• 한국작물학회:학술대회논문집
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• 한국작물학회 2022년도 추계학술대회
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• pp.255-255
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• 2022

• 한국작물학회:학술대회논문집
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• 한국작물학회 2020년도 춘계학술대회
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• pp.132-132
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• 2020

• 한국작물학회:학술대회논문집
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• 한국작물학회 2020년도 춘계학술대회
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• pp.177-177
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• 2020

• 한국작물학회:학술대회논문집
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• 한국작물학회 2021년도 추계학술대회
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• pp.175-175
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• 2021

• 한국작물학회:학술대회논문집
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• 한국작물학회 2022년도 춘계학술대회
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• pp.18-18
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• 2022

• 한국작물학회:학술대회논문집
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• 한국작물학회 2021년도 춘계학술대회
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• pp.96-96
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• 2021

• 한국식물생명공학회:학술대회논문집
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• 한국식물생명공학회 2004년도 생명공학 실용화를 위한 비젼
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• pp.149-149
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• 2004

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.197-212
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• 2009

The purpose of this study is to investigate the possibility of introducing the history of science in modern Korea into elementary education. Although there are many studies on applying a history of science to science education, they do not pay attention to the history of science in modern Korea. I survey research papers on the history of science in modern Korea and science education based on a history of science, and elementary science textbooks in Korea, Japan and the US. When we apply the history of science in modern Korea into elementary education, elementary students will recognize science has close relations to Korean culture and history and they will develop the familiarity with science. I show there are 3 ways using the history of science in modern Korea in elementary education: 1) Applying Korean scientists' research contents to science education, 2) Measures to evaluate Korean scientists correctly, 3) Materials for science education programs for gifted elementary students.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.211-222
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• 2003

Science has developed along with human society and history. In today's society ruled by pluralism, an educational approach using the historical materials which represent their own cultures will make science education more effective. The purpose of this study was to search for the meaning of science education related with a history of science, and to suggest the possibility for science education based on Korean history of science. The conclusions of this study is below: (1) The history of science is useful to teaching science in K-12 setting. That is because it was helpful to make a scientific concept and to invite student's interest about learning science. Moreover, it was most suitable to teach the nature of science as well as the relation between science and society. (2) A model which consists of 15 types of science education materials using Korean history was suggested. This model plays a potential role as a R&D framework of developing teaching & learning materials based on the history of Korean Science.

• 한국과학교육학회지
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• 제27권8호
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• pp.755-764
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• 2007

This study examines secondary school science teachers' use of science museums in their teaching and their perception/evaluation/utilization of the educational programs in Korean science museums. We found that teachers do not use science museums in close connection with their formal education; therefore, the students' experiences usually are minimal or are personal experiences. The main reason for this infrequent use of science museums is not because of their insignificant educational effects, but because of the lack of external and administrative support systems. Science teachers want the museums to have structured/organized programs such as science camps or experiments and a lending program which would provide experimental equipment and exhibits relevant to the school science curriculum. 90% of teachers who answered the survey wanted to participate in developing and managing the educational programs of science museums. The educational programs would be used more effectively in relation to formal science learning if the science teachers, who are science education professionals, participated in managing and planning the educational programs of science museums.