• Journal of Science Education
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• v.36 no.2
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• pp.341-353
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• 2012

The purpose of this study is to explore how science teachers' views about physics and biology are different. From a survey of 45 science teachers who majored in physics, this study found that their views about physics were closer to the experts' views than their views about biology. But it seemed that their views about neither physics nor biology were similar to the experts' views. Compared their views about physics with their views about biology in six dimensions, in four dimensions including structure dimension, methodology dimension, validity dimension, and reflective thinking dimension, the scores of the views about physics were higher, in learnability dimension, the scores of the views about biology were higher, and in personal relevance dimension, the scores of the two kinds of views were similar. Specially the their views about physics in learnability dimension were closer to novices'. In addition, science teachers majored in physics seemed to think that compared with biology, physics is coherent, systematic and reasoning, but it is not learnable.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.981-994
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• 2013

This study aims to examine two hypothetical models for the variables of students' environmental perspective. First hypothetical model is the mediating role of recognition and familiarity between aesthetic and negativistic perspectives. Second hypothetical model is the separate path from humanistic to dominionistic perspectives. One hundred four tenth grade students participated in this study. We used Pearson correlation, partial correlation, and path analysis to examine the fitness of hypothetical models. The findings showed that the mediating role of recognition and familiarity between aesthetic and negativistic perspectives were statistically accepted. To prevent students' bias for fancy or gross animals, the learning (for instance, recognition and familiarity) may play role in reducing the bias. Second, there were two differential paths from humanistic to dominionistic perspectives (ecologistic-naturalistic path and scientistic-utilitarian path). While ecologistic-naturalistic path does not reach dominionistic perspective, scientistic-utilitarian path does reach dominionistic perspective. To prevent students' dominionistic perspective for nature, they need to understand ecologistic-naturalistic minds for the nature.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.81-95
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• 2009

The purpose of this study wasto analyze the factors that enhance their learning achievement in a fieldtrip environment. For this academic goal, we analyzed a pattern of fieldtrip-related perception and attitudes of 19 science-talented students who participated in the 2007 KESO winter school. As for the perception type, the result of analysis showed that the science-talented students understood a fieldtrip as an experimental inquiry from an inquiry perspective, and that their understanding about a fieldtrip was based on anthropocentrism, positivism and instrumentalism from a science philosophy perspective. Regarding theattitudes type, the result revealed that the purpose of the winter school was mainly to learn knowledge in earth science, and that there was a significant tendency for the participating students to become a future scientist more eagerly than their parents expected. Students' fieldtrip-related academic self-concept was mostly positive while the participants experienced both positive and negative emotions.

• Journal of Science Education
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• v.42 no.3
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• pp.293-307
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• 2018

The purpose of this study is to search for the direction of informal science education research by analyzing them from the educational perspectives of informal science education. For this purpose, this study analyzed 144 journals related to informal science education that have been issued in the last six years in terms of educational perspectives. As a result, this study found a tendency for studies to be biased towards a few educational perspectives such as scientific practice participation, emotional enhancement, and understanding of knowledge, while studies on the understanding of nature of science have been conducted in a few cases. This tendency was also found in the analysis of the detailed media in each field, however, the biased educational perspectives varied from media to media. Therefore, in order to understand various aspects of informal science education itself, which is not a subsidy of formal school education, and to deeply understand what each media is trying to pursue, it should be done with various educational perspectives in each media study.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.280-288
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• 2019

The purpose of this study is to draw implication for scientific inquiry study by investigating level of understanding and actual state regarding the elementary school teachers' scientific inquiry. The survey was conducted toward 42 elementary school teachers who work at the D city by using questionnaire of Views About Scientific Inquiry. Actual state of understanding of scientific inquiry was investigated by categorized the responses to the level of understanding of the eight aspects of scientific inquiry in three levels (informed, mixed, naive) based on analysis criteria. And analyze whether the characteristic of the subjects affect to level of understanding about aspect of scientific inquiry. As a result of the analysis, the two aspects among the eights aspects of scientific inquiry; 'Inquiry procedures are guided by the question asked' and 'Research conclusions must be consistent with the data collected' were appeared to have high rates of informed level of understanding. In the remaining six perspectives, most of elementary school teachers had naive and mixed level of understanding, so informed level of understanding took a relatively low proportion. It implies that elementary school teachers who teach inquiry in the field have limit to understand about scientific inquiry. These results indicated that experiences that have taught students and science related training courses that open sofar have a little influence to increase comprehension about scientific inquiry. Therefore, it is required to reinforce the teachers' understanding about scientific inquiry and to formulate different form of plan unlike existing way of teaching for teaching scientific inquiry.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.164-174
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• 1996

본연구는 자유낙하 운동에 대학 학생의 개념을 이 개념의 역사적 변천 과정과 비교하여 분석하였다. 네 연령층(ll세,13세, 15세, 17세)으로부터 총 737명이 설문조사에 참여하였으며,설문에서 주어전 문항들은 자유낙하 운동과 관련하여 과거의 과학자(예를 들어, 아리스토텔레스, 임페루스 이론가, 갈릴레오)들이 고민하였던 핵심 문제를 반영하는 것이었다. 설문에는 세 문항이 포함되었으며,각 문항은 자유낙하 운동에 관한 세 가지 측면(즉,운동의 원인,낙하높이와 낙하속력의 관계,낙하 체의 무게와 낙하속력의 관계)에 각각 관련된 것이었다. 낙하운동의 원인에 대혜서, 전체 학생의 4.3%, 25.5%. 62.7%가 아리스토텔레스,임페루스스,갈릴레오적 관점을 각각 지닌 것으로 나타났다. 낙하높이와 낙하속력의 관계에 대혜서는,20.0% 와 29.0%의 학생들이 각각 아리스토텔레스와 갈릴레오적 관점을 지닌 것으로 냐타났다. 그리고 낙하체와 무게와 낙하속력의 관계에 대혜서는,19.0%,34.8%,42.2%의 학생들이 아리스토텔레스,임페루스,갈리레오적 관점을 지닌 것으로 나타났다. 개별 문항에서 부분적으로 임페루스적 관점으로부터 갈릴레오적 관점으로의 변화가 나타났으나,전체적으로 연령이 증가함에 따라 학생의 개념이 현대적 관점으로 변화한다고 판단 하기는 어려웠다. 그리고 본 연구로부터 학생의 개념과 그 개념의 역사적 변천 과정에 사이에 상당한 유사성과 함께 차이점이 존제함을 알 수 있었다.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.449-475
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• 2022

The purpose of this study is to critically examine science content and science education from the 'essential-holistic' perspective, in particular, among the core disciplines constituting the teacher education curriculum. In this study, we first, analyzed the definition of the 'essential-holistic' perspective, the philosophical background, and the relationship with the practices in-depth, and then, from the 'essential-holistic' perspective, conducted an inquiry into the essence of science content and science education. The results of this study are as follows: first, according to the 'essential-holistic' perspective, science content is a study that explores the science practices and systematizes the results of that inquiry. Major activities of science content include the establishment and implementation of 'science for teachers' and participation in the development of science curriculum (textbook). Second, science education according to the 'essential-holistic' perspective is a study about in-depth exploration of essential problems in science education phenomena rooted in the science practices and the practice of good teaching. More specifically, science education is a field that carries out work related to inviting, participating, and guiding students to grow into science practices (i.e. initiating into practices). The main activities of science education related to this include activities ranging from the development of the science curriculum (textbook) to teaching and evaluation (recording). In this study, we discussed important tasks to be carried out in the future based on the results of the study.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.337-345
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• 2007

The purposes of this study are to investigate and compare the characteristics of classification criteria of secondary school students and science teachers in relation to the three statesof matter. For this research, 76 middle school students in the7th grade who studied microscopic viewpoints about classifying the state of matter for the first time, 69 high school students in the 12th grade who studied Chemistry I and IIcourses successfully, and 130 secondary school science teachers, through a questionnaire. As a result, while having learned the three states of matter in the microscopic viewpoints, the majority of middle school students showed a high percentage of classification in the macroscopic viewpoints. For high school students, their percentage of classification included highmicroscopic viewpoints about solid and gas, the percentage of classification included macroscopic viewpoints about liquid state as alsohigh. The secondary school teachers gave answers in the macroscopic viewpoints and microscopic viewpoints equally, but their answers were just representation of the viewpoints list without the meaningful connection of the two type of viewpoints. To solve these problems, It is necessary to form connective change from the macroscopic viewpoints to the microscopic viewpoints about the criteria for classifying the States of Matter and various educational efforts.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.821-824
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• 2006

지식 정보화 사회에서 사회구성원들이 원활히 생활하고 당면한 문제들을 알고리즘적 사고에 바탕에 두고 해결하기 위해서는 컴퓨터교육이 필수적이다. 그러나 현행 초 중등과정에서 컴퓨터 교육과정을 살펴보면, 도구적 관점에서 문맹탈피를 위해 특정한 응용 소프트웨어 사용법을 가르치는 단순한 컴퓨터 소양, 활용교육 중심으로 교육과정이 편성되어 있다. 본 논문에서는 미국의 초 중등과정에서 컴퓨터 교육과정 개발에 관련된 기존 연구를 소개하고, 이를 기반으로 초 중등과정에서 컴퓨터과학 교육과정을 새롭게 제시하고자 한다. 이 새로운 교육과정의 특징은 컴퓨터교육을 도구적 관점이 아닌, 컴퓨터과학의 관점에서 소양, 활용, 과학교육을 포괄하도록 구성되어 있다.

• Review of KIISC
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• v.32 no.2
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• pp.29-36
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• 2022

클라우드 스토리지는 다양한 리소스에서 인터넷을 통해 데이터를 저장하고 접근하는 형태의 데이터 스토리지를 말한다. 클라우드 스토리지는 서비스 접근성, 용량 조절의 용이성이 높아 꾸준히 사용자가 증가해왔다. 특히 모바일 기기와 연동하여 자동 동기화함으로써 사용자와 관련한 다양한 데이터가 실시간으로 업·다운로드 된다. 이에 따라 클라우드 스토리지에는 디지털 포렌식 관점에서 특정 사실을 증명하거나 사건의 실마리가 되는 중요한 단서가 저장되어 있을 가능성이 크다. 따라서, 본 논문에서는 클라우드 스토리지의 정의와 종류를 살펴보고 디지털 포렌식 관점에서 클라우드 스토리지의 데이터 수집 및 분석 기술에 관한 연구 동향을 분석한다. 또한, 현재 클라우드 스토리지 데이터 수집 기술의 한계를 분석하고 향후 연구 방향에 관해 논의한다.