• 한국지구과학회지
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• 제45권4호
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• pp.392-403
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• 2024

This study investigated the perceptions of elementary school preservice teachers in their 4th year at K-Education University, an elementary school teacher-training institution, on the nature of science (NOS). To examine the differences in elementary school preservice teachers' perceptions of NOS according to their high school career aptitude, we conducted in-depth interviews with two students each in the humanities and social sciences (HS) and natural sciences (NS) based on the subjects that they had taken while attending high school. For this purpose, we used the Views of Nature of Science Form C (VNOS-C) and Views about Scientific Inquiry (VASI) questionnaires, which were reconfigured. The main research results were that the elementary school preservice teachers showed a positivistic perspective on the NOS, validity of scientific knowledge, difference between theory and law, and social and cultural embeddedness of science. However, they had a latest perspective on the tentativeness of scientific knowledge, observation and inference, and the role of imagination and creativity. In particular, there were clear differences in perception between HS and NS teachers in the areas of tentativeness of scientific knowledge and understanding of observation and inference. Based on these research results, educational implications for improving the science education competencies of preservice elementary school teachers were proposed.

• 영재교육연구
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• 제25권5호
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• pp.697-709
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• 2015

본 연구의 주요 목적은 초등과학영재교육에서 활용할 수 있는 원격천문대 시스템을 구축한 후, 이를 활용한 천체관측 교육 프로그램을 개발하고, 초등과학영재에게 적용하여 과학탐구능력 및 과학적 태도에 미치는 영향을 알아보는 것이다. 이와 같은 연구 목적을 달성하기 위해 경기도 소재 A초등학교와 B초등학교 5학년 과학영재학생 35명을 대상으로 원격천문대 시스템을 활용한 천체관측 교육 프로그램을 적용하여 과학탐구능력과 과학적 태도 검사를 실시하였다. 교육 프로그램을 적용해본 결과 과학탐구능력의 하위 요소 중 기초탐구능력과 통합탐구능력 모두에서 유의미한 차이가 있는 것으로 나타났으며, 기초탐구능력과 통합탐구능력을 종합한 과학탐구능력에서도 유의미한 차이가 있는 것으로 나타났다. 원격천문대 시스템을 활용한 천체관측 교육 프로그램이 초등과학영재의 과학적 태도에 미치는 영향 역시 유의미한 차이가 있는 것으로 나타났으며, 하위요소로는 개방성, 협동성, 끈기성, 창의성에서는 유의미한 차이가 없는 것으로 나타났으나 호기심, 비판성, 자진성에서는 유의미한 차이가 있는 것으로 나타났다. 결과적으로 원격천문대 시스템을 활용한 천체관측 교육 프로그램은 기존의 지구 외부 세계와 학습자가 분리된 채 이루어진 천문교육을 스마트 인프라의 적용을 통해 참여와 공유, 융합을 구현하여 학습자의 역량을 강화시킬 수 있을 것으로 기대한다.

• 천문학회보
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• 제36권2호
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• pp.90.2-90.2
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• 2011

At Kyoto University, a continuous solar full-disk observation in CaII K line had been done during 44 years of 1926 - 1969. The observation was done with a Askania spectroheliograph on daily base. The images were taken on photographic plates. We started a project to archive these image data into a digital database which will be open to the public for scientific researches. One of the scientific usage of the database is to study the long term variation of the solar chromospheres. Since the area of CaII K plage area is a measure of solar chromospheric heating, we can do comparative study of the sunspot cycle and the chromospheric heating cycle of the sun. Another interesting field of scientific utilization of the database is the long term variation of the heating of terrestrial upper atmosphere. As was shown by Yokoyama, Masuda and Sato (2005), the area of the CaII K plage is a good proxy measure of solar EUV irradiation onto the upper atmosphere of the earth. Thus the completion of our database will serve to supply a basic and long-span data for upper atmospheric heating issues by the cooperative study with the Inter-university Upper atmosphere Global Observation NETwork (IUGONET) developed in Japan.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.209-218
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• 2010

In this study, we investigate the effects of instruction using science magic program on the scientific attitude and scientific inquiry ability in elementary students. For this study, it was chosen two classes of the forth grades J elementary school in Seoul. Instruction using science magic program was applied to the experimental group for 8 weeks during the school hours. The results of this study were as follows : 1. Science tasks applied science magic had influence on elementary learners' scientific attitude in positive way. 2. Science tasks applied science magic had valuable significance to observation, classification, data intepretation ability. However it had no valuable significance to scientific integrated inquiry.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• 한국과학교육학회지
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• 제29권6호
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• pp.730-740
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• 2009

이 연구의 목적은 중, 고등학교 과학교사들의 생명 현상에 대한 과학적 관찰에서 나타나는 두뇌의 활성 양상 및 기능적 연결 네트워크를 규명하는 것이다. 이를 위해 중, 고등학교에서 근무하는 26명의 건강한 오른손잡이 과학교사들이 이 연구에 참여하였다. 과학 교사들의 과제수행 과정에서의 두뇌활성을 측정하기 위하여 3.0T(테슬라)의 fMRI 시스템과 블록디자인의 관찰과제가 사용되었다. 신호의 수집과 분석에는 SPM2 프로그램이 활용되었다. 연구결과에 따르면, 관찰과정에서 과학교사들은 좌측 상전두이랑, 중전두이랑, 중심전두이랑, 하전두이랑, 양측 상두정소엽, 좌측 하두정소엽, 좌측 쐐기전소엽, 우측 중측두이랑, 양측 방추이랑, 좌측 상후두이랑, 양측 중후두이랑, 좌측 하후두이랑, 우측 혀이랑, 양측 방추이랑, 양측 쐐기소엽, 우측 해마옆이랑, 좌측 조가비핵, 그리고 양측 소뇌비탈의 활성을 보였다. 또한 이들 영역 중 관찰과정에서 기능적으로 연결성을 보이는 네트워크를 형성하는 것으로 선정된 11개의 영역에서 10개의 유의미한 기능적 연결을 형성하였다. 이러한 결과는 생명현상에 대한 과학적 관찰이 단순한 감각수용만을 넘어선 기능적 연결이 필요함을 시사한다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.532-540
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• 2012

The purpose of this study was to examine the effect of utilization of drawing skills in elementary science class on improving scientific drawing. The learning program has been developed for 5th grade students in the regular classes in order to enhance scientific drawing skills. The program was composed of three steps, understanding the kinds of drawing, imitating sample drawing, representing through observation. The developed program was verified by the science education scholars and teachers. Students trained during 3 hours with scientific drawing skills step by step. As a result, students significantly improved skills in scientific drawing skills. Furthermore, the effect was sustained after a month. On the other hand, there were no statistically meaningful differences on scientific attitudes and preferences.

• 한국과학교육학회지
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• 제27권8호
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• pp.724-742
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• 2007

The purpose of this study was to develop a scientific inquiry model that makes scientific inquiry accessible to science teachers as well as students. To develop a scientific inquiry model, we investigated the research process demonstrated by ten scientists who were working at academic research institutions or industrial research institutions. We collected data through scientists' journal articles, lab meetings and seminars, and observation of their inquiry process. After we analyzed the scientists' inquiry strategies and processes of inquiry, we finally developed the Scientist's Methodology of Investigation Process model named SMIP. The SMIP model consists of four domains, 15 stages, and link questions, such as "if, why", and "how". The SMIP model stressed that inquiry process is a selective process rather than a linear or a circular process. Overall, these findings can have implication science educators in their attempt to design instruction to improve the scientific inquiry process.

• 정보관리연구
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• 제42권3호
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• pp.147-165
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• 2011

여러 소스에 출현하는 관측분야의 과학데이터가 OpenURL 서비스 아키텍처에서 원활하게 유통되도록 하기 위해, OpenURL 소스와 서비스 구성요소간 상호운용성 확보를 할 수 있도록 Key/Encoded-Value(KEV) 형식으로 OpenURL 핵심 메타태그를 제안하였다. 현재의 OpenURL은 문헌위주의 학술정보 유통에 그 초점이 맞추어져 있으며, 과학데이터 유통을 위한 메타태그는 제공하지 못하고 있다. 과학데이터 기술을 위한 DataCite 컨소시엄의 메타데이터 요소를 기준으로 하고, 더블린 코어의 핵심 메타데이터 요소, 데이터세트와 테이블을 인용하기 위해 OECD에서 만든 메타데이터 요소, 지구관측 분야의 메타데이터 표준인 DIF 메타데이터 요소를 비교, 분석하여 관측분야의 과학데이터를 위한 OpenURL 핵심 메타태그를 도출하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.345-350
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• 2005

The purpose of this study was to identify observation methods, observation targets and their changes in elementary school students' observing aquariums. Silurus microdorsalis, Orthrias nudus, Iksookimia rotundicaudata and Semisulcospira bensoni in two aquariums were observed for 40 minutes in every week during 10 weeks by elementary children. Students' observation methods and targets were analyzed with their observation diary. Also the change of observation methods and targets on each species were analysed based on the observation diary. This study found the facts which was change of observation methods and observation targets according to observable theme of each species as time goes by. The results also found children's various methods and targets in observing living objects and observation methods were changed variously during 10 week-observation. The results of this study may provide more various and systematic norm and assessment criteria for teaching observation.