• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.587-599
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• 2011

The purpose of this study was to analyze variable-controlling strategy (below vcs) and the ability to infer the effect of variables in Middle school students who experienced 'Thinking Science' activities in a CASE program. For this study, 71 9th grade students experienced in CASE program for 2 years were selected as the experimental group and 72 students were selected as the control group. All students were tested with Science Reasoning TaskVII. The five types of variable-controlling strategy were extracted from students' response. According to the result of this study, the students experienced in CASE program was more successful in the variable-controlling strategy of length, quality, and shape than the control group. The types of reasoning ability of the variable effect intuitively were categorized as possibility of reasoning, impossibility of reasoning, and impossibility of reversible thinking. It has shown that the reasoning ability of the experimental group was higher than that of the control group in the length and thickness variable effect. The results of this study implied that the variable controlling activities in CASE program could be effective for learning variable controlling, and eventually, for the development of reasoning ability of the variable controlling effect. In the ability to infer the effects of variables to get difficult Intuitively, both groups were similar to the rate of cognitive level reached to the formal operation in generalization, and the student of experimental group was 1.5 times faster than the control group.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.200-215
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• 2012

The revitalization of science museum depends on the number of qualified docents who can meet the museum visitors' educational needs. However, the current unstructured docent system is not sufficient to meet the goal. Forty six docents currently working in science museums were surveyed about docent training program, current working conditions, and docent professional program in order to propose a viable system providing a docent profession. Data were collected through surveys with 46 docents, interviews with two experienced docents, and several artifacts from the science museum and selected docents. The surveys consisted of 47 items asking about personal biography, docent's perception, docents training program they took, current working conditions, and supplementary professional program. The conclusion of this study is as follows; First, there must be recognition about docents who can play educator's roles which are different from those of general volunteers in terms of recruiting and training system in science museum. Second, docents need to take training and supplementary professional courses that focus on observing and educating visitors in the field. Third, we need a docent management system by employing a well structured evaluating tools. A well established docent system will bring forth the enhancement of science museum education and the increase of science popularization by providing visitors with the quality educational services.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.881-901
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• 2011

The science museum in the past satisfied visitors only by interacting them with simple objects and exhibition, while one in modern times was requested to meet the need of visitors in their engagement in educational programs. To meet the visitors' need, the science museum made efforts to train, educate, and assign docents so that they can interact with visitors and serve the educational purpose of visitation. In this study, we analyzed the strengths and weakness of docent training programs from science museums/science centers nationally and internationally, to make implication on how to design a docent training and professional program. Programs from four national and four international science centers/museums were selected as a sample for analysis. Their docent training programs were compared with the data of surveys and interviews and emails from docents and docent managers/evaluators. Artifacts and documents of the docent training programs were also collected and used to construct the validity in analyzing the data, resulting in the well-developed docent training program as the critical one for enriching science museum education. The results included; First, we need to recruit and train docents who interact visitors directly but they need to be differentiated from regular volunteers for promoting science museum education for the purpose of popularization of science. Additionally, Second, we need to develop and run docent training program where docents can experience 'informal learning' exhibition interpreting strategies through the real field from mentoring from the experienced/senior docents beyond 'formal learning' exhibition content. Third, we need to equip docents with skills to make scientific literacy possible at science museum-such as experiencing scientific ethics through scientific inquiry-which happens limited at school education.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.453-464
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• 2017

The purposes of the study are to investigate the experiences of major stakeholders (i.e. science teachers, program instructors, local experts, etc.) who participated in implementing Community-Based Socioscientific Issues Programs (SSI-COMM) and to provide educational implications for further implementation. SSI-COMM dealt with three issues (i.e. abandoned pets, fine dust, and recycling) that students often encountered in their local community. Each program, lasting over 16 class periods in a free semester, included in-school and out-of-school activities in order to promote their interest and participation in community. Four teachers, four program instructors, and six local experts joined the interviews to explain their experience of participating in the programs. As a result, school teachers, program instructors, and local experts positively appreciated their experiences of the program implementation and perceived educational potentials of SSI-COMM. All the stakeholders mentioned that they became more interested in local socioscientific issues and strongly perceived the need for the implementation of such programs linked to their own community. The science teachers appreciated the opportunities to identify students' potentials through SSI-COMM and believed that SSI-COMM would contribute to reducing the gap between learning and practice. The program instructors, observed that out-of-school activities contributed to enhancing students' self-confidence and fulfillment in learning. Finally, the local experts obtained a sense of belonging to their community and were very satisfied with their contribution. The SSI-COMM programs are expected to be one of the educational models that will help to encourage the participation of students and stakeholders in facilitating educational activities in relation to the community.

• Journal of the Korean Society of Food Science and Nutrition
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• v.29 no.6
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• pp.1177-1184
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• 2000

본 연구는 영양분야의 전문 웹사이트로서 인터넷 상에서 이용할 수 있는 영양평가 시스템을 개발하기 위하여 수행되었다. 프로그램의 구성은 표준체중 및 열량필요량 자료, 식품 및 음식의 영양소 함량, 영양소별 20순위 식품, 식사섭취자료, 한국인 영양권장량 자료 등을 데이터베이스로 하여 사용자의 신체계측치와 활동정도에 따른 비만도 및 열량필요량의 분석과 섭취한 음식에 대하여 영양섭취상태를 평가받고 영양소별 함유량이 높은 식품과 음식에 대한 열량 및 영양소의 정보를 제공받을 수 있도록 웹 페이지 형식으로 만들어졌으며, 사용자는 인터넷 사이트로 들어가 자신의 이름, 성별, 나이, 키, 체중 및 활동정도를 입력함으로서 자신의 체중범위, 표준체중, 체격지수, 비만도, 기초대사량, 1일 열량필요량 및 이들의 섭취열량과의 과부족을 비교 평가한 자료를 얻을수 있으며, 만약 사용자가 비만이라면 체중을 감소하기 위한 1일 열량필요량도 얻을 수 있다. 또한 사용자는 음식입력 항목을 선택하여 날짜별, 식사별로 자신이 하루동안 섭취한 음식 및 섭취량 등을 입력하고 영양섭취상태를 클릭하면 식사섭취상태의 진단과 평가를 받을 수 있다. 즉 열량과 각 영양소에 대한 하루의 섭취량 및 아침, 점심, 저녁 및 간식의 섭취량이 분석되어지며 이들중 권장량이 정해진 영양소는 다시 사용자의 섭취량에 대한 권장량광의 비율을 그래프로 나타냄으로서 섭취된 영양소의 과부족을 쉽게 평가받을 수 있다. 지방질 역시 구성지방산과 콜레스테롤의 섭취 상태가 분석되어 이들의 표준섭취비율과 비교해 제시됨으로서 그릇된 섭취형태를 평가받을 수 있다. 이 밖에 식사별 열량영양소 구성비가 표준섭취비율과 비교 평가되어 그래프로 나타나며 급원식품에 대한 영양소 정보를 줄 수 있는 식품군별 영양소 섭취상태와 동식물성 식품 섭취상태도 평가되어진다. 따라서 본 프로그램은 인터넷을 이용하여 누구라도 자신의 영양섭취상태를 평가받고 과부족이 되기 쉬운 영양소의 급원 식품과 음식에 대한 영양정보도 제공받을 수 있도록 할 뿐 아니라 식이요법을 필요로 하는 질환의 영양상담을 위한 기본 프로그램으로 활용될 수 있도록 하는데 그 의의가 있다.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.495-501
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• 2004

Using numerous ground-based or space-based telescopes by many astronomers, AGN spectroscopic monitoring campaigns have been carried out over many years to study the variability of continua and emission lines. We investigate the SWP IUE spectra of a large aperture configuration for the Seyfert 1 galaxies NGC 4151 and NGC 5548. We estimate the BLR electron number densities and their variation from the line ratios of C III] 1909 to Si III] 1892. With the ratios of C IV 1550 to C III] 1909 which give us the information on the ionization parameter of BLR, we try to find the physical conditions of the BLR and activities of he super massive black hole surroundings. The BLR density variations scale as 4 and 8 for NGC 4151 and NGC 5548, respectively. Based on the BLR size and C III] line profiles, we found both black hole masses as about $10^7$ $M_{\odot}$.

• 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 Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.127-148
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• 2023

In this study, we used an analysis of the literature on socio-scientific issues (SSI) classes to examine domestic SSI class research and to determine the characteristics of SSI class research for each subject. A search for papers related to SSI classes published in Korea Citation Index-listed journals and candidate journals of the Korea Research Foundation found 95 relevant papers, which were then categorized according to participants and topics. Studies with both pre-service and experienced teachers attempted to investigate SSI-related perceptions. Studies of pre-service teachers tended to examine the level and development pattern of argumentation or to analyze decision-making characteristics and informal reasoning. Studies of experienced teachers tended to analyze instructional expertise in SSI teaching activities, focusing on teachers with substantial SSI teaching experience. Middle and high school students-related studies examined student decision-making and reasoning processes in SSI learning activities, developed SSI class programs, and analyzed educational effects. Examining the characteristics of SSI classes for elementary school students was difficult because few such studies have been published. However, the characteristics that elementary school students show in SSI learning situations could be inferred. A plan to revitalize SSI classes in the elementary science education field from the perspective of teacher education and class research is suggested.