• 환경영향평가
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• 제12권4호
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• pp.259-270
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• 2003

To investigate the water quality and the pollution state of lower Yeongsan river system, 38 water samples were taken from the main stream of the Yeongsan river, Gomakwon and Hampyeong streams of the system in dry and flood seasons, May and August, 2001. The Yeongsan river is typically natural in accordance with pH-& diagram. But the chemistry based on Piper's diagram indicates that the river is influenced by seawater. BOD increases as the sampling sites are approaching the downstream in Gomakwon and Hampyeong streams overwhelming WQS V grade of 12.40mg/l. T-N and T-P of the river are mainly loaded not in above branch streams but in the main stream of the river, which are caused by manure for farming, domestic animal discharges and life-sewage, in possible. Meanwhile, heavy metal contents are below WQS or not detect in whole water samples. So, it shows that the above river waters be polluted by not industrial but life/agricultural foul waters.

• 환경영향평가
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• 제13권5호
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• pp.251-262
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• 2004

In order to investigate the geochemical characteristics of surface sediments in lower Yeongsan river system, sediment samples from the main stream of Yeongsan river, Gomakwon and Hampyeong streams were collected and analyzed for grain size and metal and organic carbon contents. The sediment types of the streams widely vary from pebble to mud. The metal contents in the sediments are mainly dependent on grain size of the sediments, geology around the streams and organic matter contents from the domestic sewage. Enrichment factor (EF) representing the degree of metal contamination in the sediments are relatively low in the study area. But, high Zn and Pb values seem to be from the study area, partly.

• 영재교육연구
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• 제12권1호
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• pp.61-76
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• 2002

본 연구는 한국의 과학영재교육기관간의 연계체계 및 향후 개선 방안을 모색하는 것이다. 현재 초·중등 과학영재를 위한 교육기관은 과학기술부에서 지원하는 15개 대학부설영재교육센터와 각 시도에 있는 16개 과학고등학교 및 시도교육청에서 운영하는 과학영재학급이 있으며, 대학 수준에서는 한국과학기술원이 있다. 본 연구수행을 위해 각 과학영재교육센터와 과학고등학교의 교육과정과 학생선발 등에 관한 현황을 각 센터의 사업보고서 및 각 과학고등학교의 학교운영계획서를 통해 분석하였다. 각 대학부설 과학영재교육센터에서는 수학, 과학 및 정보과학의 영재 180명을 선발하여 교육하고 있으며, 교육시간은 100시간 정도이며, 다단계 평가를 통해 학생을 선발하고 있다. 과학고등학교의 전체 재학생은 1200명 정도이다. 이 중반정도가 한국과학기술원에 진학을 하고 나머지 학생은 다른 대학에 진학을 하고 있다.

• 천문학논총
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• 제38권3호
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• pp.125-145
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• 2023

This study investigates the integration of astronomy-related topics in the Korean national science curricula spanning from 1945 to 2023. We analyze the placement and extent of astronomy content across different school levels. Astronomy contents in the science curricula have changed in response to social needs (e.g., practical knowledge required for agriculture and fishery) and advancement in astronomical research (e.g., the discovery of exoplanets and the suggestion of new cosmological parameters). Contents addressing the motions of celestial objects and stellar physical properties have remained relatively consistent. In the latest 2022 revised national curriculum, scheduled for implementation in 2024, several elements, such as coordinate systems, have been removed, while the inquiry activities using digital tools are emphasized. The incorporation of the cosmic perspectives in the national curriculum, as well as astronomy education within the context of education for sustainable development, remains limited even in the most recent curriculum. For future life revisions, the active participation of researchers is needed to reflect the latest astronomical research progress and scientific characteristics in the field of astronomy.

• 한국과학교육학회지
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• 제13권1호
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• pp.12-30
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• 1993

The role establishment and the activation plan were proposed for 11 Science Institute of Education and 4 Education and Science Institutes located in 15 cities/provinces and Science Resource Centers of 179 municipal/provincial Educational Departments. We had conducted a survey of present status of those institutes and also the fact finding survey was conducted toward office workers asking what activities they must conduct, those they are processing well at present and those they don't like to conduct by quesionaire. It was found that since Science Institute of Education and Education and Science Institutes are under the direct control of Board of Education of cities/provinces, there were the Acts. However, many restrictions were in Science Resource Center because they have not the Acts under controled by municipal/provincial Educational Departments. As a result of a study, the standard of equipments and facilities and the activation plan of those institutes were suggested.

• 한국과학교육학회지
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• 제19권1호
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• pp.100-106
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• 1999

본 연구는 공통과학 연수에서 STS 교육에 접한 고등학교 과학교사를 대상으로 STS 교육에 대한 인식조사를 실시하고 연수 방안을 제시함으로써, 현직 과학교사들에게 체계적인 STS 교육을 실시하여 과학교육 현장에서 STS 교육을 활성화시키는 데 그 목적이 있다. 고등학교 교사 227명을 대상으로 설문조사를 실시하였으며 조사결과 교사들은 STS 교육에 대한 중요성을 인식하고 있었으며, STS 교육 연수 개설을 찬성하였다. 그리고 교사들은 STS 연수에서 실제 교육현장에서 활용할 수 있는 관련 학습자료와 연구분야에 관한 자료를 가장 필요로 하였다.

• 공학교육연구
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• 제25권3호
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• pp.11-25
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• 2022

The purpose of this study is to propose a strategy model for engineering education for citizen through the connection between colleges of science and engineering and science museums as a way to achieve citizen science. For this model, the role of universities was redefined as social contributions through engineering education from the perspective of knowledge triangle and university entrepreneurship. In addition, the science museum was re-examined as an engineering education platform and selected as an institution that supports the contribution of colleges to society. For practical model development, the connection types of these two institutions were analyzed as case studies and interview to collect opinions from experts in the science museum. In this process, convergence education content development, reinforcement of college-science museum linkage, infrastructure construction, development of college resource utilization plans, and maintenance and expansion of educational programs diversification were derived as components for model development. Based on this, engineering education model for citizen was presented that matches educational programs according to the type of participation of colleges including key factors and considerations.

• 한국과학교육학회지
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• 제17권3호
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• pp.273-288
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• 1997

The purpose of this study was to review the studies related to the problem of context in science education. Firstly, studies on context and context effects in science education (and also those related in cognitive psychology) were summarized according to the topics concerning science learning, such as deductive reasoning and probabilistic judgement, controlling variables, scientific inquiry skills, memory and consistency of misconceptions, selecting cognitive strategies and problem solving, achievement and momentum effect, and interest, religion and culture. Secondly, the common problems appeared from the analysis of the studies were discussed, such as (1) how to define contexts?, (2) how to classify contexts?, (3) how to characterize the effects of contexts? and (4) how to explain the context effects? Finally, the implications of the analysis of the studies on the problem of context were discussed in terms of recent development of science education, such as misconception studies, STS science education and the application of the history of science to science teaching.

• 한국지구과학회지
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• 제40권4호
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• 한국과학교육학회지
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• 제32권3호
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• pp.541-554
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• 2012

With an emphasis on scientific literary, science education has again became closer to the interests and needs of people and sometimes expands its scope beyond the boundaries of school and the curriculum. Science educators often claim that its historical roots can be traced back to the movements of General Science and Science and Citizenship during the 1920s-40s. This study attempts to re-interpret the historical meanings of the Mechanics' Institute Movement (MIM) from the perspectives of science education. In doing so, this study first introduces the process of the emergence of MIM with a focus on its founder, George Birkbeck, and the Andersonian Institute where evening science classes began to be open to skilled workers. Then the overview of MIM is described, with examples drawn from the London Mechanics' Institute and the Manchester Mechanics' Institute. In discussing science teaching of MIM, the details taken from various mechanics' institutions are examined in terms of why, what, and how to teach sciences. This study argues that the MIM was a unique social phenomenon in which science could respond to the needs of skilled workers through education, providing science learning opportunities which were otherwise unavailable and that the MIM shared many similarities with current practice of science education, moving towards a wider career perspectives, cross-subject, community-based, and informed citizenship.