• 대한지구과학교육학회지
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• 제5권1호
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• 과학교육연구지
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• 제33권1호
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• pp.31-43
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• 2009

본 연구는 창의성의 영역 특수적인 입장에서 과학적 창의성을 다룬 논문들을 내러티브 리뷰의 방법을 사용하여 탐색한 것이다. 창의성을 바라보는 2가지 입장 중에서 한 가지인 영역 특수적인 입장은 창의성에 대해 "그 아동이 얼마나 창의적인가?"라는 창의성의 일반적인 입장에서 "그 아동은 어느 영역에서 창의적인가"라는 영역 특수적인 접근방법으로 창의성을 바라보는 것이다. 이러한 관점에서 본 연구는 과학을 바라보았을 때, 과학적 창의성은 어떻게 정의될 수 있으며, 또 어떤 구성 요인들로 이루어졌는가를 탐색해 본 연구이다. 과학적 창의성 관련 논문들에 대한 리뷰를 통해 본 연구는 과학적 창의성은 과학적인 지식을 바탕으로 논리적이고 분석적인 사고를 통해 새롭고 적절한 것을 찾아내는 능력으로 정의할 수 있었으며, 과학적 창의성의 구성 요인은 정의적, 인지적, 환경적 요인으로 나눠 살펴본 결과, 영역 특수적인 관점에서 가장 두드러지게 차이를 보이는 과학적 창의성의 인지적 요인은 과학 관련 지식, 과학 탐구과정, 문제 발견력, 문제 해결력 등으로 구성되어짐을 알 수 있었다. 이러한 과학적 창의성에 대한 논의는 보다 과학적 창의성에 대한 실증적인 연구에 대한 좋은 길잡이가 될 것으로 사료된다.

• 한국멀티미디어학회논문지
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• 제18권5호
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• pp.671-681
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• 2015

This paper presents an extended scientific visualization for the public over the scientific visualization targeting for scientists. Our scientific visualization pursues both transmission of scientific information and good-looking visuals. First of all, we examine a tendency to produce scientific images that make the public understand science, even though they are not professional scientists. As a result, we can find several cases that actively generate scientific visualizations for the public. Among them, several research institutes possess own production studio. As the production of scientific images is a convergence field combined of art and science, cooperation between artists and scientists is necessary. Therefore, in-depth communication between them is essential at the planning stage. Moreover, continuous feedbacks between two groups in the production stage, the next stage of the planning, make the scientific visualization to perfection. In this paper, we present 2 modeling methods that are easily encountered during producing scientific visualizations and shading and rendering methods for generating photorealistic images. The concept of an extended scientific visualization that we present shows a new vision of the scientific visualization field.

• 한국보육지원학회지
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• 제8권6호
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• pp.127-146
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• 2012

본 연구는 Keller의 ARCS 동기화를 통한 과학교육 활동이 유아의 과학적 태도 및 과학적 탐구능력에 어떠한 효과가 있는지를 알아보고자 하였다. 연구대상은 G시에 소재한 유치원 만5세반 2개 학급 40명의 유아(실험집단: 20명, 비교집단: 20명)였다. 본 연구의 결과는 다음과 같다. 첫째, ARCS 동기화를 통한 과학교육활동은 유아의 과학적 태도의 향상에 효과적인 것으로 나타났다. 둘째, ARCS 동기화를 통한 과학교육활동은 유아의 과학적 탐구능력의 향상에 효과적인 것으로 나타났다. 결론적으로 ARCS 동기화를 통한 과학활동은 유아의 과학적 태도 및 과학적 탐구능력을 향상시키는데 효과가 있으며, 이러한 연구의 결과는 ARCS를 통한 과학활동이 유아의 과학적 태도 및 과학적 탐구능력 증진을 위해 적절하고 의미 있는 교수방법으로 유아교육 현장에서 활용해 볼 가치가 있음을 시사한다.

• 컴퓨터교육학회논문지
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• 제7권5호
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• pp.57-70
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• 2004

본 연구는 선행 연구에서 도출한 CSILE에서의 협력적 지식구축에 영향을 주는 변인들간의 관련성을 규명하기 위한 후속연구이다. CSILE는 학습자들의 지식구축을 지원하는 환경으로 학습공동체의 탐구과정을 지원하기 위해 활용된다. 본 연구는 CSILE 기반의 초등학교 과학과 탐구학습을 대상으로 선행연구를 통해 밝힌 변인, '지식의 이해', '과학적 소양', '학습 의도'간의 관련성을 살폈고, 각각의 변인이 탐구력을 예측할 수 있는지 분석하였다. 실험 결과, 과학과 탐구에 대한 학술적인 의도가 지식의 이해와 과학적 소양과 관련이 있음을 알 수 있었다. 또한, 탐구력을 예측할 수 있는 변인으로서 과학적 소양의 해석력을 검증하고, CSILE 기반의 탐구학습에서 과학적 소양의 증진을 위해 고려해야 할 사항을 제시하였다.

• 한국산림과학회지
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• 제31권1호
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• pp.53-61
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• 1976

Though it is not easy for those who study dendrology to memorize all the scientific names of trees, the names remaines in their memory can facilitate the understanding of foreign technical books. The scientific name of a tree indicates characteristics of shape, color, and other aspects of the tree and by analyzing the name we can see common element found in other scientific names of trees. It is helpful to those who want to memorize and study the scientific names of trees if they understand their etymology. The preseut study is the seconds report of the investigation which aims at examining the etymology of the scientific names of native and foreign trees growing in Korea and their original names not only at the habitat but in Japan, China, England, Germany, and France. While the first report, which was made known in Theses Vol. 9. (The City College of Seoul 1975), is the examination of the scientific names of trees belonging to Gymnospermae, the present report is that of scientific names of trees belonging to Piperales: 2 families, 2 genera and 2 species; and trees belonging to Salicales: 1 family, 3 genera, 44 species, 16 varieties, and 3 forms. As the etymology of the scientific names of trees is made clear, this study will help those who want memorize the scientific names and study foreign technical books and it is also useful for international interchange of trees. The classification is depended chiefly on Dendrology by Prof. Lee Tchang-bok and "Plant Resources of Korea" shown in Biblography No. 10; the native names of trees on Jumoku Daizusetsu by Dr. Uehara; and etymology on A source-Book of Biological Names and Terms by E.C. Jager. In the column of etymology of the scientific names for genera, species, varieties and forms, Gr. stands for Greek, L. for Latin, NL. for New Latin, and genit. for genitive.

• 한국초등과학교육학회지:초등과학교육
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• 제34권3호
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• pp.346-356
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• 2015

The purpose of this study was to explore the characteristics of elementary science gifted students' modification of scientific explanations based on evidences. For this study, sixteen $6^{th}$ elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students' modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed.

• 한국과학교육학회지
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• 제28권3호
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• pp.211-226
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• 2008

The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.32-40
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• 2007

The scientific creativity problem solving ability of children has been greatly emphasized in recent years, because it has been regarded as an example of highly developed reasoning and thinking skills. This study aimed to identify the relationships between scientific aptitude, creativity, and scientific creative problem solving abilities in children. The subjects were 100 5th graders residing in Seoul and a small city in Choongnam. Data was analyzed by t-test and by correlation using spss program packages. The main results of this study were as follows: first, a significant difference was found in the scientific creative problem solving ability of children by their respective levels of science aptitude. Secondly, the scientific creative problem solving ability of the children by their levels of creativity was found to be insignificant. Thirdly, no significant difference was found between creativity and scientific creative problem solving ability among the children examined; however there was a significant difference found between the science aptitude and scientific-creative problem solving ability and between science aptitude and creativity in the children who participated in this study.

• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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• pp.155-162
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• 2017

The purpose of this study was to analyze science academic emotion and scientific imagination of students between a science gifted class and a general class in elementary school. Samples of this study were composed of 212 fifth and sixth graders in Gyeonggi province. The results of this study were as follows. First, positive scientific academic emotion of students in a science gifted class was higher than that of general class. Second, boredom and laziness of negative scientific academic emotion were higher scores in general students, whereas, angry area was higher scores of students in a science gifted class. Third, scientific imagination of students in a science gifted class was higher than that of general class. Fourth, both groups had a positive correlation between scientific imagination and positive science academic emotion. Especially, interest area of positive scientific academic emotion in both of the two groups influenced scientific imagination.