• 천문학회보
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• 제46권1호
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• pp.60.3-61
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• 2021

The Korean VLBI Network (KVN) consists of three 21m radio telescopes installed in Seoul, Ulsan, and Jeju Island with the world's first 4-channel receiver that can observe four different frequencies (e.g., 22, 43, 86, 129 GHz) simultaneously. This receiving system of KVN is particularly effective in millimeter-wavelength VLBI (mm-VLBI) observations by compensating fast atmospheric fluctuations effectively. This technology is now being enhanced with a compact triple-band receiver, becoming the world standard for a mm-VLBI system. In 2020, KVN supported 54 observing programs (KVN: 28, EAVN: 26) including the 2nd KVN Key Science Program (KSP) which supports 8Gbps data recording rate and the East Asian VLBI Network (EAVN) programs. KVN also participated in the European VLBI Network (EVN) and GMVA (Global Millimeter VLBI Array) sessions regularly. Here, we report current status and future propsects of KVN.

• 한국과학교육학회지
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• 제34권3호
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• pp.207-212
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• 2014

The national reform document, Science for All Americans (AAAS, 1990), and the Next Generation Science Standards (NRC, 2012) emphasize the importance of the nature of science in guiding science educators in accurately portraying science to students. Therefore, it is important that textbook materials convey an accurate conception of the nature of science. This study employs content analysis to examine the content of textbooks in US and Korea elementary science textbooks with regard to the four aspects of the nature of science: (a) nature of scientific knowledge; (b) nature of scientific inquiry; (c) nature of scientific thinking; and (d) nature of interactions among science, technology, and society (Chiappetta, Fillman, & Sethna, 2004). Intercoder reliability was determined by calculating Cohen's kappa (Cohen, 1960). Findings show that while US elementary science textbooks are not balanced in presenting the four aspects of the nature of science regardless of the publishing companies, the presentation of the nature of science in Korean elementary science textbooks have better balanced treatment of the four themes across the grade levels. On the other hand, both US and Korean elementary science textbooks are attempting to convey an idea of what science is by emphasizing scientific knowledge and investigation.

• 한국과학교육학회지
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• 제23권4호
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• pp.401-418
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• 2003

The purpose of this study was to examine philosophical views on science of two influential curriculum documents, AAAS' s Benchmarks for Scientific Literacy (Benchmark) and NRC's National Science Education Standards (Standard), and to get educational implications about a desired philosophical view on science at a school science level. In order to determine the philosophical views on science explicitly suggested in the documents, Soh's Philosophical Perspectives Probe (PPP) was used as a framework for analysis. Forty preservice teachers reviewed the documents, extracting paragraphs with which statements of the PPP' s questions would agree. The results of the study were as follows: First, the Benchmark's philosophical view on science corresponds to the borderline between inductivism and eclecticism, or eclecticism close to falsificationism. The philosophical positions by the PPP' s themes are very different. Second, the Standard's philosophical position on science corresponds to inductivism close to eclecticism. Its philosophical position by the themes of the PPP is very different like the Benchmark. These results indicate that philosophical positions of the documents are more complex than popular conceptions would have it. That is to say, the results suggest that the science curriculum documents hold not only a contemporary philosophical view on science but also a traditional view on science, and that the philosophical positions on science are different from each other by documents and even by the PPP's themes in the same document. The results suggest that the philosophical views on science in school science contexts need to be adjusted and presented to K-12 students according to topics related to philosophy of science.

• 한국지구과학회지
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• 제42권4호
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• 한국약용작물학회:학술대회논문집
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• 한국약용작물학회 2008년도 춘계학술발표회
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• pp.65-66
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• 2008

• 한국초지학회:학술대회논문집
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• 한국초지조사료학회 2005년도 학술심포지엄, 제43회 학술발표회
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• pp.204-205
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• 2005

• The Plant Pathology Journal
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• 제37권2호
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• pp.204-204
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• 2021

• 고려인삼학회:학술대회논문집
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• 고려인삼학회 1998년도 Advances in Ginseng Research - Proceedings of the 7th International Symposium on Ginseng -
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• pp.327-392
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• 1998

• 한국작물학회:학술대회논문집
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• 한국작물학회 2019년도 추계학술대회
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• pp.168-168
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• 2019