• 한국정보교육학회:학술대회논문집
• /
• 2004.01a
• /
• pp.321-330
• /
• 2004

21세기는 지식정보사회다. 지식정보화 사회에서 정보과학영재와 정보과학영재의 판별방법에 대한 연구는 꼭 필요함에도 불구하고 미미한 것이 현실이다. 영재와 정보과학영재에 대해서 여러 학자들의 의견을 바탕으로 정의하고, 수학, 과학 영재아의 판별사례를 살펴보고 이것을 바탕으로 정보과학 영재아의 영재판별을 위해 초등 컴퓨터교과의 단계 및 영역을 바탕으로 초등정보과학영재의 판별의 원칙, 절차, 검사방법을 에 대한 판별방법을 살펴보았다.

• Journal of The Korean Association For Science Education
• /
• v.29 no.2
• /
• pp.221-239
• /
• 2009

The purpose of this study was to explore how 9th grade students' understanding of the nature of science developed during a one-year implementation of NOS learning materials. The lessons were a combination of short readings in episodes in the history of science with accompaning response booklets consisting of illustrations and questions. The lessons were designed to be 45 minutes in length and were implemented over ten months of the school term. Data on students' understanding as it developed during the implementation were obtained from test items, questionnaires, and students' journal. Findings indicate that students showed changes in their understanding of the nature of science towards modern views of the nature of science. However, they showed understanding of tentativeness of scientific knowledge, they also showed belief of absoluteness of scientific knowledge.

• Proceedings of the Korea Society of Information Technology Applications Conference
• /
• 2002.11a
• /
• pp.425-432
• /
• 2002

The purpose of this study is to help implement KISTI knowledge management systems through analysis of ordering which is most important among system characteristics. This study uses Delphi technique to specialist in science and technology knowledge content area for empirical analysis. The result of this study is as fellowed First the most important characteristic is retrieval function in systems. Second knowledge management systems basic characteristics like as retrieval function storage/retention function accessibility, easy of use, classification function lank high position while additional characteristics like as knowledge linkage knowledge evaluation personalization communication supporting, multimedia supporting lank low position.

• Proceedings of the Korea Society for Industrial Systems Conference
• /
• 2002.11a
• /
• pp.425-432
• /
• 2002

The purpose of this study is to help implement KISTI knowledge management systems through analysis of ordering which is most important among system characteristics. This study uses Delphi Technique to specialist in science and technology knowledge content area for empirical analysis. The result of this study is as followed First, the most important characteristic is retrieval function in systems. Second knowledge management systems basic characteristics like as retrieval function storage/retention function, accessibility, easy of usa classification function lank high position while additional characteristics like as knowledge linkage, knowledge evaluation, personalization, communication supporting, multimedia supporting lank low position.

• The Science & Technology
• /
• v.35 no.12 s.403
• /
• pp.16-17
• /
• 2002

우리의 '하면된다'는 정신을 발전시킨 휴대전화ㆍ초고속인터넷ㆍ게임산업 등의 IT 분야처럼 우리는 21세기 지식정보산업 분야에서 1등 상품을 만들어 오고 있다. 우리가 1등인 분야를 보다 튼튼히 해서 1등 상품을 타 분야로 넓혀나간다는 국민적 합의가 필요하다.

• Journal of Scientific & Technological Knowledge Infrastructure
• /
• s.12
• /
• pp.62-65
• /
• 2003

지난 30여년 간 우리나라는 추격적인(catch-up)기술개발을 통해 효과적으로 선진국과의 기술격차를 좁히는데 성공하였다. 그러나 기술부문의 제조생산에는 큰 발전을 이룩하였음에도 불구하고, 원천기술(original technologies)의 기초가 되는 연구는 매우 미흡한 수준에 머물고 있다. 따라서 성장엔진으로서 새로운 기술을 창출할 수 있는 지식이 활발히 생산될 수 있는 여건을 조성하는 차원에서 과학기술정보인프라정책에 관심을 강화할 필요가 있다.

• Journal of The Korean Association For Science Education
• /
• v.19 no.1
• /
• pp.41-61
• /
• 1999

In this study I defined the direction Integrated Science Education(ISE) should take. So that I groped for the direction ISE should take in the inherent nature of science and education, analyzing their respective validity from philosophical and psychological angles. Based upon these researches, I formulated the three directions for ISE to take; knowledge-centered, social problem-centered, and individual interest-centered. The results of this thesis may be summed up as follows: 1. The knowledge-centered ISE that thinks the inherent nature of science is in the scientific knowledge is based upon Hirst's integrated logic which is built on discipline-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in clarifying the meanings of knowledge and the logical relations between one knowledge and another according to the respective form of exploration. The knowledge-centered ISE, therefore, was analyzed to find its justification in the educational philosophy of idealism, realism, neo-scholasticism; in the educational theories of essentialism, behaviorism, perennial ism; in the scientific philosophy of empiricism. positivism; in the educational psychology of developmental psychology and constructivism. 2. The social problem-centered ISE that thinks the inherent nature of science is the process of social concord is based upon Dewey's integrated logic which is built on experience-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in the methodological aspect facilitating the process of experience. The social problem-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of pragmatism; in the educational theory of progressivism; in the scientific philosophy of relativism and rationalism; and in the educational psychology of developmental psychology and constructivism. 3. The individual interest-centered ISE is based upon Patterson's integrated logic which is built on human-centered educational viewpoint. The focus of education here is self-realization. Therefore, rather than provide in learning conditions from outside, one is made to choose them oneself and the process of satisfying one's motive is emphasized. The individual interest-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of existentialism; in the educational theory of humanism; in the scientific philosophy of relativism; and in Gestalt psychology.

• Journal of The Korean Association For Science Education
• /
• v.20 no.2
• /
• pp.307-328
• /
• 2000

The purpose of this study is to develop and implement an alternative elementary science curriculum to enhance creative problem solving abilities. The curriculum consisting of three main elements was developed. The three elements are content knowledge, process knowledge and creative thinking skills. The curriculum was validated by more than 10 science educators, scientists, and curriculum specialists. In order to implement the curriculum, three lessons for 5th grade were developed and taught by a problem-based-learning(PBL) method in an experimental group during the second semester. For the comparison group the ordinary lesson based on the 6th national science curriculum was taught by the same science teacher during the same period. Performance assessment was developed and used for the pre and post test. Two-way ANOVA, and T-test were used to check whether there are any significant differences between the gains of scores(pre-post test) of the two groups. The results of the test showed that the experimental group increased significantly in the total creative thinking problem solving skills, but the comparision group did not.

• Proceedings of the Korea Contents Association Conference
• /
• 2003.05a
• /
• pp.74-87
• /
• 2003

A model of STS (Science-Technology-Society) creativity education program for the gifted and talented children has been developed, based on GENEPLORE thinking process and Knowledge development theory. The GENEPLORE creative thinking process, developed by Finke et al. (1990, 1992), has two phases such as generative phase and exploratory phase. And The knowledge development theories of Piaget (1977) and Gallagher(1981) assume that knowledge-bases are developed on the basis of empirical as well as reflective abstraction, which could imply that knowledge-bases are crucial in creative thinking process. The creativity education model for the gifted and talented of the present study attempted to integrate 'the individual, creative thinking process, and social/scientific technology' by employing topics of the science-technology-society such as computer, network, biotech, robot, e-business, e-education, e-health, nanotech and entertainment and the structure and contents of the program are proposed

• Journal of Gifted/Talented Education
• /
• v.15 no.1
• /
• pp.37-48
• /
• 2005

Comparing to the other subject, the relationship among physics contents is strong from the perspective of knowledge order as grades go up. That is, The things already that students learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying physics, which is the goal of 21th century, analyzing their knowledge structure based on the knowledge order through assessment. Especially, using computer system, we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the data from assessment applying knowledge spaces of the scientifical gifted in selective examination and to applicate on development of evaluation method.