• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.177-190
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• 2006

Numerous aims of laboratory activities have been suggested by a number of researchers in science education; however the lists of aims very according to researcher. As such, there is still no agreement educational goals on the in science laboratory activities by experts in science education. The purpose of this study was to obtain a consensus using the Delphi technique on the aims of laboratory activities from expert community. This expert community consisted of four scientists, four science educators, six elementary school teachers, and seven secondary school teachers. The list of aims obtained from the expert community were tested with the Wilcoxon Signed Rank Test to determine whether IQR between 2nd and 3rd was convergent. Results of this study produced, lists of aims of laboratory activities according to school science level. There were seven aims for elementary school science, nine aims for secondary school science, and thirteen aims for university science.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.287-296
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• 2004

The purposes of this study were to analyze the problems of elementary science instruction, especially in experiment and observation, and suggest the directions to improve current elementary science instruction in terms of teaching methods and strategies. Data from instructions implemented by 7 elementary teachers were used to extract the problem of elementary science instruction. According to the results of instruction observation, such problems as follows are identified: 1) shortage of discussion regarding results of students' activities, 2) insufficiency of interactions among teacher-student/student-student, 3) shortage of guidance for students on observation, 4) absence of explanation on apparatus, 5) teachers' insufficient knowledge on science, 6) inappropriate use of teacher-made worksheets. Desirable directions for the improvement of present elementary science instruction were proposed.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.13-28
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• 2020

This study attempted to understand the characteristics of images of scientific experiments represented and consumed on YouTube, a representative of today's new media. In particular, this paper analyzes the case studies of YouTube's hydrogen peroxide decomposition experiment based on Baudrillard's theory of Simulation and Simulacra, which discusses the strong status of images and the ambiguity of the boundary between virtual and reality. A total of 14 YouTube videos related to hydrogen peroxide decomposition experiments were analyzed. In those videos, hydrogen peroxide decomposition experiments were typically conducted with several signs representing scientific experiments, but the most important sign in the videos were bubbles produced through experiments. For more public consumption of the content, the bubbles resulted from hydrogen peroxide decomposition reproduced in YouTube have been transformed into a more spectacular image as 'super-huge' and 'explosive' bubble. Considering the influence of new media that can be accessed by students anytime and anywhere, it is positive that science experiments in new media enhance students' intimacy and access to science. At the same time, however, it is also important to note the danger that the purpose of scientific experiments will be limited to only 'showing specular images', due to the nature of new media, which mainly deals with immediate and superficial images. Furthermore, this study argues that improving students' science media literacy is required to critically examine the science-related images represented in the new media based on understanding the characteristics and limitations of new media that deeply affect daily life.

• Journal of Science Education
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• v.33 no.2
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• pp.184-192
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• 2009

Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.293-304
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• 1999

A Calculator-Based Laboratory (CBL) system was introduced to science teachers and their perceptions to its classroom application was assessed. A CBL survey instrument was responded by 54 middle and high school science teachers who undertook a three-hour workshop of science experiments with CBL system. There were significant differences in teachers perceptions to CBL system among gender, school level, school location, teacher's degree, and years of teaching in terms of learning CBL system, applicability of CBL system for science classrooms, and effects on science achievement. Male teachers showed significantly (p<.05) higher agreement to learning of CBL system and applicability for science classrooms than female teachers. Compared to middle school teachers, high school teachers showed significantly (p<.05) high interests in CBL applicability for science classrooms and perceptions that there will be an increase of science achievement. Teachers with 4-8 years of teaching experience also showed significantly (p<.05) higher interest toward learning CBL system and its applicability. It was concluded that science teachers perceived CBL system as a promising science teaching method in Korean middle and high schools. However, a science teacher inservice training program for CBL system should be developed in consideration of gender, school level, school location, and years of teaching.

• Journal of Science Education
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• v.33 no.2
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• pp.271-289
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• 2009

The purpose of the research was to analyze the characteristics and the process elements which appeared to the process of designing experiment for biologists and gifted students in science. Four biologists and thirty-two gifted students were participated in this study. The findings indicated that (a) the researcher figured out the process elements could constructed in fifteen elements such as confirming questions, arrange materials, consideration for experimental subjects, searching variables, eliminating variables, selecting variables, planning operation of variables, planning control environmental variables, planning control biological variables, planning the methods of observation and assessment, planning the methods of collecting data, planning the interpretation of data, planning the repetition of experiments, planning the repetition of assessment, safety regulations as well. The biologists concentrated in the particular process elements related with variables, since the science-gifted students concerned the performance whole process elements themselves without deeper consideration, (b) the characteristics of biologists and science-gifted students in the process of designing experiment were as follows; 1) biologists and students showed the process elements which include the domain specific process skills as well, 2) biologists accurately conducted the designing experiments processes with repetition of specific process, since students designed experiments conventionally, and 3) biologists possessed the domain specific skills and know-how about their experiments, but students did not. The results show that the programs of designing experiment activity should be constructed with the process elements which were concentrated by biologists, should provide feedbacks to design experiment more accurately, and should be developed with concern of the process skills and know-hows of biologists.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.169-179
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• 2007

We investigated the effects of hypothetical deductive experiment on students' views about the nature of science (NOS). Participants were 212 eighth graders from a middle school and they were assigned to a control group and an experimental group. Students of the control group did guided experiment in small group and students of the experimental group did hypothetical deductive experiment in small group. The results revealed that both students of the control group and the experimental group possessed similar views about NOS in a pretest. But the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest. Students who used mainly surface learning strategy within the experimental group exhibited more sophisticated views about hypothesis in the posttest. On the other hand, students who used mainly deep learning strategy within the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest.

• 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.25 no.5
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• pp.547-554
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• 2005

A developed Web-aided laboratory program visualized invisible gas. In the Web-aided laboratory temperature and pressure were controlled and the resultant findings were presented as types of graphs, disclosed in the form of an analyzed report. A Web-aided laboratory experiment and traditional experiment group(2 classes) were assembled from a farming village co-educational high school and taught the motion of molecule lesson for 2 class hours. Before actual class instruction, to survey learner motivation characteristics, the short-version GALT, the test of attitudes toward science instruction, was administered. After instruction, student learning achievement, TOSRA, and IMMS, were administered to the two groups. To analyze data ANCOVA was administrated. Result found that attitudes towards science instruction did not significantly differ, but learning motivation and achievement were significantly altered.