• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.35-45
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• 2009

We analyzed $3^{rd}$ graders' images of scientists and science learning students. We chose $3^{rd}$ graders because this is the time when children first encounter formal science learning opportunities. Draw-A-Scientist-Test (DAST) and the revised Draw-A-Scientist-Test Checklist (DAST-C) were used to analyze students' images of scientists, whereas Drawing-A-Science-Learner- and a checklist were used to analyze students' images of science learning students. We found that $3^{rd}$ graders showed common features of scientists who wore laboratory coats but not wearing glasses, goggles or masks and smiling. While most boys drew a male scientist, about a half of girls drew female scientists. Old and weird looking images of scientists that were typically known in other literatures were not found in this study. Science learning students were not wearing lab coasts, glasses, goggles, nor masks. Most of those students were conducting chemistry related experiments, which seemed to be influenced by the $3^{rd}$ grade's science curriculum. We also found relationships among components of images of scientists and science learning students. Although $3^{rd}$ graders' images of scientists and science learning students showed common features, this typical image was not the same as the previous studies have reported. This implies that the images of scientists and science learning students have not yet fixed by $3^{rd}$ grade. Thus, this seems to be a critical time when children start developing images of scientists. Children's direct experiences in the science classroom along with environmental factors such as media exposures can influence their formation of images of scientists and science learning students.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.22-31
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• 2002

This research was designed to verify the effects of reading materials about scientists on the attitude toward science and images of scientists. The studies have been conducted for students in the tenth grade science class. In experimental group, students were instructed to read the reading material regarding the role models of five female scientists in class, while a control group were furnished with those of male scientists. Before and after instruction, the pre- and post-test about attitudes toward science and images of scientists were administered. In general, it was found that they successfully cast away the stereotyped images of scientists with the aid of the reading materials. There were significant differences between two groups in gender of a scientist (p = .000). Namely, more students in the experimental group had drawn the pictures of female scientists than those in the control group. In addition, test score in attitude toward science have shown significant differences between pre- and post-test (p < .001). And, the experimental group score is higher than control group (p < .05). Accordingly, this research has verified that the reading materials about scientists, especially of female scientists, can have favorable influence on the attitudes and images of scientists.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.48-55
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• 1993

In this study, kindergarten teachers' and secondary science teachers', total number of 117 in Taegu, images of scientists and their respected scientists were explored through the Draw-A-Scientists-Test and Network Analysis methods. Main results of the study can be summarized as follows: 1) Teachers, in general, showed some stereotyped images of scientists. But kindergarten teachers have more stereotyped ones than secondary science teachers do. 2) Teachers tended to respect some scientists through those scientists' personal characteristics, especially affective ones. But while kindergarten teachers seemed to consider scientists' contributions to society and their affective characteristis more important, secondary science teacher tendeded to consider scientists' contributions to science and their cognitive characteristics.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.453-463
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• 2008

This study investigated the students' perceptions of environmental scientists and their work and the factors influencing the students' images of them by using the Draw-An-Environmental-Scientist-Test (DAEST). The DAEST was administered to 413 students in 10th and 11th grades selected from three high schools in Seoul. The results revealed that the students' images of environmental scientists were different from the stereotypical images of scientists. In the students' drawings, it was difficult to distinguish the gender and age of environmental scientists. Most students also perceived environmental scientists collecting data on environmental pollution by using experimental equipments and a laptop computer in the field. The students answered that the factors affecting their images of environmental scientists were mass media, school education, internet, and so on. According to the students' grade and gender, there were differences in the perceptions of environmental scientists and their work, and there were factors that influenced their images. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.1-8
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• 2005

This study was designed to compare the understanding of ordinary elementary school students and scientifically gifted students about scientists. 473 fourth, fifth, and sixth graders in ordinary elementary schools and 40 students attending scientific educational institutions for the gifted were studied with the help of questionnaires and interviews. The survey showed that there were no significant differences between the two subject groups in relation to the external images of scientists. The subjects turned out to have low fixed external images. The scientifically gifted students had a better understanding of the internal images of scientists than ordinary elementary school students. Both the subject groups fumed out to be influenced by the press media and off-campus education, thinking that scientists served as inventors producing something useful in daily lift rather than as researchers studying natural phenomena or laws. It was found out that both groups admired Edison. The ordinary students respected Einstein and Jang Yeong-Sil whereas the scientifically gifted students respected Curie, Jug Yeong-Sil, and Nobel. The subjects admired them because of their achievements instead of their backgrounds or individual characteristics.

• Journal of Technology Innovation
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• v.13 no.1
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• pp.169-191
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• 2005

By analyzing a national survey of public understanding of science and technology, this paper attempts to examine public perceptions of scientists and engineers in Korea. A special attention is given to the gap in the view of scientists and engineers across generation, gender, and class fields (or major fields). This paper shows that generation has the strongest effect on public perceptions of scientists and engineers among all the socio-demographic factors examined in this study. Those over 50 are more likely to have the conventional idealized images of scientists and the stereotypical negative images of scientists simultaneously, while the 20s are less likely to accept the idealized image of scientists. The survey result thus may suggest that the younger generation began to depart from a patriotic and moral description of scientists and engineers-for the younger generation, science and engineering is losing moral respect but becomes perceived as an ordinary occupation. Contrary to the popular belief, however, gender has little effect on public perceptions of scientists and engineers. This finding questions the assertion that female students possess more negative attitudes toward scientists and engineers than male students, and thus are reluctant to develop careers related to science and engineering. By uncovering that class fields (or major areas) have no effect on the image of scientists, this study also call into question the assertion in the science wars that the inadequate appreciation of science particularly among those who do not major in science and engineering is responsible for inadequate support for science and technology.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.31 no.6
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• pp.34-38
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• 2013

• Journal of Korea Multimedia Society
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• v.18 no.5
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• pp.671-681
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• 2015

This paper presents an extended scientific visualization for the public over the scientific visualization targeting for scientists. Our scientific visualization pursues both transmission of scientific information and good-looking visuals. First of all, we examine a tendency to produce scientific images that make the public understand science, even though they are not professional scientists. As a result, we can find several cases that actively generate scientific visualizations for the public. Among them, several research institutes possess own production studio. As the production of scientific images is a convergence field combined of art and science, cooperation between artists and scientists is necessary. Therefore, in-depth communication between them is essential at the planning stage. Moreover, continuous feedbacks between two groups in the production stage, the next stage of the planning, make the scientific visualization to perfection. In this paper, we present 2 modeling methods that are easily encountered during producing scientific visualizations and shading and rendering methods for generating photorealistic images. The concept of an extended scientific visualization that we present shows a new vision of the scientific visualization field.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.1-8
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• 2008

The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

• Proceedings of the Korean Information Science Society Conference
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• 2007.10a
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• pp.215-216
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• 2007