• Korean Journal of Agricultural Science
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• v.33 no.1
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• pp.73-84
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• 2006

The purposes of this study were to investigate the influence of local residents' nature environment attitudes for National Park development impact perceptions and to examine application possibility of nature environment attitude for resolution information of National Park management conflicts. Thirty items of residents' perceptions and opinions were designed from previous tourism impact studies. The new environmental paradigm(NEP) was used to measure local residents' nature environment attitudes. In April, 2003, 239 questionnaires were obtained from interview survey in local residents' villages near Gyearyongsan National Park. Generally, most of the local residents perceived low economic effects and negative environment impacts for National Park development. Nature environment attitudes levels were significant differences with socioeconomic variables of local residents, specially high in age, education level and influenced their perceptions toward National Park development impacts. The results were suggested that the nature environment attitudes could be provided a useful reverential framework in resolution of National Park management conflicts.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.208-223
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• 2019

In this study, it was analyzed first the views of nature of elementary and middle school students using the analysis framework of the views of nature that reflects the results of the literature analysis on the traditional views of nature that Koreans traditionally have. Next, it was analyzed characteristics of the views of nature which elementary and secondary school teachers. Finally, it was discussed the implications of the results of analysis of students' and teachers' views on science education in elementary and secondary schools. For this purpose, the framework for analysis the views of nature was reconstructed by combining the characteristics of Korean's traditional views of nature (Lee & Son, 2017) with the framework developed by Cobern and his colleagues (Cobern, Gibson, & Underwood, 1995). And in order to analyze in depth how students and teachers perceive nature, each question was asked to write a reason why they thought about their responses. According to the study, students and teachers respected nature and viewed it as a living creature, and had the view that nature was cyclical and that humans and nature interacted with each other. And they also had a traditional Korean view of nature that they consider naturalness important and nature is beautiful. It can be said that this is different from the view of Western modern science which perceives the world as a material and see nature with the view of linear time. Therefore, Korea's traditional views of natures, which students and teachers have, can be a conflict with the view of modern science in science class. Therefore, the science teaching strategy for students and teachers with different natural views will require consideration of the individual's understanding of nature and lesson strategies related to it. And it is also necessary that science textbook and science class cultures need to actively interact with teachers and students, and between students to share and understand each other's view of nature, and create a science class culture that considers the values students have and views on nature.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.565-578
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• 2008

The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.50-60
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• 2022

The purpose of this study is to explore the Nature of Argumentation in Science education (NAS). For this purpose, we collected previous studies conducted on the argumentation in science education, and then collected previous studies were analyzed to extract the overall characteristics of argumentation in science education. Based on the results, an expert review was conducted, then the nature of argumentation in science education was finally derived to a total of seven components: 'evidence based', 'linguistic interaction', 'context dependency', 'public decision-making', 'tentative agreement', 'methodological diversity', and 'enculturation of scientific culture'. Understanding the nature of argumentation in science education can promote the practice of argumentation in science learning. Therefore, further studies will be necessary to conduct research to expand and refine the nature of argumentation in science education in order to effectively practice it in science learning.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.374-382
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• 2006

This study investigated the effect of the 'Chemistry in everyday life' course for 234 pre-service elementary teachers on their beliefs regarding science teaching efficacy and the nature of science. This study also examined the effect of this particular course by their field (natural science, humanities & social science, and fine arts). The results show that after the semester the pre-service teachers' science teaching efficacy beliefs were enhanced. In particular, their personal science teaching efficacy beliefs were improved across all fields. However, their beliefs regarding the nature of science remained largely unchanged. This study discussed the implications surrounding science courses for pre-service teachers.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.213-222
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• 2007

In this study, science history program was developed to enhance student's concepts toward the particulate nature of matter and the understanding about the nature of science. And the effects of its application was investigated in the lesson of ‘Composition of Matter' in middle school science class. This science history program was based on genetic approach and included the contents from the old Greek natural philosophers to Avogadro. Before instruction, the test of understanding about nature of science was administered, and the science scores of the previous course were obtained, which were used as covariates. During 24 class hours, this study was conducted with two classes(experimental and comparison group) in a middle school in Seoul. The experimental group was received lessons by science history programs and the comparison group was received traditional lessons. After instruction, the scientific concept test, the test of understanding about nature of science were administered. The result of this study indicates that the scientific concept scores of experimental group were significantly higher than comparison group at p <.01 level of significance. It means that the students in experimental group has more sound conceptions about the particulate nature of matter and less mis conceptions about matter than the students in comparison group. However, there was no significant difference between two groups in the score of understanding about the nature of science.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.51-60
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• 2020

In this study, we propose research methods to explore the nature of earth science by applying the phenomenological approach and NOS-family resemblance approach based on literature review. The phenomenological approach exploring the nature of earth science is a method of collecting, analyzing and synthesizing multifaceted features of earth science from intuitive sensory phenomena without prejudice. As a way of exploring the nature of earth science from a phenomenological point of view, we propose the NOS-family resemblance approach to the NOS. This approach provides a comprehensive explanation of NOS by combining the characteristics shared by different areas of science with distinct differences. Applying this method to exploring the nature of earth science, we can identify both domain-general and domain-specific characteristics that make sub-areas of earth science a 'family.' For example, through the networking of features shared by such sub-areas as geology, atmospheric science, oceanography, astronomy, earth system science, etc., we can extract the family-resemblance characteristics that make these sub-areas a family called earth science. Through these approaches to the nature of earth science, the richness, complexity, and dynamic nature of earth science can be revealed as a whole. In addition, we will be able to grasp the change in the sub-areas that constitute the earth science, which in turn changes the nature of earth science, and to contribute to establishing the status and development system of earth science as a school subject.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1158-1172
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• 2004

This study searched secondary school students' epistemological views and ontological views about nature and the root causes of such their views. The subjects were 156 secondary school students and data were gathered by the questionnaire developed based on preceding researches. As a result, many secondary school students had epistemological views of unknowable nature. There were various root causes of their epistemological views such as regularity and harmony of nature, predictable and circular natural phenomenon, causation, the relation between human and nature. On the other hand, a lot of secondary school students had ontological view of supernatural nature. Their religious beliefs were very powerful influence their supernatural ontological views. The nature is the object of science and the physical world. Because those views supply science educators basic backgrounds how leaners understand science class, secondary school students' epistemological views and ontological views are precious information. From now on, it is necessary to study relations between students' epistemological views and ontological views and their science class processes.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.114-127
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• 2015

The nature of science has been recognized in a great deal in the field of science education. However, Most of the papers were going to study of teachers and students. to improve their recognition of the nature of science. The current study describes and analyzes Weather-Forecaster's understandings of the nature of science (NOS). Data used in this study were collected from 3 Weather-Forecasters using an semi-structured interview. The results of this study were as follows. First, the participants recognized that science has explored the phenomenon of unknown facts or observations and they were careful inductive perspective. Second, participants felt that science and society are associated with each other. Also, all participants were judged science verification process is required. Third, they are showed that science and technology interact closely with social relationships.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.111-122
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• 2002

The purpose of this study was to examine high school second graders' understanding of the basic nature of logarithm, the major type of error they made about logarithmic function and the cause of such an error, and to seek ways to instruct it better. For that purpose, three research questions were posed: 1. Investigate how much high school students in their second year comprehend the nature of logarithm. 2. Analyze what type of error they make about logarithmic function. 3. Analyze the cause of their error according to the selected error models and how it could be taught more efficiently. The findings of this study were as below: First, the natural science students had a better understanding of the basic nature of logarithm than the academic students. What produced the widest gap between the two groups' understanding was applying the nature of logarithm to the given problems, and what caused the smallest gap was the definition of logarithm and the condition of base. Second, the academic students had a poorer understanding of the basic nature of logarithmic function graph and of applying the nature of logarithm to the given problems. Third, the natural science students didn't comprehend well the basic nature of logarithmic function graph, the nature of characteristics and mantissa. Fourth, for all the students from academic and natural science courses, the most common errors were caused by the poor understanding of theorem or nature of the ［E4] model. Fifth, the academic students made more frequent errors due to the unfamiliar signs of the ［El］ model, the imperfect understanding of theorem or nature of the ［E4］ model, and the technical part of the ［E6］ model. Sixth, the natural science students made more frequent errors because of the improper problem interpretation of the ［E2］ model and the logically improper inference of the ［E3］ model.