• Journal of Sasang Constitutional Medicine
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• v.6 no.1
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• pp.69-70
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• 1994

• Korean Journal of Heritage: History & Science
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• v.5
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• pp.16-25
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• 1971

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.1-14
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• 2020

This study investigated the effects of SW-efficacy on computational thinking STEAM literacy and the dual mediation effects of interest and student engagement in the relationship between SW-efficacy, computational thinking and STEAM literacy in robot-utilized SW convergence education. For achieving this purpose, robot-utilized SW convergence education targeting 146 middle schools students were carried out, post-survey regarding SW-efficacy, computational thinking, STEAM literacy, interest, and learning engagement were conducted. Collected data were analyzed by SPSS macro process for analysis of the dual mediation effect. Results were as follows: first, SW-efficacy had a significant effect on computational thinking and STEAM literacy. Second, interest did not mediate the relationship between SW efficacy, computational thinking and STEAM literacy, while student engagement mediated it. Third, SW efficacy had a significant effect on computational thinking and STEAM literacy dual-mediating effect of interest and student engagement. These results imply the roles of SW efficacy, interest and student engagement to improve computational thinking and STEAM literacy in robot-utilized SW education and provide implications with regard to robot-utilized SW education and instructional directions.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.153-165
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• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.183-190
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• 2006

This study is mainly focused on objective evaluating the influence of the e-NIE activities on the elementary students' ICT competence which is considered as a critical feature in contemporary society. An e-NIE site which is covering 5 domains of ICT competence was constructed to support the students' e-NIE activities. An ICT competence evaluating questionaire was made to confirm the result of the e-NIE activities and the evaluation and the analysis were performed before and after the e-NIE activities. The result shows that the e-NIE activities can enhance elementary students' ICT competence.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.309-320
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• 2007

과학교육에서는 과학과 기술과 관련된 사회적 또는 환경 문제의 증가를 더 이상 간과할 수가 없게 되었고, 이로 인해 과학-기술-사회-환경(Science-Technology, Society-the Environment: STSE)교육을 통한 실천적 과학 소양의 중요성이 대두되고 있다. 본 연구는 환경 내용을 다룬 초등학교 6학년 2학기 과학 단원, 3. 쾌적한 환경을 학습하는 과정에서 환경 중심 STSE 교육의 어려움과 그 가능성에 대하여 고찰하고자 하였다. 초등학교 6학년 두 개의 반 아동 86명은 단원 학습에 참여하는 동안 설문, 그리기와 쓰기, 면담에 참여하였다. 수집된 자료는 아동들의 과학-기술-사회-환경의 관련성에 대한 인식과 과학 지식의 실천적 소양이라는 측면에서 분석되었다. 결과로는 첫째, 과학-기술-사회-환경의 관계에 대한 아동들의 인식은 현대 사회가 가지고 있는 가치관과 복잡하게 얽혀 있었으며, 이 안에서 과학/기술의 발전은 사회 발전과 환경 문제의 두 측면에서 다소 상반적인 관계를 보였다. 둘째, 환경 문제에 대한 아동의 인식은 높은 반면 실천적 소양의 측면은 상대적으로 낮았다. 셋째 과학-환경 지식은 환경 문제 인식과 문제 해결에 그다지 영향을 미치지 않았다. 이러한 결과들을 바탕으로 본 논문은 실천적 과학 소양을 위한 과학-기술-사회-환경 교육의 문제점과 어려움에 대해 논의한다.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.435-438
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• 2008

본 연구에서는 최근 집중호우로 인해 탁수문제가 심각한 소양강 유역의 효과적인 탁수 관리를 위한 SWAT 모형 구축 및 유역의 시공간 토사유실 분석을 실시하였다. 검보정된 SWAT 모형을 이용하여 소유역별 부유사 발생량을 분석한 결과 조항천, 영실천/북천 상류, 인북천 상류 유역(서쪽) 등에서 연간 10톤/ha이 상의 부유사가 발생하여 소양강댐 유역에서의 탁수유발에 직접적인 영향을 미치는 것으로 나타났으며, 어론천, 자운천 등은 연간 6톤/ha이상의 부유사 발생이 예측되었다. 특히 내린천의 최상류 두 유역인 조항천과 주운천 유역에서 발생하는 부유사는 소양강 전체 유역에서 발생하는 부유사의 13.6%를 차지하는 것으로 나타나 이 유역들에 대한 토사유실 저감대책이 필요하다고 판단된다. 한편 유역에서 발생하는 부유사량의 시간별 특성을 알아보기 위하여 댐 유입부에 유입되는 부유사량의 분포를 분석한 결과, 최근 6년간 발생한 부유사량을 연도별로 살펴보면 2003년에 최고 약 1,200,000톤이 댐으로 유입되는 것으로 나타났으며, 2005년도에 최저 40,000톤이 유입된 것으로 분석되었다. 본 연구결과는 향후 각 소유역별로 탁수를 유발하는 토사 유실량 평가, 유역의 토사유실 저감대책 효과분석 및 저수지 모형과의 연계를 통한 유입된 탁수의 효율적인 관리 대책 수립에 이용될 것이다.

• Proceedings of the Korea Water Resources Association Conference
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• 2016.05a
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• pp.296-296
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• 2016

한강유역의 다목적댐인 소양강댐, 충주댐, 횡성댐의 운영이 하류부에 미치는 조절효과를 분석하기 위해 3개의 다목적댐이 모두 운영되고 있는 현재의 유역상황과 소양강댐, 충주댐, 횡성댐이 각각 없을 경우를 가정하여 시나리오별로 팔당댐 지점에서 유황곡선 차이를 검토함으로써, 3개 다목적댐의 조절효과를 정량적으로 분석하였다. 각 시나리오별 유출분석시 소양강댐, 충주댐, 횡성댐의 운영이 이루어질 경우에는 각 댐의 방류량 자료가 모형에 고려되도록 하였으며, 반대로 댐 운영이 이루어지지 않을 경우에는 각 댐의 유입량 자료가 모형에 반영되도록 하였다. 또한, 북한강 본류구간에 위치한 의암댐과 청평댐에 대해서는 발전용댐이기 때문에 유입량이 모두 방류되는 것으로 가정하여 적용하였다. 분석기간은 횡성댐의 자료 기간을 고려하여 2001~2009년을 선정하였으며, 시나리오별 각 댐의 조절효과를 정량화하기 위해 하류부인 팔당댐 지점에서의 유황곡선 차이를 계산하여 비교하는 방법을 이용하였다. 소양강댐 운영에 따른 팔당댐 지점에서의 조절유량은 약 10.3억$m^3$이며 조절기간은 304일로 분석되었고, 충주댐 운영에 따른 조절유량은 약 11.9억$m^3$에 조절기간은 336일, 횡성댐 운영에 따른 조절유량은 약 0.53억$m^3$에 조절기간은 303일로 분석되었다. 3개 다목적댐이 모두 운영될 경우의 유황 조절효과는 약 22.5억$m^3$에 333일로 분석되었다.