• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.841-856
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• 2015

This study sought to explore longitudinal changes in Korean fourth graders' career aspirations in science. The sample included those who had high interest, but low career aspirations in science, and the analysis focused on the concept of science identity. To achieve this study's objectives, we selected 14 participants and then conducted two in-depth interviews with them. Compared with the first interviews (4th grade), changes were observed in eight students' career aspirations in science in the second round (5th grade). While six students maintained "negative" career aspiration, six revealed "medium" and two revealed "positive" career aspiration in science. To explore the relationship between science identities and career aspirations in science, three students were selected from the sample for further study. According to the results, the aspects of science identity that students valued regarding potential careers varied individually. Depending on these aspects, each student showed different patterns in the interactions between different aspects of science identity, and between aspects of science identity and science-related career aspirations. Over time, participants' experiences and interactions with people around them produced changes in their science identity, which led to changes in their career aspirations resulting from the interactions between aspects of their science identity. Their career aspirations in science were also significantly influenced by each participant's perceptions of relationships with peers (i.e., recognition by peers and of peers) and of science-related careers. Therefore, the results suggest that students need to be provided with appropriate learning environments and guidance relating to science careers.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.549-555
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• 2015

In this study, we investigated the influences of Integrated Science on the views of 10th graders with regards to the nature of science (NOS), STS, interest in science, and science aspiration, in order to explore the effects of Integrated Science developed under the 2009 Revised National Curriculum. Participants in this study were 214 10th graders in Seoul. The survey was administered at the beginning and at the end of the Integrated Science course. The analyses of the results revealed that there was no statistically significant difference in the scores of the pre-test and post-test on the NOS survey. However, the post-test scores of the tentativeness of scientific knowledge and the use of imagination, which are the sub-constructs of the NOS, were found to be significantly lower than the pre-test scores. There were no statistically significant differences in the frequencies of the responses to each item of the STS survey. The pre-test and post-test scores of the interest in science and the science aspiration were also not significantly different. The results indicated that Integrated Science did not have any impact on students' views on NOS, STS, interest in science, and science aspiration. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.613-624
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• 2014

The aim of this study is to explore why Korean 4th graders' interest in science was not connected to career aspirations in science using the perspective of science identity. Forty-five students with a high interest in science but with low science-related aspirations have been chosen from 488 elementary school students who have completed a questionnaire exploring students' interest and career aspirations in science. Among them, 19 who have received parental permission participated in in-depth interviews examining students' science identities (interest, competence, and recognition by others in science) and their experiences and perceptions of science-related activities. The results showed that most students have limited or situational interest in science, a gap between the perception of their competence in science and their competence for a science-related career, and negative recognition by others in science. Also, participants' science identities and low aspirations for a science-related career constrained their attention and participation in science-related activities. Students' negative science identities and low aspirations for science-related careers were based on the high standards of science-related careers. It seems that these erroneous perceptions and expectations led them to differentiate themselves from students pursuing science-related careers, as well as to perceive that their interest, competence, and recognition by others in science were not enough to pursue a science-related career. This study has implications for understanding the current condition of young students with low aspirations for science careers and exploring desirable objectives and strategies to promote activities to raise their aspirations for science-related careers.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.779-786
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• 2014

Elementary children, hoping for jobs in science/engineering(Sci/Eng) or medicine(Med), were surveyed on the reasons for jobs, science/math preferences, interests in science, and science aspirations. For 3rd grade boys, twice more students picked Sci/Eng than Med choices. However, for 6th grade boys, the numbers of Sci/Eng and Med became close. The ratios of girls with Sci/Eng in 3rd and 6th grade did not differ much. The 6th graders chosing Med was 1.4 times bigger than 3rd graders for both boys and girls. For students with Sci/Eng, the most important reason for a job was that he/she liked it. For Med, helping others was as much important as doing what he/she liked. Science preference were the highest in the Sci/Eng group. The Med group came next with the non-science group being last. Math preferences were lower than the science preferences. Therefore, children need to be guided to increase the preferences for math as well as for science to keep the Sci/Eng and Med career choices. The interests in science and the science aspirations show similar patterns. The 3rd graders showed higher value than the 6th graders, the boys higher than girls, and the Sci/Eng group highest, the Med the second and non-science group the last. Science aspirations were higher than the interests only for the Sci/Eng group, while it was lower than the interests in all other groups. This implies that science aspirations might have bigger influence on getting a career in Sci/Eng than interest does.

• The monthly packaging world
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• no.9 s.185
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• pp.98-100
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• 2008

(사)한국포장학회는 지난 7월 10일 정기총회를 열고 강릉대학교 생명과학대학 식품과학과 이근택 교수를 신임회장으로 선임하였다. 한국포장학회 4대 회장으로 취임한 이근택 회장은 "신임회장으로써 책임이 막중한 만큼 앞으로 2년 임기동안 포장학회의 발전을 위해 최선을 다해 나갈 것"이라고 포부를 밝혔다. 이근택 신임회장에게 취임 소감 및 향후 학회 발전 계획에 대한 견해를 들어 보았다.

• The Science & Technology
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• no.1 s.428
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• pp.14-25
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• 2005

<과학과 기술>지는 지난 12월호에 송년을 맞아 학계, 연구소, 언론계 등 과학기술계 일선현장에서 일하는 20인에게 '2004년 회고와 2005년 과학기술계에 대한 소망'을 들어보았다. 이어서 2005년 1월호에는 신년을 맞아 정계, 관계, 학계, 연구소, 기업체 등 과학기술계 저명인사들에게 '2005년의 포부와 과학기술계 전망'을 들어본다.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of Science Education
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• v.42 no.2
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• pp.214-229
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• 2018

The purpose of this study was to investigate the effect of science-based STEAM program on the positive science experience of elementary school students. The participants of this study were 64 fourth graders of S elementary school located in Gyeonggi-do. They were divided into the experimental group of 30 students and the comparative group of 34 students. The program was reorganized into the STEAM program, which emphasized communication with students in the second semester of 4th grade, centered on 'Earth and Moon' unit which were carried out in total 16 times. The experimental group was giving the science-centered STEAM program, and the comparative group was giving the general instruction model based on the instructional book guidelines. The results of the study are as follows. The science-centered STEAM program showed a further influence on the positive science experience of elementary school students. Based on these results, it can be confirmed that the class using the science-centered STEAM program positively influenced the improvement of students' positive science experience.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.335-346
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• 2017

In this study, we developed and examined the validity and reliability of the Test for Indicators of Positive Experiences about Science (TIPES) that measures students' positive experiences about science. We have developed TIPES through literature reviews, development of the preliminary version of TIPES, a pilot test and revisions of the preliminary version, and the test of the final version. Through literature reviews and Delpi methods, we developed the preliminary version of TIPES, which consists of five categories such as science academic emotion, science-related self-concept, science learning motivation, science-related career aspiration, and science-related attitude. Using the preliminary version, we conducted a pilot test with 198 students consisting of 4th, 6th, 8th, and 10th graders, and modified the first version based on the results from the pilot test and expert meetings. We then conducted a main test with the revised version of TIPES with 1,841 students consisting of 4th, 6th, 8th, and 10th graders. According to a confirmatory factor analysis, a reliability test and descriptive statistics analyses, TIPES found to have a good validity as well as reliability. In addition, there are statistically significant differences in the norm distribution and scores of TIPES by student's grade, gender, school location, and level of participation in science-related activities. Discussed in the conclusion are the implications of this research for science education research and science teaching and learning practices in the school.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.455-466
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• 2023

This study explored the relationship between science academic passion, positive experience about science and scientific creativity in elementary science-gifted students. To do this, 108 science-gifted students from grades 3 to 6 were selected. After conducting the tests on their science academic passion, positive experience about science and scientific creativity, descriptive statistics, correlation analysis, and multiple regression analysis were conducted. The results revealed that the students exhibited relatively high levels of science academic passion and positive experience about science, but their scientific creativity was not relatively high. While there was no statistically significant correlation between the overall science academic passion and scientific creativity, there was a significant negative correlation with scientific creativity in the aspect of 'obsessive passion' of the five subcategories ('importance', 'like', 'time/energy investment', 'harmonious passion', and 'obsessive passion'). Furthermore, the five subcategories, particularly 'like', 'harmonious passion', and 'obsessive passion' were statistically significant predictors of scientific creativity. However, the five subcategories of positive experience about science ('science academic emotion', 'science-related self-concept', 'science learning motivation', 'science-related career aspiration', and 'science-related attitude') did not exhibit statistically significant correlations with scientific creativity and did not had a significant influence on it. Additionally, neither the overall science academic passion nor the overall positive experience about science had a statistically significant effect on scientific creativity. Educational implications of these results were discussed.