• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.263-276
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• 2017

The purpose of this study is to investigate the understanding of nature of scientific knowledge and attitudes toward scientific inquiry of pre-service science teachers experienced open inquiry. The study was conducted in 10 sessions of open inquiry-based chemistry experiment. The subjects were 40 pre-service science teachers recruited from the experiment class. They received pre-test, mid-test, post-test on understanding nature of scientific knowledge and attitudes toward scientific inquiry of open inquiry activities. 20 pre-service science teachers among them participated in the interview. The results of this study are as follows. First, there was a significant difference in pre-service science teachers' understanding of the nature of the scientific knowledge (p<.05). In particular, understanding of creativity and sociality parts improved gradually. Second, pre-service science teachers' attitude toward scientific inquiry had changed negatively until the middle of the semester, and then changed positively later. The post-test score was significantly higher than the mid-test score (p<.05).

• Journal of Science Education
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• v.41 no.2
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• pp.267-280
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• 2017

The purpose of this study is to review the foundation of the representative early scientific societies and their major activities. The documents, books, and literature related to this study were collected through internet websites (e.g., google scholar, wikipedia) and analyzed by the qualitative content analysis method. The result of this study shows that requirement for the necessary resources to acquire or to prepare the instruments for the experiment is significantly increased with the rising importance of the experiments to conduct the scientific methods. As a consequence, scientists faced urgent necessities to conduct scientific experiments with cooperation and exchange of the newest information by establishing a community beyond the independent and individual research activity. Establishment of the scientific societies is the result of these necessities. At the beginning of the scientific societies, the resources are provided by either wealthy patron or member contribution or public through foundation of government organization. This study provides the implications for future scientific societies.

• Journal of the Korean Chemical Society
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• v.59 no.4
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• pp.296-307
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• 2015

The purposes of this study were to develop the experiment for gas concentration measure during combustion of a candle and to investigate the application effect of the experiment. For this study, 15 elementary school teachers were selected by considering their gender, career, 6th grade science teaching experience, and 6th grade science teaching experience according to 2007 revised s cience curriculum. The experiment using MBL is designed to confirm gas concentrations visually during the combustion of a candle which burns in an acrylic container. The experiment method is as follows. 1) Make two sets of holes in the container and then insert oxygen sensors and carbon dioxide sensors in the holes. 2) Burn a candle in the container and observe the changes in the burning of the candle. The experiment has checked oxygen concentration and carbon dioxide concentration in real-time and displays gas concentration changes by graphs. The results of the application effect of the experiment are as follows. Most elementary school teachers who had not had scientific concepts on combustion got acquainted with scientific concepts about ‘the reason why a candle is blown out when it is covered with a bottle’, and ‘the concentrations of oxygen and carbon dioxide before and after combustion’. In addition, about half of elementary school teachers got acquainted with scientific concepts about ‘the definition of combustion’, and ‘distribution of carbon dioxide during combustion’. Thus, the experiment to measure gas concentrations during combustion is helpful to improve elementary school teachers’ concepts on combustion.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.102-111
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• 2010

This study examined the instructional influences of MBL programs on elementary school students' science achievement, scientific inquiry skills, and science learning motivation. The perceptions of students and their teacher toward science classes using MBL programs were also examined. The subject of this study was sixty four 4th grade students from two classes. The experimental group engaged in science classes that applied MBL and the control group engaged in traditional science classes based on the textbook and experiment workbook. As results, there was no significant difference in academic achievement, scientific inquiry skills, however, were significantly higher for the experiment group compared to the control group. There was also significant difference in the relevance and confidence, the sub-categories of science learning motivation. In the analyses of students' perceptions toward science classes using MBL, students showed positive perceptions in aspects of interests of science classes, content comprehension, and convenience of experiments. The teacher also showed positive perceptions using MBL in elementary science classes. Educational implications of appling MBL in elementary science classes were discussed.

• Journal of Science Education
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• v.33 no.2
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• pp.184-192
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• 2009

Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.680-692
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• 2000

An assessment instrument dealing with secondary students' views on the nature of science was developed in this study. The features in aspects of the nature of science are generally accepted as characterizing the scientific enterprise and we have focused on are: 1) the purposes of the scientific enterprise, 2) the nature of scientific enquiry, 3) the nature and status of scientific knowledge, and 4) the nature and functioning of the scientific community. The questionnaire is made of three sections; that is, "Scientific Question", "Experiment", and "Belief". The Scientific Questions probe was designed to examine the ways in which learners mark out science as a particular domain, and particularly the types of questions that they think are open to scientific investigation. The Experiment probe was designed to throw light on the ways in which learners may think about theories and their relationship to evidence in a range of contexts. A related aim concerns the sorts of activities that learners consider to be experiments, and their reasons for this. The Belief probe was designed to see whether students are able to articulate the grounds for their acceptance of a proposition and, if they are, to explore the nature of these grounds. The reliability of the instrument developed in this study was found to be 0.86.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.206-217
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• 2015

The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of "marine", "rivers", "ecosystem", "climate" and "recycling" and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.

• Journal of the Korea Convergence Society
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• v.9 no.8
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• pp.9-15
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• 2018

Production and collection of scientific data in all areas is costly and time consuming. The level of sharing and recycling of scientific data is also very low. In order to support interdisciplinary research, massive scientific data should be systematically preserved and shared. In addition, it is essential to build an infrastructure to preserve and utilize the costly experiment and observation data. In this study, we propose a service that can collect, store, manage, share, and utilize national science data. It also suggests interfaces for various scientific data interactions with national R & D related organizations, international scientific and technological organizations and institutions. This will increase the availability of existing scientific databases that are currently being developed.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.88-98
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• 2019

As the 2015 revised curriculum is being implemented from 2018, efforts are being made to cultivate scientific literacy among students in the field of science. Scientific experiments help students to develop their interest in Science and their scientific attitudes. Learning through experimentation rather than learning scientific facts increases learners' understanding, and can be remembered longer. Therefore, experiments in Science subject are very important. However, in middle schools, scientific experiments are not performed due to the lack of time, budget and experimental material. In this research, we analyze middle school science textbooks, conduct questionnaires for students of science pre-service teachers, select the most important science experiments, and develop a mobile App to simulate and experience scientific experiments with the App. The proposed App is developed in a game format using quest-based learning methods to gain learning enhancement. It is also made using Unity. In this paper, after developing the app, we propose the direction of STEAM contents development through analyzing the difference from existing apps and the feedback from users.

• Asian-Australasian Journal of Animal Sciences
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• v.8 no.3
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• pp.289-293
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• 1995

The experiment was conducted to study the effect of supplementary urea molasses block lick with rice straw based diet on the performance of sheep. Six indigenous sheep of about two years of age with an average body weight of 12.88 kg, were selected for this experiment They grouped into two by stratified randomization, and the experiment was conducted for a period of 90 days. Sheep of group A was fed rice straw and group B was feed rice straw with urea molasses block lick, beside this both the groups received 66 g wheat bran and 167 g of Ipil-Ipil leaf meat. The study revealed that the average daily gain of live weight per sheep per day was 41 gm and 70 gm in group-A and group-B respectively. From the analysis of variance it was evident that live weight gain in sheep of group B, supplemented with urea molasses block lick was highly significant (p < 0.01). It was also estimated that group A required 8.12 kg DM to gain 1 kg live weight, whereas group B receiving urea molasses block lick required 5.30 kg DM to gain 1 kg live weight. Therefore, feeding rice straw with urea molasses block lick able to utilize more crop-residues efficiently.