• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.204-217
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• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.249-257
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• 2018

The purpose of this study was to analyze the knowledge and ability levels of middle school students in four areas: conceptual understanding, argument construction, justification schemes, and use of scientific knowledge in a causal explanation for a genetic phenomenon. A group of 162 middle school students who have taken a class titled Genetics and Evolution participated in the study. Each student answered-and justified the answer to-one question pertaining to genetics. Ability levels were rated from level 0 to level 4, with 4 being the top rating. Students were required to choose one of two competing arguments to explain whether green seed pimps and red seed pimps of the same size and shape were the same species or not. Analyzing conceptual understanding: 47% of the respondents provided the correct answer. Analyzing their abilities for constructing an argument: 75% of the students with the correct answer and 42% of the students with the incorrect answer were evaluated to be at ability level 3 or 4 for argument construction. Analyzing the students' justification schemes: "Scientific idea" and "Analogy" were the most frequently used schemes. Analyzing their use of scientific knowledge: of the students who selected the scientific idea justification scheme, 36% used the correct scientific knowledge, but the remainder used inaccurate or nonspecific scientific knowledge. These findings provide implication for encouraging argumentative writing explaining scientific phenomena regarding epistemic practice.

• Journal of Science Education
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• v.37 no.2
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• pp.323-337
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• 2013

The purpose of this study was to analyze the scientific reasoning ability during open-inquiry activities of science-gifted 2nd middle school students. Open-inquiry activity is similar to process of scientists' science knowledge generation. Identifying and analyzing the scientific reasoning process and the scientific reasoning ability during open-inquiry activities of science-gifted students, will be able to provide implications for future research. CSRI Matrix(Dolan & Grady, 2010) was used to analyze the complexity of the scientific reasoning ability. The higher degree of complexity of the scientific reasoning is similar to process of scientists' science knowledge generation. The results showed that each process of the open-inquiry activities were distributed by various steps of complexity of the scientific reasoning. Particularly, 'The generating questions' and 'Connecting data to the research question' were 'most complex' step in all teams. On the other side, 'Posing preliminary hypotheses', 'Selecting dependent and independent variables', 'Considering the limitations or flaws of their experiments' were low steps in most teams. And 'Communicating and defending findings' was distributed by most various steps of complexity of the scientific reasoning.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.93-104
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• 2007

The purpose of this study is to investigate brain activity both during the processing of a scientific hypothesis about biological phenomena and mental arithmetic using 3.0T fMRI at the KAIST. For this study, 16 healthy male subjects participated voluntarily. Each subject's functional brain images by performing a scientific hypothesis task and a mental arithmetic task for 684 seconds were measured. After the fMRI measuring, verbal reports were collected to ensure the reliability of brain image data. This data, which were found to be adequate based on the results of analyzing verbal reports, were all included in the statistical analysis. When the data were statistically analyzed using SPM2 software, the scientific hypothesis generating process was found to have independent brain network different from the mental arithmetic process. In the scientific hypothesis process, we can infer that there is the process of encoding semantic derived from the fusiform gyrus through question-situation analysis in the pre-frontal lobe. In the mental arithmetic process, the area combining pre-frontal and parietal lobes plays an important role, and the parietal lobe is considered to be involved in skillfulness. In addition, the scientific hypothesis process was found to be accompanied by scientific emotion. These results enabled the examination of the scientific hypothesis process from the cognitive neuroscience perspective, and may be used as basic materials for developing a learning program for scientific hypothesis generation. In addition, this program can be proposed as a model of scientific brain-based learning.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.302-318
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• 2023

The purpose of this study was to study to the effect of presenting SBF questions on the level of conceptual achievement and eye movement of elementary students in seasonal constellation learning that requires systems thinking. In this study, the effectiveness of SBF questions was divided into experimental groups and comparison groups, and scientific texts with different question types were presented to analyze the level of conceptual achievement and differences in eye movement of sixth-grade elementary students. Data analysis quantitatively analyzed the pre- and post-test results of the developed concept test paper and the eye movement data when learning scientific texts related to seasonal constellations. As a result of the study, first, the SBF question was a valid learning strategy for learning seasonal constellations. The SBF question showed a statistically significant difference (p<0.05) in the pre- and post-test between groups, and a statistically significant difference (p<0.001) in the pre- and post-test within the group. Second, SBF questions had a positive effect on students' learning by inducing learners with low preconceptions to area of interest that help them achieve concepts. In other words, when presenting SBF questions with visual data from a space-based perspective, it was confirmed based on the results of eye movement analysis that there was a significant difference in total fixation count (p<0.01) of learners. On the other hand, for learners with high scientific preconceptions, the effect of exploration was not significant because the preconceptions of the learners themselves acted as a hard core rather than the effect of SBF questions. This study is different from existing seasonal constellation learning studies in that it provides quantitative data through pre- and post-test and eye movement analysis in the seasonal constellation learning process, and can help elementary students learn seasonal constellations.

• Publications of The Korean Astronomical Society
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• v.22 no.4
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• pp.219-227
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• 2007

In this paper, we analyze the scientific inquiries type on Almanac and Historical Astronomy asked through the Q&A service in Korea Astronomy and Science Institute(KASI) webpage with the aid of scientific inquiries analysis methods. We also study the contents of the questions. Specifically, we have created statistics of questions and inquiries, and have developed categories to analyze the characteristics of questions with regard to their cognitive aspects. Each question is categorized as either of the two elements based on their recognitive aspect: science knowledge or science study. Each element also has sub-categories that help the reader understand the characteristics of the questions. For the analysis, we used the sample consisting of questions collected from April, 2005 to June, 2007. Through this study, we achieved a better understanding of the questions in the area of Almanac and Historical Astronomy asked in the Q&A service. Throughout this study, we find that the need of questions in the area of Almanac and Historical Astronomy are increasing with time, and the overall quality of the questions is getting improved. As we expect that the number of people using our Q&A service will increase and that the questions will get more difficult to answer, development of improved contents is required.

• Journal of the Korean Society for information Management
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• v.28 no.1
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• pp.89-104
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• 2011

Large-scaled information extraction plays an important role in advanced information retrieval as well as question answering and summarization. Information extraction can be defined as a process of converting unstructured documents into formalized, tabular information, which consists of named-entity recognition, terminology extraction, coreference resolution and relation extraction. Since all the elementary technologies have been studied independently so far, it is not trivial to integrate all the necessary processes of information extraction due to the diversity of their input/output formation approaches and operating environments. As a result, it is difficult to handle scientific documents to extract both named-entities and technical terms at once. In order to extract these entities automatically from scientific documents at once, we developed a framework for scientific core entity extraction which embraces all the pivotal language processors, named-entity recognizer and terminology extractor.

• 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 Science Education
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• v.37 no.3
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• pp.434-445
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• 2013

The purpose of this study is to aid the teaching strategy for the teacher by investigating the preconception of the earthquake for 4th grade students in elementary school before learn the curriculum. For this, 31 grade students who lived in Seongnam in Gyeonggi province were interviewed with the questionnaire. The following is the findings. On the definition of an earthquake, 64.9% of the students had scientific conception. On the question of 'what happens on the ground when there is an earthquake', 59.2% of the students responded shaking or cracking of the earth, ground, things or building. On the question of 'what a person should do when there is an earthquake', most of the students responded by more than two answers. In contrast, on the causes of an earthquake, there were the largest percentage (35.3%) students who answered they didn't know. Except for one student, there were no students had talked about scientific conception. On the question of 'what happens below when there is an earthquake', 26.3% of the students responded they didn't know. On the place where an earthquake occurs rather frequently, 22.2% of the students mentioned an island. On the reason, 39.9% of the students responded they didn't know and there were no students with scientific answers. This study showed 4th grade students had scientific conception on the definition of an earthquake, and they had many experience interaction with external environment on 'what happens on the ground when there is an earthquake', 'the place where an earthquake occur rather frequently'. However the students had relatively small experience on the causes of an earthquake, on 'what happens below the ground when there is an earthquake', and earthquake-prone areas. Based on this study, additional research must be conducted on science in which the students' preconceptions is investigated to connect back to curriculum development. In addition, consideration must be given on how to integrate the thinking processes of students during the curriculum development process.