• Journal of The Korean Association For Science Education
• /
• v.38 no.1
• /
• pp.87-96
• /
• 2018

In this study, the trend of research and practice of science education for students with special educational needs was discussed in consideration of the aim of science education. Since the 1980s 'science for all' has been suggested as an important goal of science education and it has been pursued in the National Curriculum of Korea with differentiated teaching and learning approach. The meaning of 'science for all' should be expanded to science education for all students including minorities. However, comparing to 'normal' students, there have been relatively little researches and practices for those who need special educational supports as to meet their special talents or as to meet their special mental or physical challenges. Especially, the efforts for handicapped students or students with special educational needs (SEN) have been deficient in comparison to that of talented or gifted students. In this study the authors introduced the history and procedures of a 'Science Fair of Hope' with SEN students as an example of practice of science education for all, and then described the change among pre-service science teachers' attitudes towards disability and inclusive education, so as to discuss the practice and significance of science education for all students including SEN students.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2020.06a
• /
• pp.401-401
• /
• 2020

최근 전 세계적으로 기후변화로 인한 자연재해가 빈번하게 발생하고 있으며, 우리나라 역시 해마다 가뭄과 홍수 등의 피해가 큰 실정이다. 특히 가뭄으로 인한 피해는 농업분야와 직결되어 있으며, 미래식량과 물안보에 영향을 미친다. 최근에는 국내 물관리일원화 정책에 따른 통합물관리 시행으로 수요관리에 의한 물이용 효율성이 물관리 기본원칙으로 포함되어 있어, 농업용수 분야의 물절약 필요성과 중요성은 더욱 증대되고 있는 실정이다. 농업농촌부문 가뭄대응 종합대책의 일환으로 2016년부터 농업용수 이용자 측면에서 물절약 실천을 유도하기 위한 물절약 교육 모델의 개발과 농업인 대상 시범교육이 실시되고 있으나 일부 지역에만 단발성 사업으로 제한적으로 추진되고 있는 실정이다. 따라서 물절약 교육 및 홍보사업을 보다 체계적이고 광법위하게 적용하여 농업 현장에서의 가시적인 물절약 성과를 도출하기 위한 노력이 요구된다. 이에 대한 일환으로 본 연구에서는 물절약 교육 콘텐트 개발 및 현장 교육에 반영하기 위하여 농업인 대상 물절약 의식과 행동실천 여부에 대해 조사를 실시해 보았다. 포항 및 영덕지역의 한국농어촌공사 관할지구 내 농업용수 이용자 중 수리시설감시원(이하 '수감원') 100여명을 대상으로 설문조사로 파악해 보았다. 설문에 참여한 수감원들은 대부분 65세 이상의 고령으로 농업에 오랜 기간 종사한 경험의 소유자로서 소규모 농업경영이 주를 이루었다. 대부분 농사기간동안 물부족 경험이 있었으며, 모내기 및 벼생육기 강우조건에 따라 물부족을 경험한 것으로 파악되었다. 이로 인해 설문 참여자들의 물절약 필요성에 대해서는 높은 공감대를 나타내었으며, 특히 농업인 대상 물절약 교육의 필요성에 대해서 매우 높은 공감대를 나타내었다. 농업인의 물과다 사용 및 물꼬관리 부실 등 필지단위 물관리 부실에 대해서도 상당히 인정하는 편이었으며, 이러한 농업인의 관행적인 물관리 행태에 대해서 변화를 유도할 수 있는 수리계조직 부활을 통한 농업인 물관리 직접 참여 등의 대안이 필요하다는 의견에 대해서도 긍정적이었다. 또한 농업인 용수이용에 대한 비용 부담에 대해서도 다소 긍정적인 의견도 제시되었다. 본 연구 결과로 농업인의 적극적인 물관리 및 물절약 참여를 이끌어 낼 수 있는 실현가능한 관련 제도 마련의 필요성과 체계적이고 지속적인 물절약 교육 및 홍보 정책 추진의 필요성이 제기된다.

• Journal of Science and Technology Studies
• /
• v.15 no.1
• /
• pp.281-325
• /
• 2015

In this paper, we continue our previous study on the differences, similarities and interfaces between the various models of scientific governance discussed in STS and those in risk governance developed by risk studies. In the previous paper we illuminated that theoretical differences among STS scholars on scientific governance and public participation goes back to the 1970s and 1980s, during which they first laid down the conceptual basis of STS. In this paper we investigate how these divergent positions among STS scholars influenced their evaluations of precautionary principle and the framework of risk analysis (especially the separation between risk assessment and risk management), which are the two main paradigms in the area of risk regulation. By doing that, this paper will show divergent positions of STS scholars on risk analysis and precautionary principle. Further, we will suggest some theoretical and practical interfaces between STS and risk governance models.

• Journal of The Korean Association For Science Education
• /
• v.35 no.6
• /
• pp.971-984
• /
• 2015

The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science.

• Journal of the Korean Chemical Society
• /
• v.65 no.2
• /
• pp.133-144
• /
• 2021

Science teachers in elementary schools and secondary schools recognize the necessity of character education, feeling difficulties such as evaluation methods, mood of competition, extra work and lack of time according to previous research, which were based on answers from science teachers not experiencing character education. As a rare study of teacher experiencing, previous researches didn't fully address the problems and suggestions about adopting character education in science classrooms. This study is about teacher practice of character education on site with the CoProC (Collaborative Problem-Solving for Character Competence) program in science classes with which other previous studies shed new light. Five teachers, adapting the CoProC program in their science classes, participated in two interviews, sharing their student achievement in character education. Results showed that student achievement was high when their teacher had experienced the training program, development, and classes of CoProC rather than their normal teaching career. Teacher recognition on the aims of CoProC influenced difficulties, evaluation, and feedback.

• The Science & Technology
• /
• v.12 no.3 s.118
• /
• pp.6-19
• /
• 1979

전국민생활의 과학화운동이 새마을운동 제2단계의 점화라는 차원에서 대대적으로 전개되고 있다. 전국 초ㆍ중ㆍ고등학교의 과학관계교과서 내용 개편을 비롯 주부를 위한 생활 과학지식 보급은 물론 영농기술 보급에 이르기까지 이양하게 추진하고 있으며 또 과학기술인들도 이 운동에 능동적으로 참여하고 있다. 이와 때를 같이하여 과학기술인의 총집결체인 한국과학기술단체총연합회등 관련 단체에서도 전국민 생활의 과학화운동 계획을 수립하고 이미 이의 실천에 들어갔다. 그래서 본지는 생산력 증대는 물론 비합리적인 의식구조와 생활관습의 일대혁신이 기대되는 전국민 생활의 과학화운동의 효과적인 추진방향을 알아보기 위해 학계ㆍ언론계ㆍ경제계 저명인사와 문인ㆍ사회원 그리고 주부를 지상초대, 그들의 이야기를 들어 보기로 했다. (편집자 주)

• Korean Journal of Social Welfare Studies
• /
• v.41 no.1
• /
• pp.175-201
• /
• 2010

The purpose of this study was to examine the mechanism through which youth school-based mentoring program impacts mentees' psychological and school-related outcomes such as self-esteem, self-efficacy, and attitudes toward school. The hypothetical model was assumed that mentors could improve their mentees' developmental outcomes through positive relationships with mentors as good role models and enhancement of help-seeking orientation. To investigate the mediating effect of process-related outcomes, structural equation modeling was used. The 97 adolescents were recruited through referral and random selection from middle schools in Seoul. The result showed that the effects of program participation were mediated by proximal changes in connectedness to role models and development of help-seeking orientation that, in turn, led to facilitate more positive attitudes toward school and academic activity, and improve psychological outcomes. Practice and policy implications as well as further research topics were discussed to aid the search for highly effective mentoring programs.

• Journal of The Korean Association For Science Education
• /
• v.33 no.1
• /
• pp.94-113
• /
• 2013

The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers, two teachers in doctor's or master's course, one university professor, and three mentee-teachers who have less than four years of teaching experience. We collected data such as video recordings of the mentee-teachers' classroom teaching and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor and mentee's journals, and RTOP classroom teaching observation reports. RTOP was used for the analysis of classroom teaching and mentee-teachers' recognition and changes in their classes were found out through journals and one-on-one mentoring interview materials. According to mentee-teachers' recognition and changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching style, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classroom teaching through their reflective practice and improvement. As a result of this study, the interactions with mentor-teachers through collaborative mentoring program stimulated mentee-teacher's reflections on their teaching. Therefore, these reflections led to their reflective practice that showed progressive changes in their teaching behavioral activities. The extent of these changes varied according to the mentee-teachers' individual disposition toward reflection and the issue of whether mentee-teachers' reflective practice was in accordance with priorities in motivational ZDP or not. Also based on the results of this study, the teachers' reflection was not all accompanied by reflective practice even if the beginning science teachers made some partial changes in reflective practice through reflection. It means that it is hard to lead reflective practice for mentee-teachers through mentoring in a short period of time. Therefore, we consider that a systematic and long-term mentoring program is necessary for beginning science teachers.

• Journal of the Korean Chemical Society
• /
• v.64 no.6
• /
• pp.401-415
• /
• 2020

The purpose of this study was to investigate the factors that affect the maintenance of the effect of mentoring for beginning science teachers. Mentee teachers for this study were ten mentee teachers who took part in the collaborative mentoring from 2014 to 2018. For this study, the videos of the first and fifth classes submitted during the mentoring program, mentors and mentees' journals, the videos of the classes recorded in 2019, questionnaires about reflection on the mentoring program, and interview materials were collected and analyzed. The result of this study is as follows. First, the reflective thinking was sustained after the mentoring program, and this played a crucial role in maintaining the effects of the mentoring. The group that showed the improvement of RTOP score had reflective thinking and made reflective practice on their teaching. Most participants in the group created the classes of constructivism based on self-reflection on their classes. However, no positive changes in the classes occurred to mentee teachers who couldn't have reflective thinking. Second, reflective practices during the mentoring program exerted a strong influence on the teaching method of mentee teachers. The group of the improvement in RTOP score strived to apply student-centered model of instruction to their classes. It was showed that most mentee teachers in the group kept applying the student-centered model to their classes after the mentoring was completed. These results indicate reflective thinking and reflective practice are crucial factors to the effect of the mentoring and its maintenance.

• Journal of The Korean Association For Science Education
• /
• v.37 no.6
• /
• pp.911-920
• /
• 2017

The purpose of the study is to investigate the effects of community-based SSI programs (SSI-COMM) regarding "fine dust" on promoting middle school students' understanding of community issues and their character and values as citizens. SSI-COMM on fine dust was implemented in 4 middle schools located in Seoul, and 151 7th graders participated in the program lasting over 8 weeks. Data was collected through two questionnaires (i.e. students' understanding of issues, and character and values as citizens) and individual interviews with selected students. Results indicated that there were statistically significant increases in their understanding of fine dust issue after the program. In addition, the program significantly contributed to enhancing students' character and values, especially in the domains of social and moral compassion and socioscientific accountability. Student interviews revealed that they became more aware of the local community problems caused by fine dusts and started to consider what efforts should be made to solve them. They also felt individual responsibility for the occurrence of fine dust, and the need for participation and practice of community activities for vulnerable groups in affected areas.