• Journal of Gifted/Talented Education
• /
• v.23 no.5
• /
• pp.715-729
• /
• 2013

The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.

• Journal of The Korean Association For Science Education
• /
• v.28 no.2
• /
• pp.150-158
• /
• 2008

The purpose of this study was to investigate the views of STS by science gifted and talented students. A multiple-choice format questionnaire HS-VOSTS was administered to 134 science gifted and talented students. We found that most of students had possessed the tentativeness of scientific knowledge. Science gifted and talented students mainly agreed that government should not control scientists' researches. Science gifted and talented students emphasized that scientists should consider the positive and negative influences of research products. There was no significant difference according to the gender in the view of science gifted and talented students on the definition of science, the external and internal sociology of science, and epistemology. This study would provide implication for the development of gifted students' program and curriculum.

• Journal of The Korean Association For Science Education
• /
• v.36 no.3
• /
• pp.371-387
• /
• 2016

Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.

• Journal of The Korean Association For Science Education
• /
• v.32 no.1
• /
• pp.82-94
• /
• 2012

In this study, epistemological views of middle school students on scientific inquiry were investigated. The Views of Scientific Inquiry Questionnaire was administered to 141 9th graders. The questionnaire consists of five open-ended items concerning the contexts of scientific investigation, the methods of scientific investigation, the interpretation of data, and the data and evidence. Analyses of the results indicated that their epistemological understanding of scientific inquiry were not adequate on the whole. Although the students suggested a variety of factors influencing scientists' decisions on the questions and the methods of investigation, many of the factors were minor. Only a few students specifically described the activities of scientists and the constituents of "scientific" activity, and students did not demonstrate adequate understanding of experimentation in science and multiple scientific methods. Moreover, the percentage of students who possessed the informed view that data can be variously interpreted was found to be low. The students also did not understand the distinctions between data and evidence. Educational implications are discussed.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.1019-1034
• /
• 2013

The purpose of this study is to investigate the characteristics of convergence gifted students through the their perception of the differences about scientists between Science class and Convergence class in gifted science education center. Consequently, this article reports that there are differences in the perception about scientists was distinction between applicants of Convergence and Science class. Science class applicants mainly recognized scientists as pure scientists, but Convergence class applicants recognized scientist were including mathematician, artist, architect, etc. Also Convergence class applicants thought that affective domain including 'effort', 'patience', 'interest' was more important that Science class applicants. On the other hand, when they described the scientists, Science class applicants knew their achievements as scientists more specifically than Convergence class. And to conclude, the characteristics were different between Convergence and Science class applicants in gifted science education center. Based on the result of this study, this paper suggests the following: Firstly, conceptual study is urgent about convergence gifted students in their definition and characteristics. Secondly, information regarding the criteria to select student for convergence class in gifted science education center. Finally, when teaching convergence gifted students, attention should be paid to their characteristics such affective domain.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2007.11a
• /
• pp.7-10
• /
• 2007

많은 과학자들은 인간의 사고를 functional Magnetic Resonance Imaging (fMRI), Time Resolved Spectroscopy(TRS), Electroencephalography(EEG)등을 이용해서 두뇌 활동 영역을 연구하고 있다. 주로 의학 분야와 심리학의 영역에서 두뇌의 활동을 연구하여 간질이나 발작을 알아내고 거짓말 탐지 분야에서도 사용된다. 본 논문에서는 사람의 두뇌활동을 측정하여 인간의 감정을 인식하는 연구에 중점을 두었다. 특히 fMRI와 TRS 그리고 EEG를 이용해서 사람의 두뇌활동을 측정하는 연구를 하였다. 많은 연구자들이 한 가지 측정 장치만을 사용하여서 측정하거나 fMRI와 EEG를 동시에 측정하는 연구를 진행하고 있다. 현재에는 단순히 두뇌의 활동을 측정하거나 측정시 발생하는 잡음들을 제거하는 연구들에 중점을 두고 진행되고 있다. 본 연구에서는 fMRI와 TRS를 동시에 측정하여 얻은 두뇌 활동 데이터를 가지고 감정에 따른 활동영역의 EEG신호를 측정하였다. EEG 신호분석에 있어서 기존의 뇌파만을 가지고 특정을 찾아내는 것을 넘어서 각각의 채널에서 기록되는 뇌파의 파형을 주파수에 따라서 분류하고 정확한 측정을 위해 낮은 주파수를 제거하고 연구자가 필요한 부분의 뇌파를 분석하였다.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.187-205
• /
• 2009

The purpose of this study was to investigate the perception of science high school students for modeling module that contain scientists' thinking process. Modeling modules about 'gas diffusion', 'ion conductivity' and 'ion mobility' were applied to science high school students. Interview, lab report, and dialogue were analyzed to comprehend features of modeling module. Students who performed modeling modules perceived that modeling modules were appropriate to experience scientists' research process. Modeling modules were kind of activity to raise 'muscle of thinking', to be needed 'new views' and 'various representations', and to contain 'designing laboratory process'. Therefore, the development of various modeling modules is needed in the near future.

• Journal of Gifted/Talented Education
• /
• v.11 no.3
• /
• pp.85-97
• /
• 2001

This study was to gain a suggestion how to educate the science gifted student and manage the science gifted education center by analyzing the science gifted student's perception of the science, scientist and vocation. One seventy and eight science gifted students were involved in the questionnaire to investigating the perception of science, scientist and vocation. As the results, many of science gifted students thought the convenience as the positive aspect of science and the environmental pollution as the negative aspect of science. Science gifted students considered most scientists a diligent person, researcher and what's more, they are careless about home. They suggested much more of foreign scientists like Einstein, Edison, etc. than Korean ones as respectable scientists. Scientist is a major vocation that they want and know in the science area, while some students want to be a doctor, occurred to science singer. The mystery, difficulty, complexity, scientist, etc. occurred to science gifted students when they heard the ‘science’. According to the results, there are in need of the new educational programs for the science gifted students and science gifted education center. One of the aims of the science gifted education center is the judgment and cultivation of the science gifted student. Therefore, the science gifted student to be educated to improve positively the images of science and scientist. In addition to, they should get a concern about the vocation in science area and to be a famous scientist.

• Journal of Korea Technology Innovation Society
• /
• v.19 no.3
• /
• pp.572-603
• /
• 2016

This study examines how scientists understand standardization and standardization policy in the Korean national R&D context and analyze future policy direction of standardization policy. Interview with 15 scientists at universities and government-funded research institutes who have participated national R&D (particularly in the field of technology convergence) were conducted. The results show that considerations of standardization at the process of technology convergence is somewhat different from them at the process of general R&D. Also, considerations of standardization at the process of technology convergence is needed at the later time within the R&D time schedule because of low visibility and forecasting on the technology convergence outcome. It finds that "standardization by private sector" is the future policy direction in Korea. The government needs to be remained as "helper" for private sector to lead standardization in a globalized market

• Journal of Gifted/Talented Education
• /
• v.22 no.3
• /
• pp.527-550
• /
• 2012

The purpose of this study was to investigate the career awareness, the preference for science and stereotypic image of the scientist between the gifted students and non-gifted students in elementary school. For this study, 52 gifted students and 80 non-gifted students were participated. The results were as follows: First, the career awareness of gifted students was significantly higher than that of non-gifted students. Second, the preference for science of gifted students was significantly higher in all sub-domains than non-gifted students. There was a significant interaction effect between group and gender in the scientific interest and the intention of solving problems. Third, analyzing stereotypic image test for scientist between the gifted students and non-gifted students, it proved that non-gifted students had more stereotypic image comparing with the gifted students. Forth, carrying out the correlation analysis on the career awareness and the preference for science, the career awareness and the stereotypic image of the scientist, it proved that there were significant correlations with each other. It revealed that the career awareness affected the preference for science significantly through multiple regression analysis.