• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.455-466
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• 2023

This study explored the relationship between science academic passion, positive experience about science and scientific creativity in elementary science-gifted students. To do this, 108 science-gifted students from grades 3 to 6 were selected. After conducting the tests on their science academic passion, positive experience about science and scientific creativity, descriptive statistics, correlation analysis, and multiple regression analysis were conducted. The results revealed that the students exhibited relatively high levels of science academic passion and positive experience about science, but their scientific creativity was not relatively high. While there was no statistically significant correlation between the overall science academic passion and scientific creativity, there was a significant negative correlation with scientific creativity in the aspect of 'obsessive passion' of the five subcategories ('importance', 'like', 'time/energy investment', 'harmonious passion', and 'obsessive passion'). Furthermore, the five subcategories, particularly 'like', 'harmonious passion', and 'obsessive passion' were statistically significant predictors of scientific creativity. However, the five subcategories of positive experience about science ('science academic emotion', 'science-related self-concept', 'science learning motivation', 'science-related career aspiration', and 'science-related attitude') did not exhibit statistically significant correlations with scientific creativity and did not had a significant influence on it. Additionally, neither the overall science academic passion nor the overall positive experience about science had a statistically significant effect on scientific creativity. Educational implications of these results were discussed.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.497-512
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• 2023

While scientific explanation is a fundamental component of science, teachers often lack familiarity with the formal structure of scientific explanations and the criteria for assessing their quality. Consequently, this study aims to clarify the concept of scientific explanation and proposes a tool for constructing scientific explanations. The primary objective is to explore the tool's impact on enhancing the explanatory skills of pre-service teachers when it comes to the phenomenon of condensation. The research findings indicate that many pre-service teachers initially operated at a description level during the pre-test. However, the implementation of the tool enabled them to advance their explanatory skills beyond the associative level. Notably, the tool was analyzed for its ability to provide pre-service teachers with a conceptual framework for explaining phenomena and guiding logical explanations and micro-level interpretations. This study holds significance in demonstrating that pre-service teachers can comprehend the formalities and criteria of scientific explanations and apply them to enhance their own explanatory abilities. Moving forward, efforts should be made to enhance the scientific explanation level among pre-service teachers across various topics and subject areas. Furthermore, pre-service teachers need classroom experiences that foster the construction of scientific explanations in authentic contexts.

• Korean Institute of Interior Design Journal
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• no.40
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• pp.34-41
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• 2003

A purpose of this study is to comprehend a concept of 'Open Space', realization of a deconstruction, presented in his works, based on a deconstruction and surrealism Coop Himmelblau's philosophical contemplation and to look into how this concept is interpreted in spaces. A concept of 'Open Space' is functioned as not a singular meaning but a multiple meaning accompanied with other formative ingredient and contemplation, scientific paradigm and a realation with a surroundings. The concept of 'Open Space' in their architentural space is applied. First, the space openness that represents to the extreme a concept 'Open Space', as a 3D designing ways that demolishes a structure and outgrows an ex siting thinking pattern, represents multiple grade spaces and an anti-gravity space. In a material, using glass and iron provides a spacial transparency and through this, visibly liberal sense that an interior and exterior is felt as an unification. Second, an non-expressive box pattern repulses to a spatial rank nature, outgrowing an uniform geometrical system, through demolishing a geometrical system, an edge and fold pattern. This is, as an anti-gravity, dynamic a typical structure, outgrowing an orthogonal system, interpreted as a composite meaning without division in spatial area. Third, the collage is used to represent a complexity and pluralism in representing 'Open space'. The collage that forms a image through combining a fragmentary elements into being a space change, composite constitution and spatial amusement. Thus, It is worthwhile to study how the collage that forms a diverse shape will be developed making what impact as an age and surroundings changed. As we contemplate in former part, Coop Himmelblou has deployed 'deconstruction beyond deconstruction' realm as just their midterm concept in their works like the words 'The architecture must climb', the deconstructive architect. A studying for their works reflecting the 'Open Space' concept based on deconstruction must be lasted and this enables us to comprehend space concept containing an architecture and interior design.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.480-497
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• 2021

This study intends to explore the content and organization characteristics of elementary school science textbooks in the astronomical domain from the perspective of understanding the astronomical spatial concept. This study analyzed the relevant unit of the achievement criteria in the 2015 revised science curriculum for the 'space' domain in elementary school science textbooks in comparison with that in secondary school textbooks according to the spatial concept analysis criteria by texts, illustrations, and inquiry activities. As a result, elementary school science textbooks were found to be organized around phenomena rather than concepts, targeting observable celestial bodies linked to real life in order to optimize the amount of learning content. However, the learning contents of astronomical observation related to observation and phenomena-centered real life should stimulate the curiosity and imagination of elementary school students and encourage their intellectual participation. Students need to be supported for understanding of the spatial concept to find an answer to the question of 'why'. The content organization for core concepts should be organized around the transferable spatial concept rather than simply focusing on presenting results by accurately describing the phenomena observed by students through scientific practice in order for students to answer various questions that arise in the course of scientific practice.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.427-435
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• 2010

We extracted core terms by constructing scientific item networks from textbooks, analyzing their structures, and investigating the connected information and their relationships. For this research, we chose three high-school textbooks from different publishers for each three subjects, i.e, Science, Biology I and Biology II, to construct networks by linking scientific items in each sentence, where used items were regarded as nodes. Scientific item networks from all textbooks showed scare-free character. When core networks were established by applying k-core algorithm which is one of generally used methods for removing lesser weighted nodes and links from complex network, they showed the modular structure. Science textbooks formed four main modules of physics, chemistry, biology and earth science, while Biology I and Biology II textbooks revealed core networks composed of more detailed specific items in each field. These findings demonstrate the structural characteristics of networks in textbooks, and suggest core scientific items helpful for students' understanding of concept in Science and Biology.

• Earthquakes and Structures
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• v.13 no.6
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• pp.519-529
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• 2017

The surrounding rocks of underground openings are natural materials and their mechanical behavior under seismic load is different from traditional man-made materials. This paper proposes a framework to comprehensively model the mechanical behavior of surrounding rocks. Firstly, the effects of seismic load on the surrounding rocks are summarized. Three mechanical effects and the mechanism, including the strengthening effect, the degradation effect, and the relaxation effect, are detailed, respectively. Then, the framework for modelling the mechanical behavior of surrounding rocks are outlined. The strain-dependent characteristics of rocks under seismic load is considered to model the strengthening effect. The damage concept under cyclic load is introduced to model the degradation effect. The quantitative relationship between the damage coefficient and the relaxation zone is established to model the relaxation effect. The major effects caused by seismic load, in this way, are all considered in the proposed framework. Afterwards, an independently developed 3D dynamic FEM analysis code is adopted to include the algorithms and models of the framework. Finally, the proposed framework is illustrated with its application to an underground opening subjected to earthquake impact. The calculation results and post-earthquake survey conclusions are seen to agree well, indicating the effectiveness of the proposed framework. Based on the numerical calculation results, post-earthquake reinforcement measures are suggested.

• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.211-217
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• 2017

The purpose of this study was to examine UK students' use of multimodal representations in science. Students were asked to explain their understandings of the scientific concept and presentation of the multimodal representations in a science Assessing Pupils' Progress (APP) task. Participants of this study were fifty-four Year 7 students taught by the same teacher. Students from one class (27 students) were assigned to the experimental group, and then they received instruction encouraging the using of multimodal representations as evidences to support students' claims. One class (27 students) was assigned to the control group and they received instruction with traditional teaching methods. Both groups performed an APP task for assessment. The samples of APP assessments produced by students both from the experimental and control groups were analyzed using an analysis framework of multimodal representations, embeddedness in evidence and understanding of scientific concepts. Data analysis indicated that the students in the experimental group performed better than that of the control group on embeddedness of multimodal representations in the APP task. In addition, there was a significant difference between the two groups in the evaluation of understand of the scientific concepts.

• Journal of The Korean Association For Science Education
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• v.30 no.7
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• pp.920-932
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• 2010

Many topics in science, especially, abstract concepts, relationships, properties, entities in invisible ranges, are described in mathematical representations such as formula, numbers, symbols, and graphs. Although the mathematical representation is an essential tool to better understand scientific phenomena, the mathematical element is pointed out as a reason for learning difficulty and losing interests in science. In order to further investigate the relationship between mathematics knowledge and science understanding, the current study examined 793 high school students' understanding of the pH value. As a measure of the molar concentration of hydrogen ions in the solution, the pH value is an appropriate example to explore what a student mathematical structure of logarithm is and how they interpret the proportional relationship of numbers for scientific explanation. To the end, students were asked to write their responses on a questionnaire that is composed of nine content domain questions and four affective domain questions. Data analysis of this study provides information for the relationship between student understanding of the pH value and related mathematics knowledge.

• Ocean and Polar Research
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• v.41 no.2
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• pp.107-120
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• 2019

The frequency analysis of scientific terms using bibliographic information is a simple concept, but as relevant data become more widespread, manual analysis of all data is practically impossible or only possible to a very limited extent. In addition, as the scale of oceanographic research has expanded to become much more comprehensive and widespread, the allocation of research resources on various topics has become an important issue. In this study, the frequency analysis of scientific terms was performed using text mining. The data used in the analysis is a general-purpose scholarship database, totaling 2,878 articles. Hypoxia, which is an important issue in the marine environment, was selected as a research field and the frequencies of related words were analyzed. The most frequently used words were 'Organic matter', 'Bottom water', and 'Dead zone' and specific areas showed high frequency. The results of this research can be used as a basis for the allocation of research resources to the frequency of use of related terms in specific fields when planning a large research project represented by single word.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.42-49
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• 2022

Many elementary school teachers' lack of scientific knowledge reveal as several problems in teaching science. Thus, elementary school teachers need to improve their scientific knowledge, but there is the limit to improve the teachers' scientific knowledge through activities based on lecture that conducted in process of training and retraining them. Therefore, Improvement for training science teacher to improve scientific knowledge of elementary school teachers would be searched in this study. Depth interview was conducted toward three elementary school teachers, who had conducted action research, to improve content knowledge of material domain within teaching process and elementary school science. Based on result of the interview, difficulty and development that the three teachers were commonly experienced in process of conducting scientific inquiry in action research were analyzed. One of the difficulties of the inquiry were to figure out how the three teachers, who participated in the interview, understand specific concept, what they do not understand, and what they should study more to understand the concept. And there was a circumstance that the teachers did not know how to apply procedural knowledge, which learned explicitly in the process of setting plan for conducting research, into real context. Since there was difference between knowledge that they understand disjunctively and context that observed in real circumstance, they faced difficulty. However, the teachers conducted analysis of topic, planning research, conducting research, discussion of the result by themselves with those difficulties Thus, the teachers mentioned that not only content knowledge had been improved, but understanding of procedural knowledge, which is not intended to improve, had been also improved. Besides, they also mentioned that comprehensive understanding content knowledge, which they already understood, was also helpful. And the teachers suggest that if there were chance to discuss and examine the scientific practices by consisting of group with colleagues rather than conducting it individually it would more efficient studying. Considering their suggestion, direction of training elementary school teachers for improving their scientific knowledge should be improved in a way to understand science concepts based on direct research about context that is generated in circumstance of studying group of the teachers. Consequently, it would contribute to improvement of teaching science by combining teachers' practice and understanding.