• Journal of Science Education
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• v.42 no.1
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• pp.27-48
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• 2018

The purposes of this study are to derive suggestions and implications to improve the continuity of Korean Science & Practical Arts (Technology Home Economics) curricula through international comparative analysis with focus on the science curricula or standards in five countries (Canada, New Zealand, Singapore, the United States, Korea). Original documents of the national curriculums or standards of each country collected from NCIC comparatively analyzed the big concepts of the 'system' and 'energy' based on features of related components of curriculum contents, vertical, and lateral connectivity. The results indicated that the big concepts of systems and energy were used internationally to consider the curriculum continuity. In most countries, the big concept of system was used as a framework to integrate science with technology or other contents. In particular, it was also utilized to strengthen vertical and lateral connectivity in earth science and space science contents area. In the comparison of countries for the system as the big concept, New Zealand focused interrelationship between system and human activities, systems' interaction, levels and features of system concept for the linkage between grades and subjects on the basis of level. In the case of Canada and Singapore, science and technology are combined to strengthen contents' connection. However, the revised 2015 curriculum has a lack of continuity and sequence because the concepts of system and energy were concentrated on a specific grade and contents' area. The curriculum was not developed systematically for multiple grades according to their levels. In conclusion, Korean science curriculum requires sufficient understanding of students' learning and research on learning progressions and curriculum continuity. In addition, it is very important to constitute the curriculum based on the vertical and lateral connectivity in order to improve science education and to foster students' key competencies and abilities.

• Journal of Science Education
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• v.44 no.1
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• pp.61-73
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• 2020

Teachers are the most important factor contributing to determining the quality of education. Therefore, the quality of teachers should be improved to enhance the quality of education. Teacher's competencies are defined as the skills required for teaching profession, that is, the ability to perform not only in teaching activities, but also in guidance and class management. The purpose of this study is to analyze the competencies of science teachers that elementary, middle and high school students want. To this end, 332 elementary, middle and high school students were asked to describe their preferred science teacher's competencies and avoiding science teacher's competencies as an open questionnaire. The resulting concepts were analyzed by semantic network analysis (SNA). The results of this study are as follows: 1) The competencies of science teachers that students prefer varied. This suggests that most students think positively about science teachers. In addition, it is possible to show students the positive or preferred competencies of teachers in various ways. 2) The students wanted teachers to explain the theories and concepts related to scientific phenomena through experiments. They also preferred hands-on activities and experience in science class. 3) The students put emphasis on the class-related contents in the competencies of science teachers. Accordingly, the image of science teachers and science itself should be enhanced through the improvement of science teaching methods and positive attitudes toward students. It is expected that further research on the image according to specific teaching methods of science teachers will be conducted based on the findings of this study.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.497-512
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• 2023

While scientific explanation is a fundamental component of science, teachers often lack familiarity with the formal structure of scientific explanations and the criteria for assessing their quality. Consequently, this study aims to clarify the concept of scientific explanation and proposes a tool for constructing scientific explanations. The primary objective is to explore the tool's impact on enhancing the explanatory skills of pre-service teachers when it comes to the phenomenon of condensation. The research findings indicate that many pre-service teachers initially operated at a description level during the pre-test. However, the implementation of the tool enabled them to advance their explanatory skills beyond the associative level. Notably, the tool was analyzed for its ability to provide pre-service teachers with a conceptual framework for explaining phenomena and guiding logical explanations and micro-level interpretations. This study holds significance in demonstrating that pre-service teachers can comprehend the formalities and criteria of scientific explanations and apply them to enhance their own explanatory abilities. Moving forward, efforts should be made to enhance the scientific explanation level among pre-service teachers across various topics and subject areas. Furthermore, pre-service teachers need classroom experiences that foster the construction of scientific explanations in authentic contexts.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2010.06a
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• pp.187-187
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• 2010

공간자료를 다루는 일반적인 과정은 연구자의 정의에 따라 달라질 수 있지만, 일반적으로 자료 수집, 자료 구축, 분석 및 결과 도출의 일반적인 과학/공학적 분석 절차와 유사하다. 산업체의 관점에서 볼 때, 1990년대 초기 국가GIS 사업이 시작될때부터 현재까지는 공인된 자료 구축에 많은 주안점을 두어서 기존 아날로그 자료의 디지털화, 자료 가공, 데이터베이스 구축, 자료의 시각화 등의 일반적인 자료 구축 및 도시에 주안점을 두어왔다. 또한 다양한 공간해상도의 원격탐사 자료와 같이 다중 근원 자료의 이용이 빈번해짐에 따라 공간자료의 갱신 또한 중요한 부분을 차지하고 있다. 그러나, 공간자료를 다루는 일련의 과정이 궁극적으로는 특정 분야에서의 의사 결정보조자료의 제공 등을 지향한다고 간주할 때, "from data to information to knowledge"의 중간 혹은 최종 단계의 결과물을 산출하기 위한 적절한 분석 기술의 개발 및 적용 또한 중요한 부분을 차지한다. 공간분석을 별도의 학문분야로 간주하느냐 아니냐의 문제와는 상관없이, 최근 20년간 공간분석은 GIS 및 원격탐사 분야뿐만 아니라 기본적으로 공간자료를 다루는 많은 응용분야에서 공간자료의 이해와 부가정보의 생산을 위한 중요한 기술 분야로 간주되어 왔다. 공간분석의 여러 응용 분야중에서 환경분야에의 적용 연구는 또한 환경과학이라는 별도의 분야 뿐만 아니라, 기존 학문들인 지리학, 생태학, 지구과학, 사회학, 경제학, 도시 계획 등의 하위분야에서 중요한 방법론으로 자리 잡고 있다. 이 기술 세미나에서는 환경분야에 직간접적으로 활용이 가능한 공간정보 분석 기술의 동향을 지구통계학을 중심으로 소개하고자 한다. 국내에서 크리깅으로 대표되어온 지구통계학은 적용하는 학문 분야에 따라 보다 넓은 의미를 가지는 공간 통계학이라는 용어로 사용되고 있지만, 보다 학문적/기술적 의미로 살펴보면 공간분석의 특화된 분야로 간주할 수 있다. 1950년대 알려진 광상의 위치 정보를 이용하여 은둔 광상의 위치를 추정하기 위해 기본 개념이 소개된 이후에 수학적으로 이론이 1960년대 정립된 지구통계학은 많은 발전을 이루어 현재 다양한 분야에서 적용되고 있다. 그러나 외국과 달리 국내에서는 크리깅을 고급 내삽 기법으로만 간주하여 단순 주제도 작성에 제한적으로 사용하고 있다. 이 기술 세미나에서는 특정 학문분야에서 적용되기 보다는 일반적으로 통용될 수 있는 지구통계학의 기본 개념을 우선 소개한 후에, 국내외 학계에서의 환경주제도 제작과 관련된 주요 응용분야를 소개하고자 한다. 이후에 지구통계학이 적용될 수 있으면서, 다학제적 관점에서의 이슈가 될 수 있는 분야를 제시하고자 한다.

• Journal of the Korean Electrochemical Society
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• v.26 no.4
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• pp.56-63
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• 2023

The development of renewable energy technologies, such as solar, wave, and wind power, has led to the diversification of water electrolysis technologies, which can be easily coupled with renewable energy sources in terms of economics and scale. Water electrolysis technologies can be classified into three types based on operating temperature: low-temperature (<100 ℃), medium-temperature (300-700 ℃), and high-temperature (>700 ℃). It can also be classified by the type of electrolyte membrane used in the system. However, the concepts of thermodynamic and thermo-neutral voltages calculations and are very important factors in the evaluation of energy consumption and efficiency of water electrolysis technologies, are often confused. This review aims to contribute to a better understanding of the calculation of operating voltage and efficiency of PEM water electrolysis technologies and to clarify the differences between thermodynamic voltage and thermo-neutral voltage.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.159-168
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• 2008

The purpose of this study was to apply the coteaching to the teaching practice of the student-teachers and identify the distinctive characteristics of the communication processes appeared in coteaching. We developed the semiotic analyzing-frame and observed 7 classes of middle schools where the student-teachers cotaught one or two units. Then we analyzed the communication processes on the view of semiotics. We found three patterns of the communication processes. First, when there was a discontinuous communication between the student-teacher and the students, the communication was restarted by the other student-teacher leading to the complete meaning making. Second, when an insufficient communication took place by the student-teacher using inadequate interpretant, the other student-teacher modified the communication by selecting another interpretant including sufficient meaning towards the object. With this new interpretant, students could refine the imperfect private meanings and eventually establish the more objective meanings. Third, the communication was pre-planned between coteachers to help students understand the contents through the successful translation of interpretants. Coteaching provided positive implications to improve the communication processes in science lesson.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.1-13
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• 2014

Programming education helps learners solve real world problems by applying the principles of computer science. In particular, in the case of object-oriented programming centered around objects or problems that are observed in the real world, learners are able to make the most use of their programming skills in real life. Therefore, in this study, we sought ways to have learners grasp object-oriented concepts in a learner-friendly manner. To this end we conducted an experiment with six students as participants. As a result we could derive two main points. First, the learning tools which can be easily used by learners are required. Second, it is necessary to think thoroughly to learn concepts before implementation of the programming. This study has significance in the sense that it provides a learning method which helps a novice learner to learn the object-oriented programming that he or she feels difficulty to understand.

• Journal of Global Scholars of Marketing Science
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• v.12
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• pp.59-75
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• 2003

In order for electronic commerce to be successful, it must have a theoretical framework that considers the characteristics of the internet user who are consumers in the cyber space and impacts their purchase intentions. We were able to obtain participation of 350 people from across the country using 316 responses(34 responses removed), we derived statistics by means of SPSS/PC version 10.0 and AMOS 4.0 statistics package. We found that, the higher the degree of skill and the sense of challenge, the level of involvement and perceived service quality increased. And the degree of skill has a negative influence on awareness of perceived risk than the sense of challenge. Perceived service quality, perceived risk and involvement has a influence on purchase intentions.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.827-838
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• 2010

The purpose of this study is to identify the conceptions of elementary school teachers regarding the variation scale about astronomical distance and its accuracy with distance increased. The astronomical distance questionnaire was administered to 69 elementary school teachers, then; three teachers were selected to interview about their conceptions. Results showed that many elementary school teachers overestimated the distance from the Earth to the Moon and to the Sun, and dramatically underestimated the distances to the nearest star and to the nearest galaxy. They inferred astronomical distance with the use of both intuitive (psychological) measure and theoretical (calculative) measure. They well recited the terminology such as AU and a light-year, yet they did not show a good understanding of what the terms exactly means. Some teachers thought that the distance to Neptune is farther than the distance from Earth to the nearest star. There was a considerable variability in the participants' estimates of astronomical distances. Elementary school teachers showed a tendency to overestimate the distance as it gradually increases to the outer solar system.