• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.1-10
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• 2021

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

• Korean Journal of Cognitive Science
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• v.4 no.2
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• pp.53-84
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• 1994

This paper discusses the complementarity of cognitive science and meditation in understanding human mind.Although cognitive science has contributed in scientific understanding of human mind,it has limitations in experiential understanding of human mind.Besides cognitive scoence has dealt mainly with logical and rational aspects of human mind.These limitaions of cognitive science can be overcome by including subjective experience in its subject matter and complemented by introducing meditiation.Medditation in various forms has been practiced as means helping experintial understanding of human mind and the world for many years in almost all cultures in the world.However,the processes of meditation are not fully understood yet.The scientific understanding of the processes of meditiain can be enhanced through approaches of cognitive science.Thus understanding of human mind and the world can be deeper by complementary acceptance of cognitive science and meditiation.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.577-590
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• 2023

This study explored types of failure encountered by elementary school students during the engineering design process and how they coped with them. To achieve this goal, we developed and taught engineering design lessons on water shortages to four fourth-grade classes, observing and interviewing seven focus groups. Our analysis revealed that student failures can be categorized into two main types: those caused by cognitive factors and those influenced by environmental factors. While cognitive failures are typically within students' control, environmental factors are beyond their reach. Our findings also showed that students tended to avoid discussing the root causes of failure and instead relied on ad hoc solutions. Additionally, some students lowered their expectations for success to avoid failure. Based on our findings, we offer practical recommendations for educators to help students learn from their failures in a constructive manner.

• Science & Technology Policy
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• v.1 no.12 s.12
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• pp.8-10
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• 1991

• Science & Technology Policy
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• v.1 no.12 s.12
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• pp.15-17
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• 1991

• Science & Technology Policy
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• v.6 no.10 s.91
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• pp.24-34
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• 1996

• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.172-172
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• 2022

분산계수는 하천에서 오염물질의 혼합능을 파악할 수 있는 대표적인 인자이다. 특히 하수처리장 방류수 혼합예측과 같이 횡 방향 혼합에 대한 예측이 중요한 경우, 하천의 지형적, 수리학적 특성을 고려한 2차원 횡 분산계수의 결정이 필요하다. 2차원 횡 분산계수의 결정을 위해 기존 연구에서는 추적자실험결과로부터 경험식을 만들어 횡 분산계수 산정에 사용해왔다. 회귀분석을 통한 경험식 산정을 위해서는 충분한 데이터가 필요하지만, 2차원 추적자 실험 건수가 충분치 않아 신뢰성 높은 경험식 산정이 어려운 상황이다. 따라서 본 연구에서는 SMOTE기법을 이용하여 횡분산계수 실험데이터를 증폭시켜 이로부터 횡 분산계수 경험식을 산정하고자 한다. 또한 다중선형회귀분석을 통해 도출된 경험식의 한계를 보완하기 위해 다양한 머신러닝 기법을 적용하고, 횡 분산계수 산정에 적합한 머신러닝 기법을 제안하고자 한다. 기존 추적자실험 데이터로부터 하폭 대 수심비, 유속 대 마찰유속비, 횡 분산계수 데이터 셋을 수집하였으며, SMOTE 알고리즘의 적용을 통해 회귀분석과 머신러닝 기법 적용에 필요한 데이터그룹을 생성했다. 새롭게 생성된 데이터 셋을 포함하여 다중선형회귀분석을 통해 횡 분산계수 경험식을 결정하였으며, 새로 제안한 경험식과 기존 경험식에 대한 정확도를 비교했다. 또한 다중선형회귀분석을 통해 결정된 경험식은 횡 분산계수 예측범위에 한계를 보였기 때문에 머신러닝기법을 적용하여 다중선형회귀분석에 대한 예측성능을 평가했다. 이를 위해 머신러닝 기법으로서 서포트 벡터 머신 회귀(SVR), K근접이웃 회귀(KNN-R), 랜덤 포레스트 회귀(RFR)를 활용했다. 세 가지 머신러닝 기법을 통해 도출된 횡 분산계수와 경험식으로부터 결정된 횡 분산계수를 비교하여 예측 성능을 비교했다. 이를 통해 제한된 실험데이터 셋으로부터 2차원 횡 분산계수 산정을 위한 데이터 전처리 기법 및 횡 분산계수 산정에 적합한 머신러닝 절차와 최적 학습기법을 도출했다.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.613-624
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• 2019

The purpose of this study is to explore high school students' perception of the relationship among science, history, and history of science which is one of the career elective subjects in the 2015 revised science curriculum. This study compares students' perception before and after experiencing history of science course. To do this, data in the format of Venn diagram that students draw to represent their perception on relationship between the history of science, science, and history were collected. The collected data were inductively categorized. As a result of analyzing the Venn Diagram data, there are five different kinds of categories: 'History of science as an intersection of science and history,' 'History of science as an independent domain,' 'History of science as part of history,' 'History of science as part of science,' and 'History of science encompassing both science and history.' And there were 27 different sub-categories within the 5 categories. In addition, before taking the course on history of science, many students tended to regard science history as the intersection of science and history. However, after the course, students' perception changed and differed according to their affiliated academic track. For the humanities, history of science is perceived as part of history, and for the students in science track it is perceived as a part of science. Based on these findings, we suggest that history of science teaching-learning should be conducted that help high school students to experience a new perspective that is different from the curriculum in affiliated academic track.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.19-19
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• 2010

현재 과학교육의 목표는 과학적 소양의 함양이며 이를 구현하기 위해서는 교실에서의 과학탐구의 실현을 필수로 하고 있다. 과학자들이 경험하는 과학탐구는 "실질적 과학탐구(ASI)"라고 하여 필수적인 5가지 탐구요소(문제제기, 자료수집, 설명형성, 설명평가, 발표 및 정당화)를 포함하고 있다. 현재 사용하고 있는 지구과학내용의 교과서를 이 ASI 관점으로 분석하여 5가지 탐구요소의 분포도를 분석하고 이를 이용하여 지구과학탐구를 가르치는 초임교사를 대상으로 탐구에 대한 인식 및 교수실천을 같은 ASI관점으로 분석하였다. 탐구요소 2,3,4 에 해당하는 '증거수집', '설명형성' 그리고 '설명평가'는 빈번하게 나타났으나 탐구요소 1에 해당하는 '문제제기'나 5에 해당하는 '발표 및 정당화'의 기회는 나타나지 않았다. 특히 다른 과학(화학)과목 경우에 '증거수집'이 가장 빈번한 것에 비해 지구과학의 경우에는 '설명형성'이 주를 이루는 것은 지구과학탐구의 특징이라 할 수 있겠다. 또한 교과서 탐구기능은 SAPA로 분석한 결과 일반화, 의사소통, 예상, 그래프작성, 자료해석이 주를 이루었다. 과학적 소양을 함양을 위한 실질적인 과학탐구의 실현하기 위해서는 자유탐구와 같은 부차적인 기회를 통해서 경험하지 못한 ASI의 탐구요소의 기회를 학생들에게 부여해야 할 것이다. 또한 이 연구에 참여한 지구과학 초임교사의 과학탐구 인식 및 교수실천 또한 ASI로 분석한 결과 탐구요소 2번째에 치우친 경향을 보여주고 있었다. 실질적인 과학탐구의 실현을 위해서는 교과서에서 강조되는 탐구요소뿐만 아니라 다른 탐구요소를 경험할 수 있는 자유탐구를 개발하여 실용화해야 할 것이며, 관련 초임교사연수를 통해 초임교사들의 과학탐구에 대한 인식 및 교수실천의 반영 및 이들의 새로운 형성이 추진되어야 할 것이다.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.546-564
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• 2008

The purpose of this study was to examine the types and characteristics of the knowledge constructed by pre-service secondary science teachers. Data included 26 student-teachers' narratives regarding their experiences in teaching high school students who were enrolled in extra-curricular science classes. It was revealed that the pre-service teachers awoke to the importance of subject matter knowledge, and learned it themselves in the situation of their own teaching. Especially their concern about science content knowledge was strongly associated with the matter of didactic transposition of the knowledge. The result also showed that the pre-service teachers constructed knowledge about the relationship with students as well as pedagogical knowledge to help students learn, and that they newly realized the nature of science in the context of teaching science. In addition, the teaching experiences allowed for the student-teachers to develop knowledge of oneself as a teacher and knowledge about science education in schools. It was believed that the knowledge constructed personally by the pre-service teachers from their teaching experiences could be a platform for the development of teacher expertise. Implications of the present study for science teacher education and relevant research were discussed.