• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.45-53
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• 2015

This research aims to study on educational methods of Nature-Study extracted through a wide body of literatures and meaning of Nature-Study toward today's science education. For this, viewpoints of Nature-Study were drown by previous historical study about Nature-Study. And educational methods of Nature-Study based on viewpoints of Nature-Study were abstracted by collecting and analyzing of literatures. Meaning of Nature-Study toward today's science education was considered. The research resulted in the following; First, Nature-Study emphasize the sympathy with nature, aim for integrated subject study and include non-formal study from a viewpoint of 'studying with nature'. Second, Nature-Study aim for outdoor activities, emphasize experiences than texts, value fundamental observation from a viewpoint of 'study through first-hand experiences'. Third, Nature-Study value interest of students, support the study for all students, emphasize the teachers' role as a helper from a viewpoint of 'learner-centered education'. Nature-Study is suggested to change view of point over to science education through nature toward today's science education.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Journal of the Korean Applied Science and Technology
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• v.36 no.2
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• pp.424-433
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• 2019

The purpose of this study was to investigate the effects of gender difference in injury experience on biomechanical variables of lower extremity during two leg drop landing. 20 male(injury experience=8, non-injury experience=12) and 20 female(injury experience=11, non-Injury Experience=9) in their 20's were selected as subjects. Two-way mixed ANOVA was performed on the biomechanical variables obtained from the two leg drop landing in a 45cm height box and post-test was performed with bonferroni adjustment(p <.05). The results of this study suggest that the group of female who injury experience could induce the reduction of the peak vertical ground reaction force by increasing the valgus and internal rotation of the knee joint and flexion and internal rotation of the hip joint. In the INE(injury non-experienced) female group, the peak knee flexion angle was the smallest, as well as the flexion of the hip joint and the external rotation angle, and the peak vertical ground reaction force was the highest. On the other hand, the INE female group showed high vertical ground reaction force because they did not utilize the knee and hip joints relatively than the IE(injury experienced) female group, this means that it is relatively exposed to the risk of injury. Therefore, it was found that gender difference in injury experience is a factor affecting factors of knee and hip joint movement and peak vertical GRF(ground reaction force).

• Therapeutic Science for Rehabilitation
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• v.8 no.1
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• pp.27-39
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• 2019

Objective: The purpose of this study was to examine the effect of the experiences of neglect on adolescent smart phone dependency, exploring the pathways through self-resilience and alienation. Methods: This study utilized the 7th wave data from the Korean Child Youth Panel Survey(KCYPS), and the sample included 1,805 participants with no missing data. The data was analyzed using SPSS 23.0 and AMOS 23.0 programs. Results: First, the experiences of neglect directly affected adolescent smart phone dependency. Second, the experiences of neglect indirectly affect smart phone dependency partially mediated by self resilience and alienation. Conclusions: The ways to prevent adolescent smart phone dependency were discussed.

• Defense and Technology
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• no.8 s.174
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• pp.30-35
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• 1993

과학 1호로 로켓의 추진기관 개발을 통하여 항공우주연구소는 고체 추진제 로켓 모타 설계에 필요한 소프트웨어의 개발 및 그 활용, 그리고 경제적인 로켓 모타의 개발방법 등등 많은 것을 배웠습니다 또한 이는 앞으로 우주개발을 위한 새로운 로켓 추진기관 개발에 좋은 경험이 되었습니다 더욱 뜻깊은 것은 이번 과학 1호 로켓의 발사는 명실공히 산.학.연의 종합적인 연구체계로 이루어졌다는 것입니다

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.369-387
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• 2023

This study aims to interpret the experience of science research in a graduate school laboratory from the perspective of Gilles Deleuze's concepts of "agencement" and "becoming". The research was conducted as an autobiographical narrative inquiry. The research text is written in a way that tells the story of my science research experience and retells it from the perspective of Gilles Deleuze. In Deleuze's view, science research is a constantly flowing agencement. The science research agencement is composed of a mechanical agencement of various experimental tools-machines and researcher-machines as well as a collective agencement of speech acts such as biological knowledge, experiment protocols, and laboratory rules. Furthermore, science research agencement is fluid as events occur all over the agencement. Data, as a change occurring in the material dimension, is an event and sign that raises problems. It has the agency to influence agencement through an intersubjective relationship with researchers, and the meaning of data is generated in this process. The change of agencement compelled me to perform science practice. I have performed repeated science practice, meaning that my body has constantly been connected to other machines. As a result of this connection, my body has been affected, and the capacity of my body that constitutes the agencement has been augmented. In addition, I was able to be deterritorialized from the existing science research agencement and reterritorialized in a new science research agencement with data. This process of differentiation allowed me to becoming-scientist. In sum, this study provides implications for science practice-oriented education by exploring the process of becoming-scientist based on my science research experience.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.51-68
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• 2001

Science cultures in the dimension of social interaction must be correlated with science cultures or science literacy in the dimension of psychological interaction. In order to develop a mature science culture, it must be assumed 1) that a science culture in a society ran be evaluated and 2) that we have to set up the criteria for evaluating it. This paper, based on the assumptions, makes an attempt to analyze the concept of science literacy underlying the PISA (Programme for International Student Assessment) conducted by OECD. The analyses are driven by the questions such as 'which philosophical backgrounds are absorbed into the concept of PISA' science literacy?' and 'What suggestions can be found with respect to the goal of enhancing the science culture?' In conclusion, the science literacy in PISA reflects the elements proposed by logical empiricism, naturalized philosophy of science, and social constructivism, which are being incorporated by the 'collaboration research program' conducted by the newly-emerging interdisciplinary field of 'science of science.' Finally, some further suggestions are added to the analyses to pursue more positive directions to induce mature science cultures in our society.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.53-62
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• 2004

For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.707-715
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• 2019

The self-directed inquiry to improve students' core scientific competency is an important teaching method. Students experience a variety of difficulties in carrying out their inquiry tasks, sometimes fail to produce the desired results, or fail to perform a meaningless inquiry. This study was conducted to identify the causes of difficulties and failures in students' self-directed scientific inquiry. The study involved 16 high school students with experience in science research at science high schools and science-focused high schools. The data collection consisted of in-depth interviews centered on semi-structured open questions. Qualitative data analysis was imputed by finding paragraphs from the interview material that might reveal the difficulties and failures experienced by participants and the reasons for them. The study found that most of the causes of failure were lack of ability, incomplete procedures, and selection of complicated tasks. A variety of cognitive biases, such as overconfidence, planning fallacy, and groupthink, were also analyzed as causes. Based on the results of the study, it is necessary to develop an educational strategy that students can be fully prepared to reduce their trials and errors in a self-directed inquiry maximally.