• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.788-800
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• 2011

The purpose of this study was to investigate the elementary school teachers' perception of science writing. In this study, 10 elementary school teachers who have taught in the 3rd or 4th grade science lesson in 2010 were selected. Researchers constructed interview guide in three parts including the teachers' understanding of science writing, the status of science writing teaching and the difficulties of science writing in their classes. For the investigation, semi-structured in-depth interviews with 10 elementary school teachers were conducted individually. The results showed that the elementary school teachers were unfamiliar with the word ‘science writing’ and considered science writing as a writing using science learning contents. Also, they think that teaching science writing in their science lessons was not needed and didn't assess and provide detailed feedback with the students' written works. Most teachers needed teaching materials and assessment tools for science writing. To develop elementary teachers' understanding of the value and use of writing for learning in science, they will need to participate in science writing programs for in-service teachers and various teaching materials and assessment tools should also be developed.

• The Science & Technology
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• v.27 no.5 s.300
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• pp.39-63
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• 1994

5월로 「과학과 기술」지가 지령 300호를 맞았다. 「과학과 기술」지가 창간된 것은 1968년 1월15일 처음 계간으로 출발해서 「월간화보 과학과 기술」을 거쳐 월간인 오늘에 이르기까지 4차례의 변신을 했다. 「과학과 기술」지는 그동안 과학기술인의 대변지로써의 역할뿐 아니라 우리나라 과학기술발전을 위해 힘을 쏟아왔다.「과학과 기술」지는 우리나라 과학기술발전의 산 역사 기록이기도 하다.「과학과 기술」지 300호를 통해 돌아 본 한국과학기술30년사, 특별좌담, 각계인사들의 축하의 글을 특집으로 엮었다.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.495-504
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• 2003

This investigation into the actual condition of instruction with the General Science textbook was carried out by conducting a questionnaire survey of a General Science teachers at high schools in the Gwangju-Jeonnam area. As a result of analysis, it was found that the percentage of four different teachers teaching the four science subjects was 62.5% of the whole, and the percentage of one teacher teaching all four science subjects was 7.5% in Gwangju, with the percentages being 21.1% and 36.6%, respectively, for Jeonnam. An most appropriate type of General Science textbook instruction is for four different teachers to teach the for different subjects (75%) according to teachers in the Gwangju-Jeonnam area. The teachers that teach the General Science textbook want the course to include the following sections in this order in the chemistry field in the new General Science textbook: atoms, molecules, and ions; chemical reactions, chemical periodicity, and acids and bases

• Journal of the Korean Society for information Management
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• v.24 no.3
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• pp.363-383
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• 2007

Global map of science, which is visualizing large scientific domains, can be used to visually analyze the structural relationships between major areas of science. This paper reviewed previous efforts on global science map, and then tried to making a science map of Korea with some new methods. There are several research groups on making global map of science including Dr. Small and Dr. Garfield of ISI (now Thompson Scientific), SCImago research group at the University of Granada, and Dr. Borner's InfoVis Lab at the Indiana University. They called their maps as science map or scientogram and called the activity of mapping science as scientography. Most of the previous works are based on citations between scientific articles. However citation database for Korean journal articles is still under construction. This research tried to make a Korean science map with the text in the proposals suggested for funding from Korean Research Foundation. Two kinds of method for generating networks of scientific fields are used. One is Pathfinder network (PFNet) alogorithm which has been used in several published bibliometric studies. The other is clustering-based network (CBnet) algorithm which was proposed recently as an alternative to PFNet. In order to take into account both views of the two algorithms, the resulting maps are combined to a final science map of Korea.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.149-160
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• 2023

A Korean-version science curiosity questionnaire (Science Curiosity in Learning Environments [SCILE(15)]) was developed after factor analysis of the Korean-version SCILE(30) questionnaire. Pre-service elementary school teachers were surveyed using the Korean-version SCILE(30), and a factor analysis based on their responses was performed. The factor analysis demonstrated that the Korean-version SCILE(15) consisted of three curiosity factors: a 'science practices' factor, a 'stretching' factor, and an 'embracing' factor. Confirmatory factor analysis of the factor structure revealed correlations between all the factors, thus confirming their commonality as a science curiosity factors. The Cronbach alpha for the reliability of all items in the Korean-version SCILE(15) and of items by factor was greater than 0.700. The Korean-version SCILE(15) was therefore evaluated to be reliable as a science curiosity questionnaire. Pre-service elementary teachers who participated in the survey for the development of the SCILE(15) were aware of the 'science practices', 'stretching', and 'embracing' science curiosity factors. Analysis in a general linear model of the degree of recognition accorded by pre-service elementary teachers to the three science curiosity factors demonstrated significant differences between the curiosity factors in terms of recognition. This cohort of pre-service elementary teachers showed the highest level of recognition of the 'stretching' curiosity factor and the lowest level of recognition of the 'embracing' curiosity factor.

• The Science & Technology
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• v.30 no.1 s.332
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• pp.32-34
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• 1997

1861년 대동여지도를 만든 김정호는 어디서 태어나 언제 죽었는지도 모르는 신비 속의 인물이다. 지금의 마포 근처에서 살았다는 김정호는 22첩으로 된 가로 3m, 세로 7m의 대동여지도를 목판으로 인쇄하여 펴낸 과학인물이다. 대동여지도는 지금의 16만분의 1지도와 비슷한 것으로 산, 하천, 고을, 길 등이 정확하게 표시되어 있다. 평생을 지도제작에 바친 그의 뛰어난 과학정신이 새롭게 평가되고 있다.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.

• Proceedings of the Korean Society for Information Management Conference
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• 2001.08a
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• pp.81-84
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• 2001

본 연구는 학술커뮤니케이션에서 활용되는 온라인 전자출판물의 이용과 인용도에 대한 상관관계 분석과 유용성의 차이를 평가하고자 하는 연구목적을 수행하기 위해 학술지에 게재된 게재기사에 온라인 전자출판물을 인용한 저자들을 대상으로 이용도와 인용도를 조사하였으며, 학술지에 게재된 게재기사에 인용된 온라인 전자 출판물의 사회과학분야와 자연과학분야 간 유용성에 대해 비교 분석하였다. 학술지에 게재된 게재기사에 온라인 전자출판물을 인용한 저자의 이용도와 학술지에 인용된 온라인 전자출판물의 수와 인용비율간의 상관관계는 저자들의 온라인 전자출판물 주당 이용시간과 이용종수가 증가하더라도 저자들이 학술지에 인용하는 온라인 전자출판물의 수와 인용비율은 증가하지 않는 것으로 나타났다. 사회과학분야와 자연과학분야 간에 있어서 학술지에 인용되는 온라인 전자출판물의 유용성에는 차이가 없었다. 따라서 학술지의 게재기사에 온라인 전자출판물을 인용한 저자들이 온라인 전자출판물을 많이 이용하는 것과 온라인 전자출판물을 실제로 인용하는 것에는 상관관계가 없으며, 측정요소를 통하여 평가한 사회과학 분야와 자연과학분야에서 온라인 전자출판물의 유용성에는 통계적으로 유의미한 차이가 없는 것으로 나타났다.

• Journal of Science Education
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• v.39 no.2
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• pp.267-277
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• 2015

This study explored elementary school teachers' perspectives on science inquiry teaching. First, an open-ended questionnaire was administered to elicit teachers' experiences of their approach to inquiry teaching. These self-reported approaches revealed three conceptions of teaching for inquiry learning in science: 'science process skills-centered' category focused on observing, classifying, measuring, and fair testing; 'generating scientific questions' category focused on students' question-generating; and 'illustrate concept and/or content' category focused on science content demonstration by making use of experimental procedures to obtain expected results. Second, teachers were asked to place 18 activity cards either close to or further from an 'inquiry-based science classroom' card. The relative distances from the activity card to the central classroom card were measured. The teachers perceived that students' activity of 'designing and implementing appropriate procedures' was the most important in supporting an inquiry-based science classroom. Understanding teachers' views has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.785-798
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• 2010

The purposes of this study are to investigate Korean science teachers' perception of the current science teacher preparation courses in Korea, especially focused on subjects of science education, and to induce implications for improvement of in-service program for science teachers. To do this, a questionnaire was developed by the authors and administered to the 215 science teachers sampled nationwide. The study concluded that science teachers perceived that the two compulsory subjects, 'science education theories' and 'science teaching-learning materials and teaching methods' were not enough for a professional science teacher. Particularly, they consisently insisted that more practices under the relationship with teaching science in schools were necessary when learning subjects of science education. Based on science teachers' response, we recommended that the following 4 subjects should be added in the course of pre-service program for science teachers: 'Development of experiment/demonstration devices', 'Teaching creativity and education for the gifted in science', 'Development of science teaching materials', and 'Science inquiry learning and teaching'.