• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.851-868
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• 2004

The main purposes of this study is to develop a web-based STS biology instruction program (WB-STS) for the scientifically gifted students. The specific main research questions were as follows; 1. How can the WB-STS for biology education be developed and what are the primary components involved in it? 2. Is there any proper validity for developed the WB-STS in biology education? To solve the above mentioned problems, several procedures were applied. First, in order to develop WB-STS for the scientifically gifted students, NCISE, Renzulli' s Enrichment Triad Model and the Iowa Chautauqua program's main characteristics were analyzed systematically and the principles and general process for constructing WB-STS were examined. Additionally, the needs of students and the goals of Biology education were identified thoroughly. And then all these ideas were embodied in an agenda for constructing WB-STS. Second, to analyse the validity and utility of developing WB-STS, a questionnaire was developed and submitted to seven specialists and a group of twenty students who would participate in the experiment later. The main results of study are summarized below: First, WB-STS appeared to be successfully constructed based on Renzulli' s Enrichment Triad Model and the Iowa Chautauqua program. Its main features are that it was made emphasizing a learner-centered approach and constructive learning. It is composed of five steps: Scientific theme selection -${\rightarrow}$Exploration ${\rightarrow}$ Concept & Principle Check ${\rightarrow}$ Finding Solution ${\rightarrow}$ Action. Second, seven specialists and a group of students assessed the developed WB-STS's validity and utility with a questionnaire, the results appeared satisfactory. Students showed high interest in WB-STS and gave a positive evaluation of WB-STS.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.902-915
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• 2004

Science drama can be an useful tool for understanding the nature of science, Science-Technology-Society relationship by providing indirect experiences to young students. Specific science concept and knowledge can also be learned with high interests. In this study, to explore the usefulness of science drama in elementary science lessons, two scripts of science drama and lesson plans were developed and implemented. Six step model for science drama lessons was also suggested. One was 'Manhattan Project' which dealt with social, ethical responsibility in using science & technology (science argument drama), and the other was 'Mom, My blood type is O' which explained the heredity of blood type (science concept drama). Two teachers were asked to write their journals during preparation and implementation of science drama lessons, and the lessons were observed by the researcher and video taped for analysis. Some students were interviewed just after the lessons by the teacher and all students were asked to write their impressions, change of their thought, what is leant etc. Overall responses of students and teachers on the two science drama lessons were very positive, 'Mom, My blood type is O' got more positive responses, and girls were more positive than boys. Some students anticipated another science drama even suggest topics for it. 'Mom, My blood type is O' was successful in making students (grade 3) understand the knowledge related with heredity of blood type (71% of the students got perfect answer). In 'Manhattan Project' students (grade 5) perceived more diverse location of responsibility after the lesson, but the danger and harmfulness of atomic power was embossed. This implied the need of more careful planning for the relevant learning activities before and after the play of science drama.Two teachers perceived the science drama as a new, useful tool for some subject which is hard to deal with by other teaching method. They were also satisfied with students' high interest and engagement during the science drama lessons but the extra time and effort for the lessons were pointed out as a main difficulties.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.591-606
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• 2016

The purpose of this study is to develop the argumentation program to build scientific concepts on natural selection for science-gifted elementary students and to know how to implement this program. For this study, nine key concepts about natural selection such as the overproduction of offspring, limited resources, population stability, competition, variation, heredity of variation, differential survival, change of the population and speciation were selected through the literature study. The programs were developed by learning cycle instructional model. Argument writings and discourses have been collected, analyzed and compared before and after the program. Two questionnaires to compare pre and post concept change consist of multiple choice questionnaire and open-ended response question were developed and applied to 19 science-gifted elementary students. Sufficiency of the explanation and conceptual quality of the explanation were used to assess the quality of their arguments before and after the program. Discourse and visual models collected from the highest and lowest group about score improvement were compared. The scores of the gifted statistically improved significantly in multiple choice questionnaire. Students' alternative conceptions about natural selection at the beginning of the program decreased and changed scientifically after the program. Visual models drawn by the students supported the results as well. This study asserts that elementary science-gifted students are able to explain evolutionary perspectives about organism change and use the key concepts of natural selection. The study means that evolutionary perspective is possible to be reflected in elementary science curriculum for the gifted.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.841-856
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• 2015

This study sought to explore longitudinal changes in Korean fourth graders' career aspirations in science. The sample included those who had high interest, but low career aspirations in science, and the analysis focused on the concept of science identity. To achieve this study's objectives, we selected 14 participants and then conducted two in-depth interviews with them. Compared with the first interviews (4th grade), changes were observed in eight students' career aspirations in science in the second round (5th grade). While six students maintained "negative" career aspiration, six revealed "medium" and two revealed "positive" career aspiration in science. To explore the relationship between science identities and career aspirations in science, three students were selected from the sample for further study. According to the results, the aspects of science identity that students valued regarding potential careers varied individually. Depending on these aspects, each student showed different patterns in the interactions between different aspects of science identity, and between aspects of science identity and science-related career aspirations. Over time, participants' experiences and interactions with people around them produced changes in their science identity, which led to changes in their career aspirations resulting from the interactions between aspects of their science identity. Their career aspirations in science were also significantly influenced by each participant's perceptions of relationships with peers (i.e., recognition by peers and of peers) and of science-related careers. Therefore, the results suggest that students need to be provided with appropriate learning environments and guidance relating to science careers.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.705-715
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• 2016

The purpose of this research is to analyze elementary students' attention characteristics through attention test and eye tracking on real science classes. The SMI's ETG(eye tracker glasses) mobile eye tracker was used to analyze the attention process of elementary students'. The sampling rate of the ETG is 30Hz. The participants of attention test were elementary 155 6th-grade elementary students and the participants for the eye-tracker were six 6th-grade male students. The eye movements were analyzed using the 'BeGaze Mobile Video Analysis Package' program. The results of this research are as follows. First, the attention test results of elementary students showed high correlation between selective attention and sustained attention (.85) and low correlation between selective attention and self-regulation (.32). Second, the attention types of elementary students were divided into four; attention, inattention, easygoing and hasty. Third, elementary students' attention were divided into top-down, bottom-up, default mode network through analysis of elementary students′ eye-movements during real science classes. Also their attention shift occurred frequently due to various reasons in real class situation. There were three reasons that made elementary students fail to handle knowledge-dependent top-down attention; 1) the cognitive failure of target caused by failing to focus attention, 2) the absence of prior knowledge on target object, 3) the analogical failure of prior knowledge. Finally, elementary students' attention process were schematized based on the analysis of students' eye movements and attention test. This research is expected to be utilized as basic data for developing effective teaching strategies, teaching-learning models and instructional materials.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1431-1449
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• 2013

This study is based on the assertion that science museums should consider visitors' views and expectations as they are not satisfied in many cases. In this study, we investigated 31 scientifically gifted students and 177 science high school students about their image of science museums. Using the questionnaire, it was found that only 51% of students visited science museums; however, the average number of visits was 4.2. This means that students tended to re-visit after the first visit of the science museum. Students had a 'good' image of science museums when they incurred hands-on experiences and observed new, interesting, curious and funny exhibits. And students had a 'bad' image of science museums due to the following aspects: lack of new and interesting exhibits, information and guide, diverse contents, and hands-on experience; deficiencies in environment; and inadequacy of the management, operation and composition of exhibits. Therefore, they hoped that science museums will provide more hands-on experiences and experiments, new and interesting exhibits, systematic management and composition of exhibits, information and guides, and a good environment. So science museums need to pay special attention to aspects like management, information guides and environment for the first-time visitors. Based on the above results, we suggested "Directions for a good science museum based on students' views". While asking students what topics they wanted to know and learn in a science museum, each student was given the choice of four topics; eventually, 2.9 answers overlapped for each topic. When classifying students' topics into four main themes for the Gwangju National Science Museum, the order from the most popular theme to the least one was 'science in everyday life', 'ocean/space/future science', 'light and science', and 'culture, art and science'. Among the topics mentioned by students, only 37% are exhibited in Seoul, Gwacheon, Daejeon, or Gwangju science museums. We hope that the results and research methods will be used for evaluation, re-construction, and reinvigorated presentation of science museums.

• Korean Security Journal
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• no.52
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• pp.73-91
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• 2017

This study is based on the political and economic standpoint of each country, Use advanced equipment to prevent new terrorism from causing widespread damage, In order to establish a countermeasures against terrorism in accordance with the reality of Korea, which is effective in responding to terrorist attacks, Korea conducted a SWOT analysis of the terrorist environment and terrorist environment through specialists. First, internal strengths of Korea 's terrorist environment include stable security situation, weakness of religious and ethnic conflicts, strong regulation and control of firearms, and counter terrorism capabilities and know - how accumulated during major international events. Second, the internal weaknesses of the terrorist environment in Korea include the insecurity of the people, the instability caused by the military confrontation with North Korea, the absence of anti-terrorism law system, the difficulty of terrorism control and management by the development of the Internet and IT technology. Third, the external opportunities for Korea 's terrorist environment are as follows: ease of supplementation and learning through cases of foreign terrorism failure, ease of increase of terrorist budget and support with higher terrorism issues, strengthening of counterterrorism through military cooperation with allied nationsRespectively. Fourth, the external threats to the terrorist environment in Korea are the increase of social dissatisfaction due to the continuous influx of defectors and foreign workers, the goal of terrorism from international terrorist organizations through alliance with the United States,Increased frequency of incidents, and increased IS coverage of terrorism around the world. In addition, the SWOT in - depth interviews on the terrorist environment of the expert group were conducted to diagnose and analyze the problems, terrorism awareness and legal system in the Korean terror environment. The results of the study are summarized as follows.First, the basic law on terrorism should be enacted.Second, the establishment of an integrated anti-terrorism organization.Third, securing and nurturing specialized personnel in response to terrorism.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.30 no.2
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• pp.1-13
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• 2012

This study aimed at learning the values and meanings of the letters carved on the rocks all over Mt. Sangdu located at the boundary between Kimje-si and Jeongeup-si of Jeollabuk-do by grasping the current state of them, investigating the patterns and contents of them, and understanding the spatial and landscape properties of the region where the rocks are scattered. The results of this study are as follows; The name of Mt. Sangdu came from the mountain with the same name located in India where Buddha were seeking the truth, and means auspicious. With the recognition of ancient maps and books, various propitious spots also made the landscape symbols of Mt. Sangdu solidify. Whoam, Chaangsuk-Kim, Weolgye Young-Cho Song and the members of Cheonggye Society like Dongcho Seok-Gon Kim led the creation of the rocks, and the 41 letter-carved rocks all over four water systems were found out and all of them were carved with Chinese characters. The letters were usually carved on flat and broad rocks, and they mainly had the shape of a small waterfall and a wide waterfall of under 1 meter height. 25(60.9%) of the carved letters were about moral training, and it seemed that they wanted to protect their pride under the shackle of the Japanese colonization over Korea. The styles of handwriting are Hangseo and Jeonseo except for names, and show various and complex styles. The mix composition of the carved letters of 'Yusubulbu(流水不腐)' of Choseo and the rocks of Takjok(濯足) is extraordinary, and the letters carved as the shape of Nakkwan(落款) have artistic value and degree of finishing. It seemed that intellectuals during the Japanese colonization over Korea in the 1930s considered Mt. Sangduasa highly valuable region because they expressed their hope and wish for the new world on the rocks. The letters on the rocks of Mt. Sangdu are invaluable cultural landscaping elements for the improvement of landscaping symbolism of Mt. Sangdu because of colliding values and spirits of the time of 'the anguish and pain of intellectuals' and 'the status of living joyfully outside of the mundane world.'

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.30 no.2
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• pp.142-154
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• 2012

This study aimed at learning the characteristics of place identity of the Buan county hall garden and Sangsosan(上蘇山) by looking over the pattern and content of letter-engraved rocks and nearby facilities and history. Especially, we focused on the meaning and contents of the letters in Sangsosan and a Government Office of Buan engraved on rocks in order to learn what the place means. The results of our study are as follows. Buan-hyun(扶安縣) in the Joseon dynasty period blossomed literary culture of enjoying poetry and melody, and this was faithful realization of the concept of "Rakto(樂土)" of 'Saengubuan(生居扶安).' The grand scale letters written by Si-SooPark(朴蓍壽: 1767~1876), head of the office in the early 19th century, in the cursive style on the basis stone of the garden of Buan county building, which was the site of the office of Buan-hyun in the Joseon dynasty period, such as 'Bongraedongcheon(蓬萊洞天)', 'Jurim(珠林)', and 'Okcheon(玉泉)' mean that "'Bongrae', the another name of Buan', is a place where Taoist hermits would live because the spring water of Seorim flows down to be Okcheon.", showing his pride of living Buan. The regions like Seorimjeong, Geumdae(琴臺), and Hyecheon(惠泉) where letters engraved on rocks are located intensively are closely related with those who communicated with Mae-ChangLee(李梅窓: 1573~1610), the slave of the government, and are local attractions and garden traces where the literary culture and scholar's spirit of Buan are well-harmonized. Most of the letters were written from the 19th century to the early 20th century, showing that 4 for landscapes, 8 for Kyungseck(景色: imaginary scenry), 5 for figures, 15 for poems and 2 for others. The ratio of poems is much higher than that of poems in other regions' letters on rocks, and the keyword of the letters is Haecheon. A piece of the place identity heavily influenced by the Taois thermit ideology is revealed by the expressions of 'Bongraedongcheon', 'Sosansaho(蘇山四皓)' or 'the spring water of Haecheon' that was considered as an elixir of Taoist hermits. Seorim the forest, which had been managed after Yeon-Myeong Cho(趙然明: 1797~?), head of the office, planted trees in the 11th year of the reign of King Heonjong(1845), Seorimjeong in the forest, and rocks with engraved letters on them are proof of literary culture and the garden traces showing the characteristics and aspect of Imcheon(林泉) Garden of the office heavily influenced by the Taoist hermit ideology. Along with Naebyeon-san national park and Kyeokpo region, the center of Buan tourism, we hope that cultural heritages including rocks with engraved letters over Seorim park would become a representative cultural heritage and attraction of Buan.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.37 no.3
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• pp.134-147
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• 2019

The purpose of this study was to analyze the functional unit system of NCS landscape field for correction and supplementation of NCS landscape field and the contents of the four-year college landscape course subject. First, 24 unconsolidated four-year universities were selected, and FGI was conducted and verified for 816 courses in 24 universities. The results of the study are summarized as follows, with three sections three, nine divisions and 65 sub-category. First, landscape design subjects accounted for 40.0% of the subjects organized by four-year universities. In addition, the ratio of 12.9% for ecological landscape, 11.3% for landscape construction, 10.2% for others, 10.0% for landscape information, 6.6% for landscape culture and 3.7% for landscape management was surveyed. Balanced and efficient modification and reinforcement of NCS is required in the future. Second, 10(18.9%) units with matching NCS performance criteria and educational objectives were found to be capable of different units(18.9%), 15(28.3%), and 37subjects with inconsistent NCS unit capability (56.9%). Third, looking at the criteria for the reference of each unit of capability presented by the NCS, it is deemed that one unit of capability should be organized separately to improve the practical ability, since it includes the contents of basic knowledge learning. Fourth, the objectives pursued on the basis of the contents of the NCS capability unit and four-year college curriculum were developed by focusing on the development of unit capabilities in the field of landscape construction and landscape management compared to the field of landscape design. It has been shown that a balance is needed for future development. This study is intended to put forward further research that re-examine specific curriculum assessment criteria that have not been classified in the course of classifications based on the curriculum handbook, which excludes interferences from each school.