• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.293-304
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• 2018

In spite of a growing number of recent studies that indicate students are coming to view scientists with more varied images, the stereotypical image of scientists remains in many students' minds. In this study, the authors explore how college students change their perceptions of science and scientists through the use of a documentary that focuses on scientists' daily lives, including laboratory life, and their emotional ups-and-downs. We analyzed 109 college students' essays on perceptions about scientists after watching the documentary. As a result, 64.2% of the college students declared that there was a change in their perception of scientists. The students' new perceptions of science and scientists are as follows: 1) scientists undergo emotional ups-and-downs just like any normal person; 2) scientists experience numerous failures while researching; 3) science does not have a fixed answer and scientists undertake research with creativity; 4) scientists conduct research in collaboration, but also in highly competitive environments; 5) scientists are often frustrated with their socio-economic status. The students' previous perceptions on science and scientists were mainly stereotypical ones that have been reported in previous studies. In addition, of the other college students who did not change their perceptions, the majority declared that they have new perceptions such as 1) - 5). Only a small percentage of students (7.3%) had unchanged stereotypical perceptions. These results are interpreted as that college students relatively easily change their stereotypical images of scientists after watching the documentary but, alternatively, the results can be interpreted that the most stereotypical images of college students are not perceptions that form a deep impression, but rather they are simply depictions of representative images of scientists given from outside sources (e.g. the mass media and school).

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1055-1086
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• 2013

The purpose of this study is to identify the formation and evolution patterns of a trading zone and to explore the difficulties teachers experience in the trading zone and their perceptions of the experience. Seven teachers involved in the 'STEAM Teacher Community' in a middle school located in the southern part of South Korea participated in this study. Participant observation and in-depth interviews were carried out, and reflective essays were collected for analysis. The results show that teachers successfully formed a trading zone to share their expertise when they developed teaching materials for the convergence of different subject matters. Moreover, such a trading zone evolved in the order of pre-trading zone, trading zone under elite control, trading zone with boundary object, and trading zone of shared mental model. The difficulties teachers experienced in the trading zone were categorized under the difference of culture and opinion across subject matters, the lack of motivation for convergence, the hegemony of convergence and far-fetched factors for convergence, and difficulty of communication due to jargons. Also teachers in this study experienced perceptual changes in the trading zone. The trading zone model drawn from the results of this study bring forth implications for voluntary teachers' learning community activity for the convergence of different subject matters.

• Korean Journal of Legislative Studies
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• v.22 no.2
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• pp.113-156
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• 2016

Media scholars take a lion stake in power circle. Not only do they take a part in media policies but seize prestigious positions like board members in Korea Communication Commission(KCC). Unfortunately, though, little has been known about who they are, what qualifications they have, and whether they meet public interests. This paper attempts to unveil the mechanism of those politicized intellectuals who are specialized on the media. Two categories divided into 'representative' and 'expertise' are employed for this purpose. On the one hand, the representative means the degree of committment into such public services as participation in conferences or non-profit organizations. On the other hand, the number of research articles, books and projects belong to the expertise. Evaluation levels consist of 'excellence, good and average' were allocated to those scholars who are(were) in 'Power Hole,' where decision makings come into being. Some interesting observations were made though this study. First of all, such criteria as representative and expertise vaguely suggested by the laws were hardly fit into those intellectuals, Rarely did they commit into public service let alone showing vigilance in academic activities. Secondly, both ideological loyalty and political activities in line with the government had much to do with taking such positions. Thirdly, not surprisingly, it showed that to graduate from Seoul National University and have Ph.D. degree from U.S.A. was one of the most essential factors. In final, most of them were very good at taking advantage of the press in way of boosting their publicity. To attend at policy making processes either in form of board members or advisers is inevitable for media experts. However, as shown in this study, such qualification of public service and academic eagerness shouldn't be underestimated. Academic integrity not selling intelligence solely for private interests needs to be protected as well. The authors hope this study to provide a valuable opportunity to establish a kind of ethical standards in participating into politics.

• Journal of Science Education
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• v.45 no.2
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• pp.187-200
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• 2021

This study was conducted to identify students' meaningful scientific experiences and to ascertain the path through which the experience led to learning. The subjects of 'Understanding of the History of Science' were asked to write an essay on the subject of 'Effects of science on my life' to 81 students in the department of literature and 125 students in the science department. After that Classification criteria were established through scientific experts' seminars, and the scientific experiences that affected students and their effects were examined. The results from analyses were summarized as follows: First, As a result of study about Science Education experience that has impacted students' lives, the students were influenced by images, most of which were influenced by scientific videos. They were also influenced by science classes and science books. As a result of classifying science experience, most of the experience is composed of Informal Science Learning. Second, as a result of examining how students were influenced by their scientific experience, they found that they were affected by their daily life or influenced by science. As a result of the research, it can be confirmed that Informal Science Learning experience is an important learning form that has a great influence on students. Therefore, appropriate Informal Science Learning experience should be introduced into the class, and research and development on the Informal Science Learning experience preferred by the students should be done.