• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.67-78
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• 2009

The purpose of this study is to identify the basic scientific knowledge of in- and pre-service elementary school teachers, specific areas having insufficient knowledge and the reason for the lack of understanding. For the study, we analyzed the survey asking basic scientific knowledge to in-service elementary school teachers within an urban communities and pre-service elementary school teachers enrolling the first, the second and the third year in National University of Education. The results shows that there is the lack of understanding about scientific knowledge such as boiling points, perihelion, substances, and elements, which elementary school teachers should have exactly known. With regard to the age, an effort is required to increase scientific knowledge of the in-service teachers in 50's, compared to those in 20s' and 30s'. In the pre-service teachers, the average in the third year was significantly higher than that in the first and second year. Regarding the major background in high school, both of in- and pre-service teachers who completed the science course showed significantly higher average than those who completed the liberal arts course. In addition, regarding the major in the university, the average of the group with science and engineering major was higher than that of the group with other majors.

• 한국과학교육학회지
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• 제27권2호
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• pp.153-167
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• 2007

In this study, it is assumed that understanding the nature of science (NOS) would enhance students' performance of scientific inquiry in more authentic ways. The ultimate goal of this study is to suggest new models for developing scientific inquiry activities through understanding the NOS by linking the NOS with scientific inquiry. First, the various definitions and statements of the NOS are summarized, then the features of the developmental nature of scientific knowledge and the nature of scientific thinking based on the philosophy of science are reviewed, and finally a synthetic list of the elements of the NOS is proposed, consisting of three categories: the nature of scientific knowledge, the nature of scientific inquiry, and the nature of scientific thinking. This suggested synthetic list of the NOS is used to suggest a model of scientific inquiry through the understanding of the NOS. This list was designed to provide basic standards regarding the NOS as well as practical guidance for designing activities to improve students' understanding of the NOS.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.130-148
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• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.206-216
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• 2006

The purpose of this study was to investigate science related attitudes, scientific knowledge, and scientific inquiry skills of middle school students when HASA(3H-hand, head, heart-at Science Activity) programs were applied to them. The HASA program is a program developed as an alternative to the current educational system. There are some basic principles for developing this program; it should be fun or of interest to students; it should be a manual activity that students can do with their own hands; it should be found in everyday life; and it's final goal is to improve scientific attitudes. The learning program consists of a series of 10 activities (10 periods). One hundred and sixty-two middle school students (7th graders) participated in the study and were divided into three groups. The HASA group (N=58) was exposed to the HASA program and the Lecture group (N=59) was exposed to the expository method of learning scientific knowledge, and the Lab group (N=45) was exposed to the experiment through textbooks. The results were as follows: 1) the HASA group was marginally higher than others but with no significant difference in science related attitudes; 2) the Lecture group had a significantly greater level of achievement in science knowledge; 3) There was no difference in the improvement of scientific inquiry skills.

• World Technopolis Review
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• 제4권2호
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• pp.79-86
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• 2015

Over the last two decades, interest increased with regard to how some research universities made direct impacts on surrounding regional economic activities and growth. Although the role of basic research for most research universities has remained strong, pressure has intensified to broaden its missions to include helping local and regional economic development efforts. Consequently, many research universities have evolved their basic scientific research mission from the production of scientific knowledge to the sharing and exchange of knowledge with local industries by actively engaging in local economic development (Uyarra 2010). Previous examination has shown that most research universities contribute to local and regional economic development by various functions they provide. They are as follows: Creation of Knowledge, Human-capital creation, Transfer of existing know-how, Technological innovation, Capital investment, Regional leadership, Knowledge infrastructure production and Influence in regional milieu (Drucker and Goldstein 2007). This paper will review the existing literature on the role of universities and its impacts on local regional economic growth and development. In addition, this paper will show how two major research universities (The University of Arizona and Arizona State University) have contributed to the growth of Arizona during last two decades. It is believed that the existence of these two research universities have been instrumental in making industries more diverse and highly attractive, particularly in the Phoenix Metropolitan Area.

• 기술혁신학회지
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• 제7권1호
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• pp.42-63
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• 2004

Recent trend of rapid growth in the basic research activities in East-Asian newly industrialized countries bring about the change in the world knowledge production structure. Particularly, Korea showed the changing patterns not only in the number of publication, but also in the aspect of structural change of basic research activities. The stylized facts of basic research activities in Korea can be summarized in three aspects; first, selective development patterns, second, reverse pattern of evolution, and finally, the rapid growth of basic research activities in major firms. This paper analyse the evolutionary patterns of basic research activities in empirical base and propose the policy implication for supporting basic research activity in newly industrializing countries.

• 한국과학교육학회지
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• 제32권2호
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• pp.320-330
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• 2012

기초과학과 응용과학의 관련성에 관한 이해는 과학지식과 인간 생활의 관련성을 이해하고 과학 지식 학습의 필요성과 과학 동기를 향상 시킬 수 있을 것이다. 이 연구는 과학 지식의 융합에 대한 이해와 학습 필요성, 과학 동기에 관한 경로모델의 적합도를 분석하는 것을 목표로 한다. 또한 4가지 변인에 대한 성별과 선호 계열 별 차이, 과학 개념 별 인식의 차이, 기초과학과 응용과학에 대한 학생들의 이해를 조사하였다. 서울특별시 소재 남녀공학 고등학교 1학년(10학년) 학생 325명이 참여하였다. 연구 결과, 기초과학과 응용과학의 관련성을 강조한 전략은 기초과학이 인간생활과 관련성이 있음을 이해하게 하고 과학 지식의 학습 필요성과 과학 동기를 형성할 수 있게 한 이론적 모델은 타당한 것으로 확인되었다. 기초과학과 응용과학의 관련성 이해, 기초과학과 인간 생활과의 관련성 이해, 기초과학 지식의 학습 필요성, 과학 동기에서 성별과 선호 계열별 복합효과가 나타났다. 기초과학 개념 별로 학생들의 인식은 통계적으로 차이가 있었다. 학생들은 기초과학에서 파생되는 응용과학에 대한 지식보다 응용과학에서 기초과학을 추론하는 지식은 더 낮은 것으로 확인되었다.

• 한국지구과학회지
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• 제27권4호
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• pp.401-415
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• 2006

초 중고 과학 교육에서는 과학적 소양의 함양을 그 학습 목표로 하고 있으며 이를 위해서 학생들은 과학자들이 어떻게 과학적 지식을 정립해 가는지를 이해하는 과정이 필요하다고 주장하고 있다. 하지만 학교에서의 과학 탐구는 오로지 경험을 중시하는 실험 위주의 과학 탐구를 실행, 어떻게 자신들이 수집한 자료가 세운 이론에 합당한지를 밝히는 논증활동이 없다는 것이 문제점으로 지적되고 있다. 이 고찰 논문은 학교에서의 과학 탐구가 과학자들의 그것과 다르며, 실질적 과학 탐구의 실현을 위해서는 교사들이 탐구 자체의 정의, 목표 및 요소를 정확하게 이해하고, 과학적 논증기회를 부여하기 위한 적절한 교수 전략을 개발해야 함을 보여주고 있다.

• 한국과학교육학회지
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• 제15권3호
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• pp.325-331
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• 1995

The purpose of this study is to analyze learning objectives of biology contents in SATIS 14-16. Modified the 5th NAEP three dimentional science assessment framework was used to analyze learning objectives of SATIS 14-16. This study will be a basic data for the development of STS programs in KOREA. The following results were obtained. 1. In a content dimension, 'structures and functions of organism'(63.9%) was the most frequently found, followed by 'the nature and our Iives'(22.1%), 'a continuity of Iife'(9.4%) and 'our surrounding Iives'(4.7%). 2. In a cognitive dimension, an understanding of scientific knowledge(32.7%) was the most frequently found, followed by an improvement of inquiry ability(25.6%), attitude(24.7%), and scientific knowledge and its application(17.0%). 3. In a context dimension, a personal context(32.8%) was the most frequently found, followed by a social context(27.3%), a scientific context(20.0%) and a technological context(20.0%). 4. There were some differences in behavior when each content was compared. In 'surrounding lives' and 'a continuity of life', an understanding of scientific knowledge was the most frequently found. In 'structures and functions of organism' and 'the nature and our lives', proportions of four behavioral catagories were relatively even. 5. There were some differences in context when each content was compared. In 'surrounding lives', scientific context was the most frequently found, whereas in 'structures and functions of lives', individual context was found the most frequently. In 'a continuity of life', scientific and social context were found more frequently than others. In 'the nature and our lives', social context was the most frequent one.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.