• Journal of the Korean Chemical Society
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• v.43 no.2
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• pp.225-230
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• 1999

The inquiry activities closely related to chemistry which were presented in the 4 middle school science textbooks were compared and analyzed. The total volume of chemistry part was 64.8 pages (22.3%), which were the smallest one in the four categories of science. The total numbers of inquiry activities related to chemistry were 171; 59 for the first grade, 47 for the second, and 65 for the third grade and those were composed of 29 observations, 20 measurements, 113 experiments, 9 data explanations, no investigation and discussion. Therefore, the major inquiry activity was experiment (66.7%) and this maldistribution will need to be improved.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.177-190
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• 2006

Numerous aims of laboratory activities have been suggested by a number of researchers in science education; however the lists of aims very according to researcher. As such, there is still no agreement educational goals on the in science laboratory activities by experts in science education. The purpose of this study was to obtain a consensus using the Delphi technique on the aims of laboratory activities from expert community. This expert community consisted of four scientists, four science educators, six elementary school teachers, and seven secondary school teachers. The list of aims obtained from the expert community were tested with the Wilcoxon Signed Rank Test to determine whether IQR between 2nd and 3rd was convergent. Results of this study produced, lists of aims of laboratory activities according to school science level. There were seven aims for elementary school science, nine aims for secondary school science, and thirteen aims for university science.

• KLA journal
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• v.10 no.4
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• pp.19-22
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• 1969

현대는 출판물의 홍수시대라고 한다. 쏟아져 나오는 학술정보를 가장 효과적이고 신속하게 수집 정리 검색 제공되는 일은 특히 발전도상국가에 있어서 가장 긴요한 활동이다. 보다 많고 넓은, 보다 빠르고 새로운 정보의 교환은 국가발전의 도구로서 요구되는 긴요한 사업인 것이다. 「한국과학기술정보쎈터」가 1961년에 유네스코 한국위원회와 정부의 보조로 한국의 과학기술 정보활동의 쎈터로서 발족하게 되어 활발한 활동을 하고 있다. 그리고 현대 당 쎈터가 젊고 유능한 전문직 사서들에 의하여 도큐멘테이션 방법에 의한 정보활동의 중추적 역할을 하고 있다. 그 기능을 소개하고자 한다.

• The Science & Technology
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• v.34 no.3 s.382
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• pp.18-21
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• 2001

93년 4월 2일 창립된 환경운동연합은 전국 35개 지역조직에서 7만3천여명의 회원이 똘똘 뭉쳐 죽어가는 우리 환경을 살리기 위해 총력을 기울이고 있다. 환경운동연합은 크게 환경조사활동, 정책활동, 대외연대활동, 국제연대활동, 환경기획사업 등을 추진하고 있는데 전문인력이 모자라 아쉽고 회원들의 회비만으로는 단체유지가 어려워 대책이 시급하다고 한다. 가장 보람있었던 일은 작년 6월 5일 동강댐 백지화운동이 관철되어 정부의 발표가 있을 때 였다고.

• The Science & Technology
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• v.31 no.5 s.348
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• pp.22-24
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• 1998

과학기술계 연구와 개별활동은 1.연구자 개인2.연구팀이나 연구실 3.연구기관 4.정부부처 5.국가 등 5개의 링 위에서 존재한다고 본다. 이 5개링중 가장 중요한 것은 정신활동의 모태인 첫번쨰인 "개인 링"과 공정하고 투명해야 할 두번째 "연구팀의 링"으로 이 2개의 링이 원활히 작동할 수 있도록 과학기술계는 개혁의 역량을 모아야 할 것이다.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.347-360
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• 2016

This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.770-784
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• 2010

In this study, we investigated students' behavioral characteristics in the process of and their responses to scientific creativity activities developed based on the three steps of learning model (Park, Park, & Lee, 2008) and scientific creativity model (Park, 2004). Students' responses were obtained by questionnaire, effectiveness of learning materials was explored by comparing students activities before and after the second step, 'Guide', and various characteristic behaviors were obtained through video-recording of their activities. As results, students answered that even though the activities were a little difficult, the activities were nonetheless interesting to them, and they wanted to do the activities more completely, and wanted them in future courses. It was also found that the second step activity was helpful in improving students' divergent thinking. Finally, from the findings about various students' behavioral characteristics, some practical recommendations for more effective teaching of scientific creativity were suggested.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.169-179
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• 2017

The aim of this study is to see school science education from the perspective of CoP (Community of Practice) and to explore the possibility of strategic CoP in Korean school settings. To do this, we conducted a survey using SCaCoP instrument with more than 1600 students from 14 science core schools (SCSs), which were selected across the country, and analyzed their school curriculum, which can be summarized as follows: First, compared to other tracks in SCSs, like the Nature and the Humanity Classes, students of the Science Core Class (SCC) showed significantly higher scores of CoP features for all five factors of SCaCoP (i.e. responsibility of learning, common interest, mutual relationship, open participation, and practice). Second, students of SCC considered activities that require interaction and collaboration among community members (like experiments, hands-on activities, club activities, project works, R&E) to be very positive. Third, SCC students thought that the educational activities of SCSs were not only effective to CoP aims (i.e. self-driven learning, sharing learning outcomes, peer collaboration) but also positive to general aims of science education (i.e. acquiring knowledge, understanding scientific concepts, science-related attitudes). In other words, it appears that educational activities that were effective in vitalizing the CoP have positive effects on ordinary science education, too. These features of SCSs illustrate its possibility of forming strategic COPs in the context of often government-driven Korean education and of bringing in the innovations of school science education.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.505-512
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• 2011

The purpose of this study was to investigate how extracurricular science club activities affect sciencerelated attitudes of female elementary school students. The experimental group was organised with thirty female elementary school students selected from a school in a small city and two schools in a town at Jeju special selfgoverning province. The students were encouraged to participate in a variety of scientific experiences and inquiry activities for ten months. The control group consisted of another thirty girl students chosen from the same schools. The pre-test and post-test on science-related attitudes were administered to both the experimental and control groups. The result of this study shows that meaningful changes have been observed in science-related attitudes of the experimental group, whereas the control group reveals no meaningful changes. Science-related attitudes have been analyzed in three categories such as cognition, interests, scientific attitude. The experimental group shows meaningful changes in all of the three categories, while the control group shows no change in any category. When the female students from small city and those from the town were separated, the result shows that the latter shows more positive changes in science-related attitudes through science club activities than the former.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.146-159
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• 2012

The purpose of this study was to examine the relation between students' reflective thinking and providing the reading framework in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 60 $8^{th}$ grade students (two classes). One class (31 students) was assigned to an experimental group and the other class (29 students) was assigned to a comparative group. For the experimental group, five activities using the reading framework with SWH writing template were implemented, while three activities using the reading framework with the SWH writing template and two SWH activities without the reading framework were implemented for the comparative group. The result of this study showed that there was no significant difference in students' reflective thinking between both groups. However, results indicated that providing the reading framework with SWH approach facilitated students' reflective thinking. Therefore, the findings show that providing the reading framework consistently in the SWH approach was effective when it came to facilitating students' reflective thinking.