 위해서 Grandi and Bers human ventricular model[1]을 적용한 Integrated human ventricular myocyte model 프로그램 (developed by prof. Youm)을 활용하였다. 시뮬레이션으로 재현한 4-HNE와 4-ONE에 의한 활동전압은 실험으로 기록된 것보다 연장 정도가 작았다. 시뮬레이션 모델의 background $Na^+$ 전류의 크기를 크게 하였을 경우, 실험에서 기록된 활동전압 길이에 상응하는 연장을 가져왔다. 그러므로, 4-HNE와 4-ONE는 실험으로 확인한 $I_{Kr}$, $I_{Ks}$, $I_{Ca,L}$ 이외에 심장세포에 존재하는 내향전류 (Late $Na^+$ current)의 크기를 증가하는 효과가 있음을 예측할 수 있으며, 실험적 검증이 요구된다.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.283-288
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• 2006

과학과 정보통신 관련 기술 교육은 그 교육적 잠재력이 무한하고 이에 따른 열의 또한 높아지고 있다. 그러나 기초과학 교육의 산실이라 할 수 있는 초등학교 과학 실험 환경은 매우 열악하여 학생들은 각종 위험 상황에 노출되어 있고 교사들은 학생들을 각종 안전사고에서 보호하기 위해 실험 환경을 과도하게 통제하게 되어 학생들은 기본적인 활동에 상당한 제약을 받아 과학에 대한 의욕과 흥미가 저하되는 문제가 발생하게 되었다. 본 연구에서는 이러한 문제점들을 해결하기 위하여 최근 유비쿼터스(Ubiquitous)컴퓨팅 기술로 주목을 받고 있는 RFID(Radio Frequency IDentification) 기술을 이용하여 실험 약품에 고유의 전자태그를 부여하고 Mobile RFID 리더기가 장착된 PDA를 이용하여 약품의 개별 정보와 관련 과학실험 방법을 비롯하여 실시간으로 안전교육을 받을 수 있는 시스템을 통해 안전 조건이 미비한 실험실의 물리적 환경 개선을 통해 보다 능률적이고 심도 있는 과학 실험 환경을 구축할 수 있는 시스템을 설계하였다.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.870-879
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• 2008

The purpose of this study is to investigate laboratory abilities to carry-out experimentations in the field of 'Matter' in middle school science texts. A total of 359 chemistry experiments from 26 textbooks has been analyzed. The authors of this study are interested in what science process skills are required for students to perform the experiments and how often these skills are needed. This article introduced a framework for analyzing the science process skills and their frequency. There are similar patterns of science process skill use among the different grades of middle school texts. The process skills of organizing results, interpreting data and making generalizations are most needed by the order of frequency. However, abilities related to alternative activities and/or conditions show relatively low frequency. For seniors, various laboratory abilities to carry out experiments are needed, whereas abilities for operating and setting up an experimental apparatus are required in freshmen and juniors. These results suggest avenues for science teachers that make lesson plans involving science experiments.

• Journal of Science Education
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• v.40 no.2
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• pp.144-165
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• 2016

The purpose of this study was to develop 'Appropriate Technology' theme STEAM Program for the elementary students and investigate the effects of the program on creative thinking activity, scientific attitude and leadership. Participants were 3grade 85 elementary school students. Before and after the program, the participants were asked to take the tests about creative thinking activity, scientific attitude and leadership. The major results of this study were as follows. First, the total score of experimental group's creative thinking activity and all 4 sub-domains was significantly improved than those of comparative group(p<.05). Second, the total score of experimental groups' scientific attitude was significantly improved than that of comparative group(p<.05). Among 7 sub-domains, curiosity, voluntariness, perseverance were significantly developed. Third, total score of experimental groups' leadership was significantly increased than that of comparative group after the STEAM program (p<.05). In the first factor, the score of inner and inter personal characteristics were significantly developed.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.537-545
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• 2006

The purpose of this study was to analyze the effects of the SWH application to problem-solving type inquiry modules. The modules were applied to 23 3rd grade students in middle school located in Chungbuk and the SWH strategy was applied to 3 experimental groups. The blue and green cards were presented at the problem emerging situation to the students to give enough thinking time. Using blue cards students propose solution to the problem in advance individually, then they discuss with group members using green cards and conduct experiments to solve the problem. SWH students exhibited better problem recognition and attitude.

• The Science & Technology
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• v.10 no.6 s.97
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• pp.33-37
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• 1977

일본 환경행정의 총사열탑인 환경청이 발족한 것은 1971년 7월 이엇으며 기문 현안중이었던 환경행정의 기초가 될 과학적 데이터의 수집을 위한 연구 기관의 설립이 1974년 3월에 자성현에 있는 연구학원 도시내에 일본 국립공해연구소가 탄생함으로서 실현되었다. 동연구소는 「인간활동의 결과로 발생한 인간자신과 환경에 대한 위협을 제거하는데는 인간의 지헤 밖에 없고 이일에 기초가 되는 환경과학의 연구를 촉진시키기 위하여 공해연구소가 설립되었다」고 연구소의 존재의의를 밝힌다. 당초 40여명이었던 직원이 현재 154명이 되었고 연구부문과 연구 실험시설도 정비되어 이제 연구소로서의 면모를 갖추어 가고 있다. 각 연구동의 건설과 식물 실험용 환경조절장치와 같은 대형 실험 연구시설이 들어앉게 되었고 특히 최근에 3개의 최신 시설이 완성되었다. 즉 대형 광학화 스모크 챔버(Smog Chamber),주우트론(동물 실험용 환경조절 시설),그리고 애크워트론(육수환경 실험 시설)으로 이들 시설을 사용하여 환경과학을 위한 본격적인 실험연구를 시작할 채비가 갖추어졌다. 이 3개 시설을 중심으로 일본 국립공해연구소를 소개한다.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.