• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.43-56
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• 2011

The purpose of this study is to examine the effects of small group inquiry skills on improving science process skills and attitudes toward science in elementary school science. The research questions of this study were as follows. First, effects of small group inquiry skills on improving science process skills in elementary school science. Second, effects of small group inquiry skills on improving attitudes toward science in elementary school science. The subjects of this study is two classes from 6th grade elementary classes in Busan. The experiment class practiced small group inquiry skills, while the control class practiced self inquiry. To verify the effect of the experiment, ANOVA was conducted. The main findings of this study are as follows. First, the small group inquiry skills gave a significant influence on increasing the science process skills, including the basic science process skills and the integrated science process skills, of students. Especially, among subordinate factors of science process skills between groups, it was effective to increase abilities of observing, reasoning, interpreting data, formulating hypothesis. It is necessary for teachers to make an effort to teach according to steps of the small group inquiry skills and to support inquiry activities, in order to increasing the science process skills. However, frequency of additional lessons have a little influence on increasing the science process skills. Second, there is meaningful change in the attitudes toward science for those who studied the small group inquiry skills. Also, they affected subordinate factors of the attitudes toward science, like the attitudes toward science inquiry, the happiness about science class. This study shows that the small group inquiry skills give a positive influence on the science process skills and attitudes toward science in elementary school science.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.235-244
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• 2012

This study examined the learning tendency & social characteristics and the science camp participation attitude of the global science talented and the science gifted c. The survey was carried out on children who are taking part in Global Bridge project group and in Science Education Institute for the gifted S National University of education. The results of this study were as follows. First, the science gifted children was more superior to the global science talented, when it comes to task commitment and fluency, creativity, enthusiasm for learning on the learning tendency. Second, the science gifted children have much more sociality than the global science talented in the sense of social characteristics. The global science talented showed lack of interpersonal relationship & confidence for human relationship. Third, both parties were positive in terms of attitude which participating science camp. It was proved that science camp made a positive affect on both groups in several senses such as improving awareness & attitude of science activity and enhancing sociality. As a result, unlike ordinary program for the science gifted children, one for the global science talented in global bridge project is highly demanded that it should be considered the characteristics of the multi-cultural students. Moreover, it might be considered that educational circumstance would be needed, under which it is able to stimulates students' scientific curiosity throughout launching science hands-on program, such as systemized science camp etc.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.157-170
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• 2004

Students experience science not only through school science lessons but also through various other channels. Science-related facilities, including science museums and centers, are important channels for informal science education. Korea has a number of governmental and private facilities in which young people can experience various aspects of scientific activities, and many of them also provide the programs supporting out-of-school science activities. However, there has been no systematic survey study on those facilities providing out-of-school activities, thus they have not been used effectively as well as their social utility is not fully realized. To this end, in 2002 researchers of this study carried out surveys (1) of the facilities supporting out-of-school science activities and (2) of science programs provided by these facilities. The surveys show that there are approximately 180 facilities supporting science activities in Korea. More than 40% of them are located in Seoul and Gyeonggi areas. Among them, the proportion of special theme science museums was the greatest (37.9%). The facilities supporting out-of-school science activities usually do not target the specific age groups but are intended for all people. The proportion of governmental facilities exceeds that of private ones. 41.8% of the facilities examined in this study run their own science activity programs. Among the 10 categories of the programs, 'science class' type programs were the most common. There were more programs for elementary and middle school students than preschoolers, high school students and adults. The contents of the programs were more related to astronomy and meteorology, the observation of living things and field trips. Despite their high practical potential, the special theme science museums were found to be lacking in relevant programs, which could fulfill their values for informal science education.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1343-1353
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• 2013

It is necessary to teach science terminology in order to solve the problems induced from the fact that students have low comprehension in science terminology. The purpose of this study was to investigate science teacher's perception of teaching science terminology. The questionnaires consisted of perception of science terminology, science terminology for teaching, teaching of science terminology, and teaching methods for science terminology. As a result, science teachers had difficulty with science terminology and were not familiar with them as well as students were. Despite having perceived the necessity of teaching science terminology because it serves as a great influence on students to study science, they didn't have enough knowledge of the teaching methods for science terminology, so that they felt difficulties in teaching science terminology. Finally, science teachers hope to display new science terminology with explanations on each page of the science textbooks.

• Journal of Astronomy and Space Sciences
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• v.41 no.1
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• pp.1-15
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• 2024

The Korean heliospheric community, led by the Korea Astronomy and Space Science Institute (KASI), is currently assessing the viability of deploying a spacecraft at the Sun-Earth Lagrange Point L4 in collaboration with National Aeronautics and Space Administration (NASA). The aim of this mission is to utilize a combination of remote sensing and in situ instruments for comprehensive observations, complementing the capabilities of the L1 and L5 observatories. The paper outlines longterm scientific objectives, underscoring the significance of multi-point in-situ observations to better understand critical heliospheric phenomena. These include coronal mass ejections, magnetic flux ropes, heliospheric current sheets, kinetic waves and instabilities, suprathermal electrons and solar energetic particle events, as well as remote detection of solar radiation phenomena. Furthermore, the mission's significance in advancing space weather prediction and space radiation exposure assessment models through the integration of L4 observations is discussed. This article is concluded with an emphasis on the potential of L4 observations to propel advancements in heliospheric science.

• Proceedings of the Korean Vacuum Society Conference
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• 1998.06a
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• pp.160-160
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• 1998

• Proceedings of the Korean Society of Crop Science Conference
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• 2019.04a
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• pp.76-76
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• 2019

• Proceedings of the Korean Society of Crop Science Conference
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• 2022.10a
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• pp.270-270
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• 2022

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.83-92
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• 2008

In this study, we developed elementary science education modules for facilitating students' understanding of the connected nature of Science-Technology-Society. For these modules, we particularly used news articles to make connections among science, technology, and society. We set up the development criteria as followings: connecting science-technology-society, aligning with national science curriculum, respecting students' interest, and appropriating the difficulty levels in terms and concepts. We also studied 4th grade students' perception of using these modules in science lessons. Most students perceived that using the modules in their science classes helped them link science-technology-society intimately and enhance their interest and motivation, as well as their self-esteem for studying science.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.1-9
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• 2011

The purpose of this study was to analyze elementary school teachers' teaching style and elementary school students' science anxiety according to teachers' teaching styles for science class. Data were gathered through the teaching style test and the science anxiety test. The teaching style test was taken in 293 elementary school teachers and the science anxiety test was taken in 1,523 elementary school students. The results were as followings: First, elementary school teachers' teaching style for science class were most in provider, expert and least in enabler. Second, elementary school students' science anxiety according to elementary school teachers' teaching style for science class were highest in facilitator and lowest in Enablers. There were significantly differences in science anxiety according to the teaching styles in elementary school. Third, elementary school students' science anxiety increased as grade goes up.