• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.111-125
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• 2022

This study aims to investigate the effects of the ENACT project on promoting pre-service science teachers (PSTs)' views on the social responsibility of scientists and engineers. The ENACT project was designed to cultivate the social responsibility by integrating the theoretical framework of socioscientific issues (SSIs) education with problem-based inquiry approaches for the resolution of the issues. Thirty-two PSTs voluntarily participated in the project and completed the five stages over three months. Data was collected through a questionnaire to measure PSTs' view of the social responsibility of scientists and engineers (VSRoSE) and focus-group interviews. Results indicate that the PSTs presented statistically significant changes in their views of the social responsibility after the ENACT project. The mean scores of the five sub-dimensions of VSRoSE significantly increased. The interviews also supported that the PSTs had opportunities to seriously consider the social responsibility of scientists and engineers through epistemological exploration of science and technology (Cycle I), and problem-solving and action-taking (Cycle II). In particular, they agreed more on such responsibilities as consideration of societal needs and demands, pursuit of the common good, civic engagement and services using their expertise, communications with the public regarding potential risks, and participation in policy decision-making related to science and technology advances. Educational implications for SSI education and teacher education were suggested.

• Journal of the Korean association of regional geographers
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• v.20 no.3
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• pp.344-355
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• 2014

This study examines American geography educators' familiarity and knowledge of Korea, their perception on sovereignty education, and their knowledge on Korea's sovereignty issues using the survey conducted at the annual conference of the National Council for Geographic Education (NCGE) in the United States in 2010 and 2012. This study also analyzes how much these knowledge and perception influence on values of sovereignty education and Korea's sovereignty issues and further investigates proper educational approaches on territorial issues in Northeast Asia. Knowledge on the geography of Korea of American geography educators is higher than their knowledge on Korean culture. Both experiences attending educational programs about Korea and visiting Korea further enhance their knowledge on the geography of Korea and Korean culture. They agree the importance of sovereignty education in geography education and believe that sovereignty education should promote students' sense of patriotism and encourage students to be global citizens who promote public interests. However, they value less on teaching on the economic value of their own country's territory and students' ability to understand territorial conflicts with other countries. American geography educators' perception on sovereignty education improves their familiarity with and knowledge of Korean territorial issues. This study identifies that providing opportunities to learn about Korea and Korean territorial issues can maximize geography educators' accessibility to Korean territorial issues, regardless of their interest in territorial issues. These findings help Korean government develops better strategies for formulating and implementing future international public relations practices for Korean territorial issues.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.326-341
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• 2020

Based on theoretical background of Situational Theory of Problem Solving(STOPS), we have examined the role of STOPS variables on a group of online public in their issue recognition and communicative behavior on Korea's nationwide civil boycott movement of Japanese goods. Results from 524 survey cases from a Korea's major online community show that two independent variables(Problem Recognition, Referent Criterion) revealed positive in their effect on mediating variable(Situational Motivation in Problem Solving). Situational Motivation also revealed positive in its effect on six dependent variables(Information Forefending, Information Permitting, Information Forwarding, Information Sharing, Information Seeking, Information Attending) of Communicative Behavior. Involvement Recognition and Constraint Recognition revealed positive without proper statistical significance. As a result, study on the case of online public in Korea supports STOPS theory as high-level of Problem Recognition and Referent Criterion effects on Communicative Behavior in positive way via Situational Motivation. Implications from the findings have discussed and proposed suggestions for government public relations and further studies.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.637-650
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• 2017

It is necessary for undergraduate students whose citizenship reaches a maturity stage to recognize the importance of citizen participation in social issues related to science and technology and to be able to make meaningful use of citizens' rights and responsibilities. Therefore, in order to understand the actual status of undergraduate students' perceptions and practice capacity for citizen participation in science and technology, university students were selected from the department of arts physical studies (33 cases), humanities social studies (62 cases), and science engineering studies (67 cases) at D university in Gyeonggi province. Then, we investigated the scientific technology and society's interaction oriented by citizen participation, responsible decision-making ability, and the effectiveness of the social issue by scientific technology. Analyses of the results reveal that the overall perception level of the students about the interaction between scientific technology and society was high according to department of the arts physical studies, humanities social studies, science engineering studies, in that order, but the scores were not all in average. Therefore, it was found that the current undergraduate students lacked a deep understanding of the interaction between scientific technology and society regardless of the major field. In addition, the students' perception on citizen participation in the interaction between scientific technology and society was found to be problematic regardless of the major field. In responsible decision-making ability, undergraduate students were found to have difficulties in selecting the best alternative in terms of individual beliefs and welfare of others and formulating the action strategies. In addition, the self-confidence of the students about knowledge, skill, and capacity for action related science and technology in the effectiveness of the social issue by scientific technology was very low regardless of major field. We discussed educational implications of these findings.

• The Korean Publising Journal, Monthly
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• s.87
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• pp.12-13
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• 1991

• The Korean Publising Journal, Monthly
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• s.87
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• pp.14-15
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• 1991

• The Korean Publising Journal, Monthly
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• s.87
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• pp.8-9
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• 1991

• The Korean Publising Journal, Monthly
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• s.87
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• pp.10-11
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• 1991

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.343-352
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• 2015

This study is to discover the diverse issues related to Self-Directed Learning Screening (SDLS) and draw implications by analyzing its critical points. Using content analysis and interviews with admission officers, tentative issues were finalized and reviewed by researchers and educators. A Survey was developed based on the 96 issues after having evidence of content validity using the Delphi method. To conduct survey, e-mails were sent to admissions officers in twenty science specialized high schools. They were asked to response to questions about perceptions of critical issues and if there are any issues in their schools. Using mean scores of two factors based on its critical issues and frequencies, a two-dimensional classification table for each type was presented. Four critical issues for each type were discovered. The first type indicates minor issues that include 28 items that were less than the overall mean scores in terms of critical issues and its frequencies. The second type indicates tentative issues that include 29 items that were greater than the mean score in critical issues but less in its frequencies. The third type indicates general issues that include 17 items that were less than the mean score in critical issues but greater in its frequencies. The last type indicates critical issues that include 22 items that were greater than the mean scores in two factors. The discovered results of critical issues and its types in this study can be considered a core part of the screening process in schools, especially, critical issues should play an important role in the process of admission screening planning.

• The Korean Publising Journal, Monthly
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• s.87
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• pp.16-17
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• 1991