• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.799-814
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• 2010

This study aimed at developing a set of question cards for fostering deep understanding and encouraging reasoning about fossils and analyze the characteristics of visitors' communication depending on whether to use the question cards in a fossil gallery. Through several steps, a card set consisted of nine generic questions about fossil exhibitions and guidance for using question cards were developed. Data related to visitors' communications were collected from 18 peer groups (from 5th to 9th grade) visiting the fossil gallery of Gwacheon National Science Museum. Visiting groups' interactions were videotape recorded and transcribed. 'Holding time,' the types of 'actions,' and the types of 'conversation' were analysed. Visitors' actions were divided into three categories: ‘look’, 'speech', and 'motion.' Furthermore, visitors' conversations categorized as 'speech' were subdivided into four patterns: 'enumerative,' 'consensual,' 'responsive,' and 'argumentative.' Using the question cards contributes to increase holding time and most of the visiting actions. Most of the conversation patterns also increased except the responsive pattern. In conclusion, using question cards in a fossil gallery could facilitate concentrated and meaningful visits by enhancing active verbal and non-verbal communications between exhibit and visitor or among visitors, encouraging visitors' reasoning about exhibits, and guiding visitors what and how to focus on exhibits.

• The Mathematical Education
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• v.60 no.3
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• pp.363-386
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• 2021

To learn statistics meaningfully, we must provide an opportunity to experience the process of solving statistical problems with actual data. In particular, exploration questions at the problem setting stage are important for students to successfully guide them from the beginning to the conclusion of the statistical problem solving process. Therefore, in this study, a mixed research method was carried out for the exploration questions of pre-service mathematics teachers during the problem setting stage. As a result, some pre-service mathematics teachers categorized incorrect statistical questions because they did not clearly define the meaning or variables of the questions in the process of categorizing them from possible questions. In addition, questions that cannot be solved statistically were categorized due to misconceptions about statistical knowledge. Second, only 50% of the pre-service mathematics teachers met all 6 conditions suitable for solving statistical problems, while there maining they met only a few conditions. Therefore, the conclusion of this study is as follows. First of all, they should be given the opportunity to experience all the statistical problem solving processes through teacher education because they do not have enough experience in statistical problem solving. Secondly, since the problem setting stage is very important in the statistical problem solving process, a series of subdivided processes are also required in the problem setting stage.

• Korean Journal of School Psychology
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• v.15 no.3
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• pp.459-488
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• 2018

The self-report assessment has been most commonly used to estimate bullying/victimization (B/V) rates in most domestic and international prevalence studies. However, the presence of many potential biasing factors in such an assessment method, including specific operationalization/measurement strategies and testing conditions, has become an issue due to a considerable variability in reported involvement rates across studies. This study analyzed self-reported B/V involvement rates on Olweus Bullying Questionnaire (OBQ) among 690 Korean middle school students by gender and two different cut-offs (generous vs. strict cut-offs) and examined if the involvement rates were significantly varied by testing conditions such as presentation vs. omission of a precise definition of B/V, anonymous vs. non-anonymous/confidential administration, and the use of global vs. specific questions. Chi-square analyses revealed that boys displayed higher involvement rates on global measures of B/V and on items related to direct forms of B/V, with no significant gender differences on specific measures of relational B/V rates. It was also found that a global rate of bullying and specific rates of verbal B/V were 111% to 157% higher when no definition was provided. However, anonymous vs. non-anonymous administration had no significant impacts on rates of involvement, except for one item; there were also no significant differences in reported degrees of frankness and perceived confidentiality of their responses across two adminstration conditions. Finally, when involvement rates were assessed by using specific vs. global items, they were 68% to 148% higher with binominal correlations in low to moderate ranges. Findings also indicated that global items had a high specificity but a relatively low sensitivity. Implications of these findings were fully discussed for researchers and practitioners in the field of B/V assessment.

• RED RIBBON
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• s.72
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• pp.12-13
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• 2006

에이즈 예방 교육 현장에서 만나는 분들 중 꼭 한두 사람은 교육이 끝난 후 조용히 찾아와 이렇게 질문하곤 한다. "정말 콘돔으로 에이즈를 예방할 수 있습니까? 아이들에게 그렇게 가르쳐도 됩니까? 콘돔만 사용하면 뭐든지 할 수 있다고 가르치는 것이 될까봐 걱정스럽습니다." 이런 질문과 걱정 앞에서 필자는 에이즈 활동가로서 가야할 길이 아직도 멀었다는 생각을 떠올리곤 한다.

• The Bulletin of The Korean Astronomical Society
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• v.30 no.2
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• pp.68.2-68.2
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• 2005

• KASI NEWSLETTER
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• s.26
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• pp.1-4
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• 2001

하와이 CFHT 망원경 관측제안서 모집 결과/조선시대 일식도 발간/제9회 천체사진 공모전 당선작 선정 및 시상/홈페이지 질문상자 이용빈도 급격히 증가/국립중앙과학관과 천체사진 전시회 공동 개최/과학의 달을 맞아 별의 축제 개최/국가지정연구실 미르호 대책반 참여/CFHT 망원경을 이용한 공동연구 및 자료분석 컴퓨터/우리 연구원 홈페이지 질문상자 3,000회 돌파/콜로퀴움/GPS 관측자료 웹서비스 실시

• 열린충남
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• s.67
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• pp.8-67
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• 2014

이번 열린충남 여름호는 '민선 6기 충남도와 15개 시 군을 이끌어갈 단체장과의 인터뷰'를 특집으로 다뤘다. 포부와 공약, 그리고 미래 버전을 내다볼 수 있는 소중한 기회라고 생각하며, 부족할 수도 있지만 함께 정보를 공유하고 더 나은 정책을 고민해보는 장이 되길 바란다. 본 특집 원고들은 충남도와 해당 시 군에서 직접 작성한 내용을 거의 그대로 실었으며, 최대한 형평성을 유지하기 위해 일부 도지사 질문을 제외한 시 군은 모두 동일한 질문으로 구성되었음을 알린다.

• 월간산업보건
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• s.263
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• pp.6-12
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• 2010

포항지역의 용접공 3명에서 망간에 의한 것으로 보이는 이상소견이 나타났고, 이로 인해 우리나라 산업보건계에는 큰 질문들이 던져졌음을 지난달에 소개하였다. 이번 호에는 이러한 질문에 대한 답을 제시하기 위해 산업안전보건연구원이 수행한 전국 망간 역학조사를 소개하고자 한다.

• TTA Journal
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• s.72
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• pp.137-145
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• 2000

본 고에서는 지난 3월 FCC가 발표한 NOI(Notice of Inquiry)에 대한 SDR포럼 의견을 분석$\cdot$정리하였다. 지면관계상 전체 27개의 질문가운데 SDR기술 현황에 관한 5가지의 질문에 대한 SDR포럼 의견을 분석하였다. 아울러 지난 9월 파리에서 열린 제20회 SDR 포럼 회의결과에 대해서도 간단히 언급하였다.