• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.499-508
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• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.131-142
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• 2015

The purposes of this study are to develop a measuring instrument for the analysis of science classroom culture from the perspective of Community of Practice (CoP) and to confirm its feasibility. We set the structural factors of CoP and developed preliminary questions through literature review. The validity and reliability of the instrument were examined and modified through the pilot survey participated by a total of 219, 4th, 6th, and 8th grade students. The modified instrument consisted of 5 factors of 'responsibility for learning', 'common interest', 'mutual relationships', 'open participation', and 'practice', comprising a total of 27 items. As the main survey, confirmatory factor analysis and reliability analysis of the instrument were carried out with a total 706 students of the 4th and 6th grade. This measuring instrument was validated and used for analyzing the culture of science classroom CoP of elementary school by comparing the data from the main survey in terms of structural factors, grade, gender, and teacher type. The measuring instrument is expected to be used not only for analyzing science classroom culture from the perspective of CoP, but also for offering implications for the desirable science classroom culture.

• Journal of the Korean Society of Food Culture
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• v.23 no.1
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• pp.68-72
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• 2008

This study demonstrated the effects of extracts from the mushroom Keumsa sangwhang(Phellinus linteus) (KPLE) on fasting glucose and cholesterol levels in human blood. In this double-blind, placebo-controlled human intervention study, healthy volunteers were randomized to receive 3.3 g of KPLE (n=31) or placebo (n=31) per day by oral administration for 8 weeks. The cholesterol and fasting serum glucose levels were evaluated before and after treatment. The fasting serum glucose level was significantly decreased by KPLE administration (p<0.01), but the total cholesterol, triglyceride, HDLcholesterol and LDL-cholesterol concentrations did not change. This study suggests a possibility that KPLE may be useful as a functional food for the prevention of diabetes mellitus.

• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.303-312
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• 2015

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.55.3-55.3
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• 2021

국립청소년우주센터는 전라남도 과학문화확산활동사업으로 하이브리드방식의 천문우주과학교실을 운영하고 있다. 사업은 '소통하는 천체관측 플랫폼'과 '내가 만든 천체사진' 프로그램 두 가지로 운영 중이다. '소통하는 천체관측 플랫폼'은 날씨가 맑은 날 시민이 있는 곳을 찾아가서 천체를 보여주며 인터뷰와 생중계를 하는 것이다. '내가 만든 천체사진 프로그램'은 하이브리드 방식으로 프로그램을 운영하며 기존에 촬영된 천체사진과 원격관측을 이용해서 날씨에 상관없이 천체사진을 제작 할 수 있게 운영된다. 밤하늘의 천체를 안시관측으로만 만족하지 않고 사진관측의 매력을 알려 천문관측의 패러다임을 변화 시킬 수 있도록 운영한다. 또한 천문관측을 값비싼 장비가 있는 곳에서만 가능 한 것이 아니고 장비공유를 통해 천문관측을 할 수 있도록 시스템을 구축했다.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.523-536
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• 2015

In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by $Engestr{\ddot{o}}m$. We also analyzed the aspect of reflection in terms of both 'the diversity of reflection subjects' and 'the practicality of reflection.' Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, 'regular PCD,' 'introduction of tools for facilitating reflection,' 'transition of the subject in PCD from researcher to pre-service teachers' are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as 'managing time,' 'participation of students,' 'mentor's role (a kind of teaching manual),' reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community's co-reflection from the viewpoint of an activity system.

• The Inventors News
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• no.58
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• pp.1-16
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• 2007

여성기업간 경쟁 물건너갔나/여성발명 출원율 급증/발행인 칼럼/특허청, 이전희망 우수특허기술 조사/아시아 진출 기업, 지식재산권부터 챙겨야/특허고객 만족도 높아져/발명보국 입지론과 한미FTA/한미FTA 특허분야에 미칠 영향/여성발명 출원률 급증의미/창의교실 현장을 가다/미리보는 여성발명품박람회.우수사례 발표회/전상우청장 영어토론 1년/특허청, 특허국제조사기관 '부상'/'국가 R&D IP포럼' 본격 출범/항암효과에 좋은 마늘/역사 속의 발명품/하루 10분 발명교실/특허Q&A/"여성발명가에 대한 사업화 지원 실적 높일 터"/'참살이' 붐 특허출원에도 영향/금연 특허, 다국적 제약사가 우세/아이디어 착상 및 발명 기법/기술, IT및 문화 강국으로 도약을 위한 제도 마련/카를의 '아스피린'/정부 특허기술 사업화에 3천7백34억원 지원/윤연숙 원자력 병원 책임연구원 제9회 장영실과학문화상 금상 수상/이희자 이사.김순자 회원 제네바국제발명전 금상 수상

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.238-251
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• 2015

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students' psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.

• Journal of Science Education
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• v.47 no.1
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• pp.88-106
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• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.