• The Science & Technology
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• s.470
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• pp.98-99
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• 2008

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.357-363
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• 2004

The purpose of this study was to investigate the effects of Thinking Science program on the cognitive acceleration and cognitive processing skills of the elementary school students. Subjects included 305 5th grade students in three elementary schools. Subjects were divided into the experimental and the control groups. Thinking Science program was implemented to the experimental group over a period of two years. Statistically significant gains on the cognitive acceleration were shown by the experimental group compared with the control group. The intervention effects on the cognitive acceleration were shown for the girls of the elementary schools. It was also found that Thinking Science program exerted significant effect on the development of the cognitive processing skills of the students. The experimental group gained higher scores of attention and simultaneous processing skills compared with the control group. This implied that Thinking Science program was effective not only on the cognitive acceleration but also on the development of the cognitive processing skills as a far-transfer.

• Journal of Science Education
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• v.45 no.1
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• pp.90-104
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• 2021

This study conducted an online survey to understand what elementary school teachers think about the learning contents of elementary science education subjects needed to train elementary science teachers suitable for the era of the 4th Industrial Revolution. The results are as follows: First, there were many elementary school teachers who thought that the current learning content of elementary science education was not suitable for the era of the 4th Industrial Revolution and that it needed to modify the learning content. Many of the teachers said that the learning content of the subject did not include the characteristics of the 4th Industrial Revolution, but also did not reflect the changes of the times and remained in the past. Second, the content that elementary school teachers thought was important in training elementary school teachers suitable for the era of the 4th Industrial Revolution was mainly related to the interests and curiosity of students, and scientific experiments or inquiry. On the contrary, the items that they thought should be deleted or reduced included science learning theory, science teaching/learning model, nature of science, and guidance for gifted children. Third, the contents that elementary school teachers thought needed to be added as learning content of elementary science education subjects were SSI education, science education-related social change and future prediction, advanced science technology, STEAM guidance, and integrated education within the science field. Fourth, in order to train elementary school teachers suitable for the era of the 4th Industrial Revolution, the contents that they thought should be introduced first as learning content of elementary science education subjects were SSI education, integrated education within the science field, STEAM guidance, and core competencies. Other contents that need to be introduced were software education, safety education, and project learning methods.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.18-18
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• 2010

교사들의 생각하는 과학학습의 목표는 학생들이 생각하는 과학학습의 목표와 다를 수 있다. 과학을 잘 하는 모습은 교사의 입장에서 볼 때 과학교수 목표를 의미한다. 그러한 의미에서 과학교사들은 학생들이 과학을 잘 하게 하기 위해 과학 수업을 하고 있다고 볼 수 있다. 그러나 과학을 잘하는 모습은 교사마다 다를 수 있기 때문에 교사마다 다른 지향점을 가지고 과학교수활동을 하게 된다. 본 연구의 목적은 예비 교사들의 과학을 잘하는 모습에 대한 인식을 탐색하는데 있다. 연구를 위해 과학을 전공하고 있는 1학년에서 4학년 사이의 예비교사 30명을 대상으로 개방형 질문으로 구성된 설문을 실시하였다. 연구결과 예비교사들이 지닌 과학을 잘 하는 모습에 대한 인식의 유형과 과학을 잘 하는 모습을 결정짓는 상황의 유형을 분류할 수 있었으며, 예비교사들의 과학을 잘하는 모습에 대한 인식과 과학교수목표의 차이를 확인할 수 있었다.

• Science & Technology Policy
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• v.10 no.3 s.123
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• pp.73-82
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• 2000

• The Science & Technology
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• v.28 no.12 s.319
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• pp.26-27
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• 1995

'과학'하면 모두들 어렵게 생각하지만 '과학'처럼 재미있고 신비로운 분야도 없다. 오늘 우리의 삶은 과학을 떼어놓고는 살 수 없으며 우리의 삶을 풍요롭게 하는 모든 방편이 과학없이는 생각할 수 없다. 이처럼 신비와 재미로 가득찬 과학의 세계로 마음의 문을 열자.

• The Science & Technology
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• v.34 no.10 s.389
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• pp.26-27
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• 2001

• Journal of Science Education
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• v.35 no.1
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• pp.68-79
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• 2011

The purpose of this study was to investigate the recognition of middle school students on 'Thinking Science' activities and the influence on the understanding of the gas particles behavior concepts. For this study 125 students of four classes first grade in middle school were divided into two groups, the experimental and the control group. The SRT II test was carried out to identify the cognitive level of the students. The logical factors, needed to understand of the gas particles behavior concepts, were extracted. And the 9 'Thinking Science' activities designed to develop these factors were chosen and then implemented to the students of the experimental group. After the lesson for the gas particles behaviors, the achievement test of understanding of the gas particles behavior concepts and the survey of the students' recognition on 'Thinking Science' activities were administered. According to the results of the achievement test, there was not significant difference between the two groups on the whole. But only mature concrete operational students in the experimental group got high scores than those in the control group in analyzing the effect size. According to the results of the ANCOVA analysis, there was significant difference between the two girls' group. When students in the experimental group had a positive perceptions about 'Thinking Science' activities, they got higher achievement scores. This implied that there was a correlation between perception about 'Thinking Science' activities and their achievement in the gas particles behavior concepts. Especially, students with positive perception in mature concrete operational period got higher scores in science achievement. After the 'Thinking Science' activities, there was a high perceptions about improving in scientific thinking.

• Science & Technology Policy
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• v.15 no.3 s.153
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• pp.78-81
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• 2005

• The Science & Technology
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• v.30 no.10 s.341
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• pp.20-21
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• 1997

'자연과 환경의 적은 인간이다. 자연과 환경을 파괴하는 인간의 횡포는 없어져야 한다. 자연과 환경파괴를 초래하는 과학과 기술은 제한되어야 한다. 과학자나 기술자도 완전 소멸된 자연자원을 다시 만들 수는 없다. 그래서 우리는 이제부터라도 올바른 생각과 태도로 자연과 환경보호에 앞장서야 한다.' 이것은 자연과 환경파괴에 관련하여 오랫동안 생각하고 느꼈던 나의 소신이다.