• Journal of Korean Elementary Science Education
• /
• v.25 no.4
• /
• pp.352-362
• /
• 2006

Many misconceptions regarding biology and evolution have been reported by students prior to being exposed to a formal education program of evolution which challenged them. This study sought to investigate and to analyze the misconception formation process of evolution originating from TV animation and science books for children. Firstly, to identify TV animation's influence on students' misconceptions of evolution, a questionnaire including TV animation characters was constructed and administered to 146 elementary school students, 161 middle school students, and 156 high school students. The data collected was analyzed. Secondly, 17 science books for children were sampled and the contents related to evolution were selected and analyzed in terms of five evolutionary explanations: creationism internal will explanation, teleological explanations, explanations of use and disuse, mutation and finally, natural selection. Children have understood 'growth' and 'metamorphosis' on TV animation as 'evolution'. The processes by which characters on TV animation undergo some forms of change, which are in fact a kind of metamorphosis has often been understood as 'evolution'. Many respondents have defined evolution incorrectly as the process of growing and changing shape. On the other hand, some science books fur children contained descriptions of evolution including' mutation and finally natural selection explanation'; however, most of the science books fur children sampled in this study were written through the perspectives of alternative evolutionary views such as 'teleology view', 'internal will view', and 'use and disuse view'. It is apparent that TV animation and science books fur children influence the formation of various misconceptions regarding evolution by children.

• Journal of The Korean Association For Science Education
• /
• v.26 no.1
• /
• pp.25-39
• /
• 2006

Most student misconceptions about evolution are similar to misconceptions and disputes which early scientists had in science history. The aim of this study was to analyze student evolution conceptions based on science history, there by revealing for effectively teaching strategies on evolution. A test was developed according to Lee's three dimensional framework (2004) on evolution concept changes. Lee's framework had been constructed according to 4 stages of evolution concept changes in history in three-dimensional aspects such as mechanism, time, and subject: before Lamarck (stage 1), Lamarck (stage 2), Darwin (stage 3), and after Darwin (stage 4). Major results were as follows. First, the evolution conceptions of students appeared fixed to stage 2 regardless of grade. Moreover, students usually possessed Lamarckian thought and did not show consistency in evolution concepts among the three dimensional aspects of mechanism, time, and subject. Therefore, students were found to apply different conceptions of evolution to each different situation.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.747-761
• /
• 2017

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.

• Journal of The Korean Association For Science Education
• /
• v.23 no.5
• /
• pp.505-516
• /
• 2003

The concept of evolution is one of the most important concepts in the learning biology. However lots of students have difficulties in understanding its mechanism because their preexisted alternative concepts interrupt in gaining the correct idea of evolution. Students usually have the Larmarkian or teleological ideas of evolution. The purpose of this study is to investigate the effectiveness of an activity-centered instruction on the learner's conceptual change from misconception into the scientific concept, Darwinian one, and achievement. For the study, 162 students were sampled from a high school: 81 students for the activity-centered instruction and 81 students for traditional instruction. The result is as follows; 1) The activity-centered instruction is more effective than the traditional one in understanding the concept of Darwinian natural selection(p<.05) and in changing the students' various misconceptions of evolution into Darwinian one. 2) The activity-centered instruction concerning natural selection is more effective in their achievement(p<.01). 3) However, after both of the instructions, some students still kept the Lamarkian thoughts.

• Journal of The Korean Association For Science Education
• /
• v.31 no.6
• /
• pp.887-900
• /
• 2011

Teachers use explanations to communicate important scientific ideas to students. Consequently, all biology teachers should be evaluated to determine how effective they are at constructing and communicating biological explanations. Open response questions are required to detect pre-service biology teachers' abilities to communicate robust and accurate scientific explanations. Nevertheless, multiple-choice questions are typically preferred by educators because of the common drawbacks of using open-response instruments, such as scoring time, inter-rater scoring disagreements, and delayed feedback to test takers. This study aims to measure pre-service biology teachers' competence in building scientific explanations and to investigate how accurately multiple-choice questions predict the results of open-response questions. One hundred twenty four pre-service biology teachers participated in the study and were administered 20 multiple-choice items and three open-response items designed to measure the accuracy and quality of their explanations of evolutionary change. The results demonstrated that pre-service teachers displayed higher competence when tested with multiple choice items than when tested with open response items. Moreover, scores derived from multiple-choice items poorly predicted the scores derived from open-response items. Multiple-choice items were also found to be poor measures of the consistency, purity and abundance of conceptual elements in teachers' evolutionary explanations. Additionally, many teachers held mixed-models composed of both scientific and naive ideas, which were difficult to detect using multiple-choice formats. Overall, the study indicates that multiple-choice formats are poorly suited to measuring several aspects of biology teachers' knowledge of evolution, including their ability to generate scientific explanations. This study suggests that open-response items should be used in teacher education programs to assess pre-service teachers' explanatory competency prior to being permitted to teach science to children.

• Journal of The Korean Association For Science Education
• /
• v.14 no.2
• /
• pp.170-183
• /
• 1994

In this study, in order to find our high school students' misconceptions on genetics and evolution, a free-answer form of questionnaire, specially designed through analysis of high school biology curriculum, was developed and sent to one hundred and eight high school students in Seoul area. Their responses were collected and qualitatively analyzed. Main results of the study can be summarized as follows: 1. Some students misunderstood that aquired chracters are inherited. 2. Several students weren't instructed clearly about gene. For example, they responsed that genes are not material, composed of proteins, exist only in reproductive cells and are not in plant cells at all. 3. Some students confused chromosome with chlorophyll, dorminant (in dorminant character) with excellent. They are caused by similar spells in Korean letter 4. Half students misconceptualized that organisms evolve just when their environment changes for the worse. 5. Many students believed orthogenesis.

• Journal of Science Education
• /
• v.34 no.2
• /
• pp.246-259
• /
• 2010

The purpose of this study was to investigate pre-service biology teachers' perception of the evolution. This study was to compare the views of pre-service biology teachers with no religion with those of christian preservice teachers. Subjects were 77 pre-service biology teachers who enrolled in an university and graduate school of education located in Seoul. The instrument of this study was a questionnaire which consisted of 14 items on 2 domains: the nature of science, the origins of human beings. The key results are as follows. Most pre-service teachers showed highly understanding of the characteristics of science. However pre-service biology teachers still possessed naive views on the distinction of law and theory. In terms of the methods of science, many of the pre-service biology teachers considered scientific theories to progress through the accumulation of observation and experiments or through changes and modifications in existing theories. Compared with the pre-service teachers with no religion, christian pre-service teachers had conflicting views and misconceptions about the origins of human beings. The factors of religion were found to be one of the important barriers which prevent them from understanding the origins of human beings. The results suggested that the education program for pre-service biology teachers integrating the concepts and development process of the scientific knowledges should be effective for understanding the nature of science. For pre-service biology teachers, It is important to understand conflicting views of the christian pre-service teachers who understand creationism as a science.

• 한국HCI학회:학술대회논문집
• /
• 2008.02b
• /
• pp.436-441
• /
• 2008

Contemporary workspace is configured in various manners according to working patterns, collaborative or independent nature of works, group-wise working styles and culture, the size of the group, and so on. On the other hand, conventional office space has tended to be a monolithic single space packed with various types of works. This change reflects what has happened to the meanings and structures of office space. The ubiquitous computing technique is being applied to the development of the intelligent office as it grows. This leads to the change of intelligent office technology which provides user-oriented spatial service. This paper focuses on the conceptualization and design of service scenarios or the intelligent office based on the user-oriented spatial service paradigm.

• Disaster and Security
• /
• v.5 no.1
• /
• pp.38-46
• /
• 2015

최근 들어 전국의 곳곳에서 화재가 발생하여 귀중한 인명과 재산을 잃는 대형 참사(慘事)로 이어지고 있다. 화재가 발생했을 때에 초기진화(初期鎭火) 및 인명(人命)의 대피시간(待避時間)인 소위 골든타임은 대략 5분정도이다. 또한 화재사고를 직접체험하게 되면 패닉(panic)현상을 초래하여 우왕좌왕, 혼란의 블랙홀(Black hole)에 함몰(陷沒)되게 마련이다. 의정부 아파트 화재에서처럼 대부분의 골목길은 많은 차량들이 주차되어 소방차 긴급출동에 장애가 되고 있는 실정이다. 보편적으로 화재발생 시 소방대는 5분 내에 출동을 목표로 훈련을 한다. 하지만 화재현장에서 소방대에 화재신고가 신속히 이루지지 못하는 지체시간(遲滯時間)을 감안하면 소방대가 현장에 도착하여 진압작업을 개시하는 시점에는 이미 골든타임을 벗어나 화재가 확산되어 있는 상황인 것이다. 그러므로 골든타임을 감안(勘案)하여 소방대의 출동이전에 자체적으로 초기진압을 할 수 있는 방재시스템을 구축(構築)하여야 하는 것이다. 이에 소방대의 도착이전의 골든타임 이내에 자체적으로 조기진압 및 피난을 할 수 있어야 할 것이며, 다만 출동한 소방대는 인접한 건물이나, 주유소 등으로의 연소 확산(延燒 擴散)을 방지하는 역할로 개념(槪念)을 정리할 필요가 있는 것이다. 소방관련 법령 및 화재안전기준 등은 수시로 개정 발전 되어 오늘날에 이르렀다, 하지만 아직까지도 불합리하고 모순된 규정 등이 곳곳에 산재해 있다. 이에 틀에 박힌 고정관념에서 벗어나 보다 논리적이고 합리적이며 현장여건에 부합하는 선진화된 소방제도를 구축하여 화재참사로부터 국민의 생명과 재산보호는 물론 그 손실을 최소화하기 위한 선진화된 소방관련 제도로 정착시켜야 할 것이다.

• Journal of Digital Convergence
• /
• v.9 no.4
• /
• pp.29-40
• /
• 2011

This research suggests the effective countermeasures for the security threats on 'Smart Work 2.0'. It is important to discuss the Smart Work 2.0 security issues and threats at the point of evolving form Smart Work 1.0 into 2.0. In this research, first, the security issues, threats and countermeasures of telecommunication working, mobile office and smart work center are discussed. Second, we explore the security issues derived from co-working or creativity as major concepts of Smart Work 2.0.