• The Journal of the Convergence on Culture Technology
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• v.7 no.2
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• pp.333-338
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• 2021

Development of 5th generation mobile telecommunication technology is visualizing ideal hyper-connected social information and communication technology (ICT). In particular, virtual reality (VR) technology is at the starting point for new expansion and leaps. This work defines virtual reality as media in this context and collects and analyzes discourse on its scalability around space and communication theory. We first elaborated the concept, starting with the early discussions of the virtual reality concept in 1990, and discussed the relationship between the physical world and digital information, expression and interaction immersion as a medium, simulation, art creation theory, and finally evolutionary development. In conclusion, beyond the discourse on the technology of virtual reality, academic subjects were required to have theoretical frameworks on cognitive science, neuroscience, social science, and humanities issues (ethics, personality, etc.) for the development and evolution of virtual reality. In other words, it is time for the evolution of virtual reality to be discussed, which can be moved beyond.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.209-223
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• 2023

This study was conducted to evaluate the effectiveness of a polar literacy education program for elementary and middle school students, and to derive implications for new education to respond to climate change. We developed modular education programs based on the seven principles of polar literacy established by the Polar-ICE team. We divided them into two courses, one emphasizing science concepts and another emphasizing humanities and sociological issues. We then selected and structured detailed programs suitable for the two courses. These two courses were applied to 26 elementary and middle school students for approximately 69 hours in a Saturday science class hosted by the Department of Science Education at a university in Seoul. The 26 students were divided into three groups. Two groups completed the science education program for polar literacy and a humanities and social studies education program for polar literacy, respectively. The third group, the control group, received general science education unrelated to polar literacy. Before and after running the programs, all three groups responded to a polar literacy test and questionnaires that used vocabulary and presented scenes associated with polar regions. The test results were expressed using Wilcoxon signed ranks, which is a non-parametric test method, and improvements made upon completion of the program were analyzed. From a cognitive aspect, all three groups showed improvement after completing the program in the knowledge area; however, the experimental groups showed a greater degree of improvement than the control group, and there was a clear difference in the contents or materials explicitly covered. From an affective aspect, the difference between before and after the program was minor, but the group that focused on humanities and social issues showed a statistically significant improvement. Regarding changes in polar imagery, the two experimental groups tended to diverge from monotonous images to more diverse images compared to the control group. Based on the above results, we suggested methods to increase the effectiveness of polar literacy education programs, the importance of polar literacy as appropriate material for scientific thinking and earth system education, measures to improve attitudes related to the polar region, and the need to link to school curriculums.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.787-797
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• 2017

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.

• Korean Journal of Social Welfare
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• v.39
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• pp.290-321
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• 1999

This Study has two research interests: First, to give a new perspective in searching for the identifying features of social welfare studies in Korea where social welfare is recognized as an independent discipline through an examination of german research trends in social policy, where social policy is not recognized as an independent discipline, but as a field of study. The reasons of non-recognition of social policy studies as an independent discipline in Germany are value problems, vagueness of research objects, and the position of social welfare in relation to another social sciences. Second, to show the trends of german studies in social policy from diverse disciplines, i. e. sociology, political science, law, history, pedagogics etc. and the common points in these studies. The results of this study are as follows. First, the common feature of german Studies on the social policy from diverse disciplins is above all the interest in the improvement of Lebenslage, i. e. conditions of life. Second, the value problems in social sciences are not solved till now, but the interests in the improvement of Lebenslage don't mean studies of social policy must handle with values. The interests in the applicability of social policy don't mean values must be improved in the studies either. Third, the vagueness of the objects can be found also in other social sciences and is not unique in social policy studies. Fourth, the studies, which focuses on the improvement of Lebenslage and can contribute to construct theories such as raising the effectiveness of state intervention must be recognized as studies of social policy, even though they are written by social scientists from other disciplines. This means the theories of social policy to pursue are connected with theories of middle range, i. e. with lower degree of abstraction.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.52-76
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• 2000

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.31-41
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• 2009

With the rapid development of science and technology and their increased impacts on our society, we witness a growing recognition of the importance of engineers' social responsibility and their professional ethics. Especially, the introduction of EC2000 and ABET into engineering education has been contributed to reinforce the systemization of ethics instruction. However, we could not attain the educational goal of integration of engineering education and ethics by general declaration of its importance. We need to deal with the vital questions how to institutionalize and implement engineering ethics in engineering curriculum. This article focuses on three aspects. First, it mainly outlines the developments and the traits of engineering education in American universities. Second, by classifying the engineering ethics education into several patterns, we discuss the characteristics and implications according to those Patterns. Third, it is helpful to explore the way how we could apply these patterns to Korean engineering education. It is expected to combine the stand-alone engineering ethics lectures with ethics -across -the -curriculum considering each university's circumstances and resources. Still, many challenges remain, most notably the need for engineering faculty and non-engineering faculty to cooperate and accept for engineering ethics education.

• Journal of Technology Innovation
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• v.23 no.2
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• pp.1-31
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• 2015

Various concepts and practices of public deliberation have been exercised over the last three decades in western countries for science and technology (ST) governance. There has been a general social consensus for the need of such new governance notwithstanding, ends and means to achieve it varied. Among various rationales, while normative and substantive perspectives are explicitly claimed in public as reasons for public engagement in ST policy making, instrumental perspectives tend to be implicitly arranged by interested parties and still affecting policy significantly. This paper therefore, examines the implications of such instrumental perspectives in public engaged ST governance. To do so, this paper analyses the discourses and practices of public deliberation for ST governance in the UK from the late 1990's until the mid 2000's. It examines the proposals made by various policy institutions and two real public deliberations- the GM Dialogue for commercialization of genetically modified crops and the Committee on Radioactive Waste Management(CoRWM)'s programme. This study finds that policy institutions tried to employ public deliberation as strategic instrument for their policy interest, which contrasted with their outwardly claimed rationales of democratic policy making and better quality in decision for ST governance.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.

• 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 Convergence for Information Technology
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• v.11 no.3
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• pp.229-235
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• 2021

Artificial intelligence technology is influencing across all areas as technology advances and social needs change. Therefore, Korean universities have actively developed and operated classes related to artificial intelligence, and have emphasized the importance of artificial intelligence not only in major education but also in liberal arts education. However, there is a lack of research on the development of educational methods and educational programs because artificial intelligence education in liberal arts is in its early stages. SSI is an education that can apply social and ethical problems related to science to open problems that can creatively and reasonably present solutions. SSI can be applied to make AI education more effective. In this study, an artificial intelligence liberal arts curriculum applied SSI was developed with three purposes: First, it is designed is designed so that students subject to education can access it by considering its characteristics as actors of the intelligent information society. Second, it is designed so that students can experience artificial intelligence programs themselves and deal with science technology and social relevance in depth, focusing on various examples of real life. Third, it is designed and approached so that students can participate and cooperate for the purpose of solving common problems to develop cooperative problem-solving skills.