• Journal of Science and Technology Studies
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• v.17 no.2
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• pp.173-208
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• 2017

Along with its expertise and yearning for freedom, Science has been seduced from Society. Coupled with societal uncertainty and complexity, the Science has faced the difficulty of solving societal issues and recognized its limitation on the control of quality it has kept. This leads to yield its way for opening up the societal participation. With this situation in mind, this paper explores the ways of societal participation on science based on previous studies but limited to evaluation. While the classical evaluation on science is conducted by only experts and not opened to the public, both the participatory and deliberative evaluation on science are open to the public and fitted to this research subject. Both evaluations are in common to expand its involvement to the broader stakeholder than classical one, but have discrepancy in the perspective of evaluands, evaluation methology applied, scope of participants and role of mediators. Along with the main obstacles such as political acceptance, representative of participants, competency of mediators, epistemic limitation and institutional path-dependency, this paper articulates the ways to implement both evaluations. Last but not least, this paper puts an importance on various and consequent research activities on this domain, reorganizing societal system and weighting efforts.

• Journal of Science and Technology Studies
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• v.15 no.2
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• pp.1-31
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• 2015

World Wide Views on Climate and Energy held on 6 June 2015 was a structured citizens' deliberative consultation forum involving 10,000 citizens in 77 countries, and South Korea was one of the participating countries. Citizen participants, selected to reflect the demographic diversity in their countries or regions, were given information beforehand and deliberated for a full day with other citizens and voted on an identical set of questions, designed to reflect policy controversies at the UN COP negotiations to be held in Paris on December 2015. This study, firstly, analyzes the backgrounds and purposes of World Wide Views on Climate and Energy and reports the WWViews event held in Seoul, Korea before examining the theoretical implication of it. And then, this study discusses about the features and opportunities of World Wide Views on Climate and Energy as a way of forming a global deliberative governance by focusing on deliberative democracy, citizen participatory governance, and global citizenship.

• Journal of International Area Studies (JIAS)
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• v.14 no.3
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• pp.57-80
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• 2010

This study aims at the evaluation of procedural changes and policy outcome caused by the Open Method of Coordination(OMC) on Social Inclusion in the European Union. The policy instruments of the OMC introduced by the Lisbon Council can be divided into two groups: the outcome-oriented New Public Management(NPM) and the process-oriented Directly Deliberative Polyarchy(DDP). By considering the adoption process of the NPM instruments, it can be said that OMC could not be effective due to the vagueness of its objectives, the institutional barriers in decentralized decision-making, and the rejection of benchmarking by the Member States. The intended learning by deliberation and peer review as indicated by the normative DDP, is hard to achieve because they are not so reflexive due to relatively restricted and closed participation. We also cannot find any significant reduction of poverty after the long implementation of the OMC. Considering the higher recognition of poverty problem and expanding NGOs concerned with it, however, we may see some significant impact in the future.

• Journal of Science and Technology Studies
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• v.15 no.2
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• pp.33-64
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• 2015

World Wide Views (WWViews) on Climate and Energy was an experiment of public deliberation which was held in 77 countries with over 10,000 global citizens on June 6, 2015. The coordinator of this project (the Danish Board of Technology with Missions Publiques and the French National Commission for Public Debate) developed the overal procedure, and local partners implemented the actual events in each country on the same day. The coordinator gathered the results of the events from all local sites in order to submit them as global citizens' voice to the COP21 negotiations at the United Nations Framework Convention on Climate Change (UNFCCC) in Paris. This study examines the extent to which such new method of WWViews, standardized at global level to be implemented in different local contexts, achieves its quality of public deliberation (representativeness, transparency, impartial inclusion, deliberativeness, influence) by evaluating the Korean WWViews held in Seoul.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of Science and Technology Studies
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• v.15 no.2
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• pp.99-133
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• 2015

Responsible Research and Innovation (RRI) is a concept emerging rapidly as a theoretical and methodological framework to shape science for better society, instead of merely for economic growth. While the responsibility of science usually means ethics of researchers in the process of research, RRI extends the concept of the responsibility by claiming that researchers should be responsible for the purpose and outcome of research as well. In addition, RRI proposes four interconnected concepts of anticipation, reflectivity, deliberativeness/inclusiveness, and responsibility as a methodological framework to achieve these tasks. However, RRI is not merely a theoretical concept but has been already practiced at many levels in real world. We discuss how RRI has been practiced and played important roles in reflecting on research and innovation policies in the past and guiding new policies by examining two research projects, STIR and SPICE, and three national R&D programs, EPSRC's embracement of RRI in the Britain, MVI in the Netherlands, and R&D for social problem-solving in Korea.

• Journal of Korean Philosophical Society
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• v.145
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• pp.351-380
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• 2018

In every society, citizens must decide how to punish criminals, uphold the virtue of justice, and preserve the security of the community. In doing so, the members of society must ask themselves how they will punish those who carry out the most abhorrent of crimes. Many common responses to such a question is that death is an acceptable punishment for the most severe crimes. But to draw some theoretical distinction between a crime that deserves incarceration and a crime that is so heinous that it deserves capital punishment is subject to three errors. First, what possible line could be drawn? To decide on a particular number of deaths or to employ any standard would be arbitrary. Second, the use of a line would trivialize and undermine the deaths of those whose murderers fell below the standard. Third, any and all executions still are unjust, as the State should not degrade the institution of justice and dehumanize an individual who, although he or she has no respect for other human life, is still a living person. Simply put, all murders are heinous, all are completely unacceptable, and deserve the greatest punishment of the land; however, death as punishment is inappropriate. Also, while this article arrives at the conclusion that the death penalty is an inappropriate form of punishment, I have not offered an acceptable alternative that would appease those who believe capital offenders deserve a punishment that differs in its quality and severity. This is a burden that, admittedly, I am unable to meet. I finally conclude that the death penalty is unjustified retribution. This is the only claim that can effectively shift the intellectual paradigms of the participants in the debate. The continued use of the death penalty in society can only be determined and influenced by the collective conscience of the members of that society. As stated at the outset of this article, it is this essentially moral conflict regarding what is just and degrading that forms the backdrop for the past changes in and the present operation of our system of imposing death as a punishment for crime.

• Korean journal of food and cookery science
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• v.28 no.6
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• pp.857-863
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• 2012

This study prepares dried sweet pumpkins to optimize pretreatment conditions of blanching, steaming and microwave heating and to investigate the quality characteristic of each method. The sweet pumpkin blanching treatment of moisture content decreased gradually with increasing temperature, and soluble solids, and weight loss was increased. Color temperature is lower, and a higher value of L value and b value increased. As for the sweet pumpkin steaming treatment of moisture content, it was observed that the longer the steaming time was decreased, sugar content was increased. Change of color in the L value, the longer the steaming time a and b values. Also, as for the microwave treatment of the sweet pumpkin, the longer the time the moisture content decreased, it slightly increased soluble solids and weight loss. Blanching showed the lowest hardness of texture, followed by steaming, and microwaves, in order. Penetration per 20 hours per type was determined by sensory evaluation of sugar, and sugar:fructose(1:2)ratio were higher in the composition.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.73-84
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• 2015

In this research, two careers connectable with the contents of the curriculum of fifth to sixth grade elementary school students were selected among other promising future careers in biotechnology and medical engineering fields. 'Design-based promising future career STEAM program' was developed and its validity and effectiveness were verified. Reflecting recent issues, and complying with the STEAM standard (frame) instructional materials were developed through group deliberations for nine months, based on the achievement standards through an analysis of subject curriculum revised in 2009. This was prepared so that students are able to experience biotechnology and medical engineering related careers in a simulational form emphasized with creative design to make them prefer natural sciences and engineering careers and draw their interests and recognition of the relevant careers under the two disciplines. As a result of such application to STEAM Leader School students at the verification stage of the program, the contents and level of the program were verified suitable, receiving favorable reviews. And as a result of applying the developed program on other elementary school students, it was discovered that significant improvements were found in their career consciousness. Through this research, it was suggested that there is a need for a simplification of the curriculum content standards, a provision of 'standard for integration,' development of teachers' ability in reconstituting or organizing the STEAM and proceeding classes, continuous long-term support to see the effects of a policy or a program, and a reinforcement of career education integrated in the curriculum.

• Journal of Science Education
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• v.46 no.1
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• pp.93-108
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• 2022

The purpose of this study is to develop a STEAM program that can be used in the high school credit system to be fully implemented in 2025, and to examine its validity and effectiveness. The STEAM program analyzed the 2015 revised curriculum centering on science, technology, and engineering through the 2015 revised curriculum analysis, and then selected the five latest issues: hydrogen fuel, climate crisis, data science, appropriate technology, and barista. In accordance with this self-developed program development format (frame), it was developed for seven months through a process of group deliberation. The draft of the STEAM program for 29 sessions of five types, developed to indirectly experience the career path and occupation of high school students, was verified through consultation with 2 STEAM education experts. It was applied at five different high schools for a pilot implementation. As a result of the pilot application, it was confirmed that the students' STEAM attitude significantly improved in the post-test than the pre-test, and the students' high satisfaction with the program was confirmed. In addition, through an interview with the pilot application teacher, it was positively evaluated that 'the content and level of the program are suitable and through experience solving real-life problems, you can apply the content knowledge of related subjects and have an opportunity to experience careers.' Based on the results of the pilot application, the high school credit system STEAM program for students and teachers was finally completed in 29 lessons of five types. Through this study, the development and operation of the next-generation STEAM program that can be applied in the high school credit system should be actively developed, and a plan to improve teachers' professionalism so that the high school credit system can be established and operated properly for blended classes triggered by COVID-19. The necessity of design was suggested. This study is expected to be used as basic data for the development and operation of STEAM programs in the high school credit system, which will be fully implemented in 2025.