• Journal of the Korean earth science society
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• v.29 no.6
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• pp.506-519
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• 2008

This article explores the potential learning materials and methods of science practice from exhibits, and how those are presented in natural history museums as a feasible science inquiry community. The idea of science inquiry community was offered as a form of science practice that ended with science learning. A grasp of 'scientific practice to learning' is understood as a way to conceive scientific methods as well as facts and understanding knowledge. To get educational implications on the scientific practice of 'earthquake' as a socioscientific topic in the communities, we analyzed 1) the relationship between earth science curriculum and exhibits related to 'earthquake', 2) the educational goals and intentions of educators, and 3) the characteristics of the exhibits in the American Museum of Natural History and in the Smithsonian National Museum of Natural History. The results of this study showed that those museums presented the exhibits consisting of various and practical cases and events of 'earthquakes' as a socioscientific topic related to their curriculum. At the target museum, it was clearly stated that the pursuing educational goals focused on relations with local interests and socioscientific issues. For making earthquakes relevant to visitors, delivering lived experiences with raw data and interactive media was emphasized in exhibit characteristics.

• Journal of the Korean earth science society
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• v.38 no.6
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• pp.438-447
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• 2017

The purpose of this study was to investigate the effect of specialized thematic science club activities on the students' scientific attitudes. The subjects of this study were ninety students from two high schools in Korea. The study group consisted of forty experimental groups and forty six science clubs with no special topics. The mean, standard deviation, t-value, and significance were compared with the corresponding sample t-test. First, specialized thematic science club activities showed positive effects on students' scientific attitude. Although the average scores of the scientific attitudes of the experiment group and the control group were improved before the operation of the club, the increase of the experimental group which operated the specialized topic was larger than that of the control group and there was a statistically significant difference. In the analysis of sub-elements of scientific attitude, the increase of the experimental group was larger than that of the control group. There were no statistically significant results in the control group, but the experimental group showed significant differences in openness, creativity, and cooperativeness among the subordinate factors of scientific attitude. Second, to investigate the effects of the specialized thematic science club activities on the scientific attitude in school, family, and social situations solving the problems of daily life as well as solving the science problems, there was no significant difference within the group, but there was a statistically significant difference between the experimental group with the specialized topic and the home and school situation. This result indicated that the scientific attitudes required to solve problems in the home and school have improved positively.

• Journal of Science and Technology Studies
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• v.7 no.2
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• pp.91-124
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• 2007

이 논문은 우리나라의 물리학, 화학, 생물학 분야의 과학자들을 대상으로 한 설문조사를 바탕으로 머튼이 과학자사회의 규범구조로 정식화한 네 가지 규범들-보편성, 공유성, 탈이해관계, 조직화된 회의-과 국가주의 가치관이 실제 과학자사회에서 어느정도 작동하고 있는지를 분석하였다. 전반적으로 응답자들은 한국 과학자사회에서 출신대학과 해외학위라는 귀속적 지위의 영향으로 보편성 규범이 제대로 작동하지 않는 것으로 평가했고, 여성의 경우 성의 영향도 큰 것으로 평가하고 있었다. 공유성과 탈이해관계 규범의 경우 한편으로 공유성과 탈이해관계라는 전통적인 규범이 그리고 다른 한편으로는 비밀주의와 연구주제 선정에 있어서 산업적 응용성과 국가적 필요를 강조하는 국가주의적 가치가 공존하고 있었다. 조직화된 회의 규범의 경우 특히 과학적 증거 이외의 다른 권위들에 대해 회의적인 태도를 견지해야 한다는 규범이 제대로 작동되지 않는다는 평가가 대다수였다. 과학자사회의 규범과 가치에 대한 평가는 각 과학자들의 연구환경에 따라 상이한 모습을 보여주는데 특히 젊은 세대의 과학자들이 보편성과 조직화된 회의 규범의 위반을 더 강도 있게 지적하는 반면 연구 주제의 선정에 있어서 탈이해관계 규범은 부정하는 경향을 보여주고 있다.

• Journal of Science Education
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• v.37 no.3
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• pp.492-512
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• 2013

The aim of this study is to investigate the change of science writing ability between pre and post-science writing which was written before and after argumentation activity and to show how argumentation influences the science writing ability. To fulfill this aim, eight 5th grade students were chosen from an elementary school. They were involved in the nine science writing themes which was compose of scientific contexts and social scientific contexts. Students' science works in argumentation and writing activity were collected and analysed based on four domains of framework for science writing ability: scientific thinking, logic, creativity and expression ability. The result of this study showed that the affirmative change of four domains of science writing ability on post-science writing written after argumentation was observed. Also, an affirmative change was observed in all of the scientific and social scientific themes. A lot of changes of the scientific writing ability were observed especially when the themes were familar to student. The degree of change depended on the level of the student, but overall it influenced all participating students with a positive improvement for their scientific writing ability. Students with high grade of academic achievement showed high improvement in science writing ability, but students who had low grade of academic achievement also showed a positive improvement in science writing ability.

• The Science & Technology
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• no.6 s.445
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• pp.82-85
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• 2006

과학연구의 세계적 권위로 자리 잡은 노벨과학상이 제정된 지 100년이 넘었다. 그 동안 물리학, 화학, 생리의학상 세 분야에서 수백 명의 과학자들이 영예로운 상을 수상했으며, 지난 2001년 노벨재단은 이를 기념하기 위해 전세계 주요 도시를 순회하는 특별전시회를 기획했다. ‘창조성의 문화 : 개인적 차원 혹은 사회적 차원’을 주제로 한 이 전시회는 과학적 창조성의 발현이 개인의 특성뿐만 아니라 개개인이 태어나고 성장하는 사회∙문화적 여건에 의해 영향을 받는다는 강한 메시지를 전달하고자 했다. 이번호부터 게재될‘노벨과학상 수상자의 삶과 애환’은 뛰어난 연구 성과를 낸 과학자들이 살았던 사회∙문화적 맥락과 함께 그들의 삶을 소개하고자 한다.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.137-147
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• 2018

The purpose of this study was to analysis total number of 123 SSI programs by SSI criteria. The criteria was consisted of subject, school level, starting point, scientific evidence, social content, use of scientific knowledge, level of conflict of interest, and evaluation and reflection. The results of the analysis are as follows. First, elementary school programs were the most and middle school programs were relatively few. Second, starting point was mainly in the actual situation, the fiction and nonfiction situation, and the situation including the controversy and conflict was less than 10%. Third, it was based on scientific evidence but mainly influenced by individual values and perceptions. Fourth, social contents were developed mainly in ethics/morality/value, political/social life/economy, environment contents. Fifth, the use of scientific knowledge mainly consisted of scientific decision making, scientific critical thinking, and information search. However, science inquiry, risk assessment, and cost effectiveness were less than 10%. Scientific inquiry is the essential factor of science education, and one of core competencies of national science curriculum. SSI program should be able to experience various kinds of conflicts, and to evaluate and reflect through reflection.

• Journal of the Korean earth science society
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• v.38 no.4
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• pp.303-320
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• 2017

Purpose of this study is understanding of group modeling process focusing on constraints with geological field trip applied on social-construction of scientific model. This study was carried out on 12 students of 3 groups who participate in the study 'S' gifted education center. Students were conducted to theme of 'How was formation of Mt. Gwanak?' on 2 field trip classes and 3 modeling classes. Semi-structured interviews, all discourse of field trip and modeling classes, records of personal and group activity were analyzed to constraints based on theoretical background proposed by Nersessian (2008). Results as follows. First, sources of constraints are scientific knowledge, contents observed by students during field trips and additional materials things to be explained by model during modeling class with geological field trip applied on social-construction of scientific model. Second, there are 3 types of constraints to affect making group modeling. It is that shared constraint which used commonly by all the group members. It called selected constraint that used during the initial modeling and later were reflected on for use in the group modeling. And it is that generated constraints, which were not in the initial modeling but were used later in the group modeling. This study suggests that not only the constraints can help to understand of making group model through how they used but also show that example of learning with geological field trip on social-construction of scientific model to contribute school science.

• Journal of Distribution Science
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• v.2 no.1
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• pp.99-124
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• 2004

본 연구는 교수 및 학습효과를 증대시키기 위하여 실제 상황에서 일어나고 있는 사회현상들에 대한 보도형태의 자료인 신문기사를 비롯한 각종 매체 자료를 활용하여 사회 제 현상이 현재 학습과정의 교과과정에는 어떻게 연관되며 경영적 이론이 실제 어떻게 적용되는가를 학습함으로써 교과목에 대한 관심도의 증대와 학습심화의 필요성을 증대시키는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 최근의 선별된 자료를 중심으로 각종 경제경영 관련주제의 주요 기사 내용을 숙지하고 주요 기사 내용들의 배경과 문제점을 파악하며 여러 관점에서 다양한 현상의 원인과 배경에 대한 접근으로 사회과학적인 현상을 습득하는 사고방법을 훈련할 수 있다. 또한 다양한 사회 경제경영분야의 요구사항과 사회적인 욕구들을 주지하고 향후 학생들의 사회진출에 따라 사회현상을 이해하고 이를 통하여 보다 적극적인 자신감 고취와 현실사회에 대한 이해력을 증진시킨다.

• Journal of Science Education
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• v.47 no.2
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• pp.180-191
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• 2023

The purpose of this study was to investigate the preferred SSI topics of students and teachers in elementary, middle, and high schools. It analyzed the similarity of students' and teachers' preferred SSI topics by school level using the cosine similarity measure. A total of 566 students and 327 teachers from elementary, middle, and high schools participated in the study. Sixty topics were identified and listed in the areas of environment, science and technology, health and medicine, and other social issues based on the literature and SSI programs. Students and teachers were asked to select five of their favorite topics. The data was collected online using SurveyMonkey. The collected data was divided into six groups of students and teachers, and the frequency of topic selection was analyzed within each group. The topic preference similarity was analyzed by calculating vector values based on the frequency of the selected topics and measuring the cosine similarity between students, teachers, and teachers and students by school level. The results are as follows: First, the cosine similarity of SSI Preferred Topics between students' school-level cohorts was higher between middle and high school students (0.982) than between elementary and middle school students (0.651) or between elementary and high school students (0.662). Second, the cosine similarity of SSI Preferred Topics between teachers' school-level cohorts was similar for all comparison groups between elementary, middle, and high school. Third, the SSI topic preference similarity between students and teachers by school level had a higher cosine similarity between the elementary student and teacher cohorts (0.974) than the other school level comparisons, middle school (0.621) or high school (0.645). Access to topics of interest to students in SSI education is strongly associated with motivation and persistence in learning, as well as an enjoyable learning experience and positive attitudes toward learning. Therefore, when designing SSI lessons, it is important to examine topics from the perspective of student interest, especially if the teacher has selected SSI topics that are different from students' preferences. Careful instructional design will be needed to overcome the gap.

• Journal of Science Education
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• v.42 no.1
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• pp.12-26
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• 2018

This study examined the effects of SSI argumentation program on the preservice biology teachers' decision-making types and communication ability. The SSI argumentation program was developed based on 'Social Decision-Making & Problem-Solving strategy' and Toulmin's argumentation pattern. The preservice teachers had opportunities of SSI argumentation through small group discussions. They were asked to identify the issues regarding SSI, think of solutions, and make a decision along with claims, warrants, data, and rebuttals. The preservice biology teachers experienced four SSI topics of abortion, euthanasia, gene manipulation, artificial intelligence. The results indicated that the preservice biology teachers significantly improved the communication ability after the intervention, but they did not change their types of decision-making. In addition, after the intervention, the Pearson correlation results indicated that 'the logical type' of decision-making significantly relates to the communication ability(p<.01). The preservice biology teachers mentioned that they improved their ability of considering warrants, data, background information, context, and rebuttals. Further, the preserivce biology teachers mentioned that they became take an interest in socioscientific issues and improved their ability of accepting criticism from others as well as caring about others when they argue each other. This study implicated that the SSI argumentation program has effects on improving personality education in school science.