• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2011.10a
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• pp.201-203
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• 2011

We report an experimental result of applying a data mining algorithm for analyzing the questionnaire results of high school students' views on science-technology-society (HS-VOSTS). The preliminary empirical result of Naive Bayes classifier on HS-VOSTS questionnaire from one South Korean university students indicates that data mining algorithms can be effectively applied to automated knowledge discovery from students' survey data.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.41-47
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• 2012

Data mining and knowledge discovery techniques have shown to be effective in finding hidden underlying rules inside large database in an automated fashion. On the other hand, analyzing, assessing, and applying students' survey data are very important in science and engineering education because of various reasons such as quality improvement, engineering design process, innovative education, etc. Among those surveys, analyzing the students' views on science-technology-society can be helpful to engineering education. Because, although most researches on the philosophy of science have shown that science is one of the most difficult concepts to define precisely, it is still important to have an eye on science, pseudo-science, and scientific misconducts. In this paper, we report the experimental results of applying decision tree induction algorithms for analyzing the questionnaire results of high school students' views on science-technology-society (HS-VOSTS). Empirical results on various settings of decision tree induction on HS-VOSTS results from one South Korean university students indicate that decision tree induction algorithms can be successfully and effectively applied to automated knowledge discovery from students' survey data.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1143-1157
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• 2004

The purpose of this study was to develop HS-VOSTS(High School Students' Views On Science-Technology-Society), which is an instrument that monitors high school students' views on STS. For this study, 23 multiple-choice items were developed on four categories. First, a categorial scheme was constructed. The categorial scheme was based on many instruments that evaluate students' understanding on STS, literature review, and STS learning goal that many researchers had asserted. Second, the multiple-choice items were developed. The development of the items was carried out through four steps. In the first step, some pairs of statement on each subordinate category were formed. Next, the student statement questionaries which were based on the pairs of statement were responded by 772 students. In the second step, the response written by the students were analyzed to common viewpoints and the first multiple-choice items were constructed. In the third step, the semistructured interview with 28 high school students was implemented and the second multiple-choice items were constructed. In the fourth step, the final version of the instrument was developed through the analysis of the students' response on the second multiple-choice items. HS-VOSTS is an useful instrument for monitoring students' beliefs and viewpoints on STS topics. The results of the students' responses to HS-VOSTS items reflect the students' own thoughts directly. These results will give some implications for the curriculum developers, the authors of text books and the educational policy makers as well as the teachers.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.150-158
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• 2008

The purpose of this study was to investigate the views of STS by science gifted and talented students. A multiple-choice format questionnaire HS-VOSTS was administered to 134 science gifted and talented students. We found that most of students had possessed the tentativeness of scientific knowledge. Science gifted and talented students mainly agreed that government should not control scientists' researches. Science gifted and talented students emphasized that scientists should consider the positive and negative influences of research products. There was no significant difference according to the gender in the view of science gifted and talented students on the definition of science, the external and internal sociology of science, and epistemology. This study would provide implication for the development of gifted students' program and curriculum.