• Journal of Korean Medical classics
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• v.19 no.4
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• pp.212-218
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• 2006

당금시대(當今時代), 정진입도동서방문명형성상호간적융합공제(正進入到東西方文明形成相互間的融合共濟), 병탐색착이상생적관계진행발전적전절기(幷探索着以相生的關係進行發展的轉折期). 동양사상통과관찰정체적직관여통합적사유방법(東洋思想通過觀擦整體的直觀與統合的思維方法), 설명료우주변화규율화인간적각종난해지미(設明了宇宙變化規律和人間的各種難解之謎), 종이창조출료위대적음양오행론사상(從而創造出了偉大的陰陽五行論思想). 단시수착 '서세동점' 적조류(但是隨着 '西勢東漸' 的潮流), 신위동양인이교육화사유방법이축보서양화(身爲東洋人而敎育和思維方法已逐步西洋化), 미능계승아문적위대전통(未能繼承我們的偉大傳統), 반피서양적과학문명화물질문명소흡수(反被西洋的科學文明和物質文明所吸收). 연이(然而), 서양적임하일종철학급과학(西洋的任何一種哲學及科學), 몰유일개능구이일종원리래설명우주화인간급만물적변화(沒有一個能구以一種原理來說明宇宙和人間及萬物的變化), 즉몰유일개능여동양적음양오행론상필적적철학화이론(卽沒有一個能與東洋的陰陽五行論相匹敵的哲學和理論). 포괄음양오행론재내(包括陰陽五行論在內), 동양사상이기흔강적설복력, 수착과학진보(隨着科學進步), 기가치개시중신피인식(其價値開始重新被認識). 이전뇌화수자혁명위대표적현대문명(以電腦和數子革命爲代表的現代文明), 역시근거음양론적이진법위기초이창조출래적(亦是根據陰陽論的二進法爲基礎而創造出來的). 애인사탄(愛因사坦), 탕천수수(湯川秀樹), 니극발이(尼克勃이), 가포라등(기布羅等), 균대동양사상적위대성가이인가(均對東洋思想的偉大性加以認可), 병종차득도영감(幷從此得到靈感), 취득위대적과학성과(取得偉大的科學成果). 음양오행론시불가마살적절대진리(陰陽五行論是不可磨殺的絶對眞理). 불관대기이론가치급본질무지적인(不管對其理論價値及本質無知的人), 즘양급여평가, 단시저일이론시일개해석자연화인간본질급설명기변화적이론(但是這一理論是一個解釋自然和人間本質及說明其變化的理論), 결부회상실기진정적가치(決不會喪失其眞正的價値).

• Journal of Gifted/Talented Education
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• v.14 no.2
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• pp.131-150
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• 2004

본 연구는 현재까지 밝혀진 영재성의 구성요인으로서 지적 능력, 창의성, 과제집착력, 대인관계, 정신운동성, 음악적 능력등과 같은 내적, 외적 요인 이외의 요인으로서의 영재의 진로유형고 자아개념을 설명하고, 이 두 개의 요인의 상관관계를 밝히고자 하였다. 일반 중학교 74명과 과학영재교육원에서 수강중인 중학생 58명을 대상으로 Holland 진로탐색검사와 성신자기개념검사를 사용하여 과학영재 중학생과 일반 중학생의 진로유형과 자아개념을 비교하였다. 연구결과, 과학영재들의 진로유형은 주로 탐구형이 나타났으며, 자아개념은 일반 중학생에 비해 모든 하위차원이 높게 나타났다. 영재의 진로유형과 자아개념의 하위차원간의 상관에서는 자아존중감에서만 유의미한 관계를 찾아내었다. 본 연구는 영재의 자아개념과 진로유형이 영재성이 특성을 설명하는 요인으로는 설명이 부족하지만, 각각의 요인을 영재성의 한 단편 요인으로 설명하고자 하였다.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.46-63
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• 2012

The purpose of this research is to explore factors which influence visitors' attention on exhibition panels by analyzing visitors' attention according to topic types and visitor group types. The subjects of this research are exhibition panels of a Tesla Coil exhibition in the Gwacheon National Science Museum. The exhibition panels' topic are basic concepts, explanations of phenomena, operating principles, applications and historical background. These topics are selected through a survey of visitors' intellectual needs for a Tesla Coil. Five new exhibition panels according to the topics are developed and visitor groups' behaviors in front of the panels are recoded in natural situations. The total participant groups are 586 groups, which includes individual student (30.0%), individual adult (20.6%), student group (28.2%), adult group(2.4%), and family group (18.8%). Visitors' attention to exhibition panels is sub-categorized into attracting power and holding power. Attracting power is defined by the percentile of group numbers who attend to an exhibition panel more than 3 seconds to the total group numbers who attend to an exhibition panel for more than a glance. Holding power is defined by average attention time and decay time. The attracting powers of historical background and application panels are 72.3% and 68.8% respectively, while that of the basic concept panel is 47%. Average attention times of explanation of phenomena and operating principle are 37.0 and 34.2 seconds, while those of historical background and application panels are 25.4 seconds. The decay times of each panel shows the same patterns of average attention times. Attracting powers of panels easy to approach and holding powers of panels with in-depth scientific concepts seems to be high. Attracting powers of the individual adult, family, and student group are 66.9%, 66.4% and 62.4% respectively, while the attracting power of the adult group and individual student are 57.1%, and 55.7%. Average attention times of the student group, family, adult groups are 34.0, 33.0, 31.6 seconds respectively, while that of individual student is 19.5 seconds. The decay times of each group shows the same patterns of average attention times. Both of attracting powers and average attention times of the student group and family group are high, while both of individual student are low. Tentatively, attracting powers of exhibition panels seems to be influenced more by topic types of panels, and holding power seems to be influenced more by group type. But these results are very limited and further studies are needed.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.367-378
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• 2007

The purpose of this study is to investigate the features of science language in Earth science textbooks and Earth science research articles. We examined two Earth science textbooks and two Earth science articles using the taxonomy of scientific words, the text structure analysis of explanations, the analysis of conjunctive relations and reasoning, and the function of conjunction. The results showed that school science language revealed in Earth science textbooks had high proportion of naming words and the text structures in which definition/exemplification structure and description structure were dominant. Also, internal relations that showed additional arrangement rather than logical inference, were predominant in Earth science textbooks. However, scientists' science language revealed in the Earth science articles had more proportion of process words and concept words than the Earth science textbooks and the schematic structure of explanation texts, such as orientation - implication sequence - conclusion. In addition, the text structures in each sentences of implication -sequence showed cause/effect or problem-solving after description structures. Also each sentences expressed causal or abductive reasoning through the internal relations using verbs or adverbial inflection. It is necessary that we bridge the gap between the two languages for students' authentic use of science language. For the bridging, we propose "interlanguage", which mediates between school science language and scientists' language.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.580-589
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• 2014

The concepts used to explain specific phenomenon can be influenced by context or coherent regardless of context. The purpose of this study is to understand middle school students' concept of particles in particular context and to investigate the effects of context on concept of particles. A conceptual questionnaire was developed to find out how students represented particles in two contexts: solid and solution states of electrolytes, and ion precipitation reaction. The questionnaire was administered to $9^{th}$ grade students after classes of 'electrolyte and ions' unit. The responses of students were analyzed using framework developed for categorization of students' concepts. The results are as follows: First, it was found that students used various concepts on particles when they explained solid and solution state of electrolytes, respectively. Second, we identified students' concepts of particles used to explain ion precipitation reaction. In addition, we recognized that majority of students failed to write correct chemical symbols. Third, approximately 79% of students showed coherent responses for explanation of particles in solution state of both electrolytes and ion precipitation reaction. About 57% of students had scientific concepts. Some suggestions were made based on results for acquisition of scientific concepts on particles in different contexts.

• Journal of Science Education
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• v.37 no.3
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• pp.476-491
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• 2013

The purpose of this study was to investigate the effect of science writing activities on high school students' scientific thinking ability in Life Science I class. In order to do this, 6 teaching-learning materials dealing with science writing and an evaluation tool for scientific thinking ability were developed. And the subjects were 224 high school students of 6 classes. As a result of applying science writing activities in Life Science I class, the students' scientific thinking ability was improved. And students' inductive/deductive/critical/creative thinking ability was improved. In addition, in the most of the evaluation criteria of scientific thinking ability, the scores of posttest were higher than those of pretest. The number of students to show higher performance levels was increased. Therefore, science writing activities have positive effect on high school students' scientific thinking ability. This study provides some implications for teaching science writing activities to develop students' scientific thinking ability.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.503-513
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• 2005

The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.522-537
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• 2013

This study analyzed the relationship among the construct level of analogical reasoning, prediction and uncertainty, and the construction of an explanatory model that were produced during small group discussions for scientific problem solving. This study was participated in by 8 students of K University divided into 2 teams conducting scientific problem solving. The participants took part in discussions in groups after achieving scientific problem solving individually. Through individual interviews afterwards, changes in their thinking through discussion activities were looked into. The results are as follows: The analogy at the Entities/Attributes level was used to make people clearly understand the characteristics of certain objects or entities in the discussions. The analogy at the Configuration/Motion level that was produced during the discussions ensured other participants to predict the results of problem solving. The analogy at the Mechanism/Causation level changed the structure of problem situations either to help other participants to reconstruct the explanatory model or to come up with a new situation that was never been through before to justify the created mechanism and through this, the case of creating Thought Experiments during the discussions were observed. if looking into the changes of analogies, each individual's analogic paradigm during the discussions were shown as production paradigm, reception-production paradigm, production-reception paradigm, and reception paradigm. The construction and reconstruction of the explanatory model were shown in analogic production paradigm, and in the reception paradigm of an analogy, participants changed their predictions or their certainty.

• Journal of Science Education
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• v.41 no.3
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• pp.351-364
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• 2017

This study investigated science self-efficacy, sources of science self-efficacy, and creative personality by grade and gender. For this study, 495 $3^{rd}-6^{th}$ elementary students were participated. The findings showed that there was no significant difference by grade and gender in science self-efficacy. In sources of science self-efficacy, there was significant differences by gender, but not by grade. $3^{rd}$ and $4^{th}$ graders' scores about 'vicarious experiences' and 'physiological and affective states' were higher than the those of $5^{th}$ and $6^{th}$ graders. Among creative personality, $3^{rd}$ and $4^{th}$ graders' scores about 'motivation' and 'challenge' were higher than those of $5^{th}$ and $6^{th}$ graders. Comparing the scores among sources of science self-efficacy, the mean scores of 'social persuasion' were relatively low than other sources. This showed that praises and encouragement of teacher, parents and friends had not been sufficient. In terms of variables' influences on science self-efficacy, multiple regression results showed that 'mastery experiences' in sources of science self-efficacy had the most explanatory power and 'social persuasion' had the second explanatory power. 'Patience' in creative personality showed the third explanatory power. The variables' influences on science self-efficacy showed differences by grade and gender.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.352-362
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• 2006

Many misconceptions regarding biology and evolution have been reported by students prior to being exposed to a formal education program of evolution which challenged them. This study sought to investigate and to analyze the misconception formation process of evolution originating from TV animation and science books for children. Firstly, to identify TV animation's influence on students' misconceptions of evolution, a questionnaire including TV animation characters was constructed and administered to 146 elementary school students, 161 middle school students, and 156 high school students. The data collected was analyzed. Secondly, 17 science books for children were sampled and the contents related to evolution were selected and analyzed in terms of five evolutionary explanations: creationism internal will explanation, teleological explanations, explanations of use and disuse, mutation and finally, natural selection. Children have understood 'growth' and 'metamorphosis' on TV animation as 'evolution'. The processes by which characters on TV animation undergo some forms of change, which are in fact a kind of metamorphosis has often been understood as 'evolution'. Many respondents have defined evolution incorrectly as the process of growing and changing shape. On the other hand, some science books fur children contained descriptions of evolution including' mutation and finally natural selection explanation'; however, most of the science books fur children sampled in this study were written through the perspectives of alternative evolutionary views such as 'teleology view', 'internal will view', and 'use and disuse view'. It is apparent that TV animation and science books fur children influence the formation of various misconceptions regarding evolution by children.