• Journal of Korean Library and Information Science Society
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• v.6
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• pp.159-185
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• 1979

The dissemination of scientific information in Society involves interactions among a number of publics and many kinds of information channels. There is a need for examining the the entire process of information dissemination for the solving many problems which scientific many problems which scientific communication is now confronted with, This paper is an attempt to identify the functions of a scientific journal as one of major inf. transfer media, to clarify the problems in performing the functions, and to synthesize various on-going efforts toward the improvement and solution of such problems. Some conclusions derived from this study are as follows; (1) a scientific journal was, is and will be the valuable primary source for the recording and controlling scientific in formation which plays a role as a main energy source in the scientific activities. (2) Traditional built-in delays involved in the communication by a scientific journal should be improved by way of some new methods and techniques such as, of establishing a publishing center, controlling vocabularies in the scientific papers, distributing pre-publication materials, etc. (3) There should be a organized special committe for scientific communication for the assuming the responsibilities of educating, planning and carrying out activities relating to scientific information. (4) To improve the function of a scientific journal as information transfer media, other informal primary media such as report, preprint, etc, and secondary media such as abstracts and indexes should be studied which will result in the clarification of unigue functions, and advantages and disadvantages of each media. as an information dissemination media. (5) Each government should pay attention to the national information system as a changing social system and should recognize the gap in speed between technological development and the change of a social system Technological development should be made a contribution to the improvement of social system.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4462-4470
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• 2012

This study aims to examine the effects of process-based integrated Mathematics Science Activities on children's science process skills and scientific attitudes and arrange efficient teaching and learning environment in the field. The subjects of research were 89 three-year and five-year old children attending kindergarten attached to W university in I city, Jeollabuk-do and process-based integrated Mathematics Science activities were conducted with themes. For data analysis, paired t-test was conducted with SPSS for Windows program and as a result of performing process-based integrated Mathematics Science activities, it was found that there were significant differences in sub-factors of science process skills and scientific attitude by age and sex. These results suggested that process-based integrated activities had positive influences on three-year and five-yeard old children.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.770-784
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• 2010

In this study, we investigated students' behavioral characteristics in the process of and their responses to scientific creativity activities developed based on the three steps of learning model (Park, Park, & Lee, 2008) and scientific creativity model (Park, 2004). Students' responses were obtained by questionnaire, effectiveness of learning materials was explored by comparing students activities before and after the second step, 'Guide', and various characteristic behaviors were obtained through video-recording of their activities. As results, students answered that even though the activities were a little difficult, the activities were nonetheless interesting to them, and they wanted to do the activities more completely, and wanted them in future courses. It was also found that the second step activity was helpful in improving students' divergent thinking. Finally, from the findings about various students' behavioral characteristics, some practical recommendations for more effective teaching of scientific creativity were suggested.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.188-196
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• 2012

Science festivals have occupied a very important axle in informal science education that enables students to experience the amazement of scientific experiments to think over scientific principals beyond the formal education in the classrooms. Among the concerned person, the most benefit-taken group may be the assistant who help the participants experience the activities in the festival. In order to find out the ways to make the student assistant's participation into a meaningful education experience, we analyzed the types of the activities in the science festival as well as the characteristics of the interaction between the student-assistants and the participating students are studied. The research findings are as follows: First, most activities in the science festival had related to the scientific concepts or principals; however, the understanding of the concepts and principals didn't highly affect the procedure of the activities. In many cases the students operated and made results without checking the related concepts or principals. Second, the student-assistants showed the consistency of operation in guiding their activities. They were explaining mainly the process of the experiments without giving a chance to think of related concepts or principles. We suggest that teacher should consider the student-assistants' learning in the festival as well as that of the participants.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.24-31
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• 2007

Research into scientific inquiry methods indicates that providing various types of inquiry methods can enhance students' science loaming in terms of providing students with actual science in various ways' more so than exposure to one type of inquiry method. This article develops a framework for an analysis of scientific inquiry types based on the nature of scientific enterprise. We selected three types of scientific inquiry: these were minds-on activities, hands-on activities, and experimenting. Elementary science textbooks in the 7th national science curriculum were analysed according to the following subject areas; earth science, physics, biology, and chemistry. A total of 61 teaching units from 3rd through 6th grade science textbooks were investigated. The frequencies of each type of scientific inquiry method were slightly different among four science subject areas. The most frequent type which appeared in physics and chemistry was the hands-on type, while the minds-on activity type was the most frequent type which appeared in earth science and biology.

• Journal of Information Management
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• v.26 no.4
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• pp.100-115
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• 1995

This paper outlines recent conditions after the collapse of former Soviet Union and presents activities in eight major information-related organizations including International Center for Scientific and Technical Information, Russian State Central Scientific Medical Library. Russian National Public Library for Science and Technology, All-Russian Institute for Science and Technical Information, Natural Sciences Library of Russian Academy of Sciences, Scientific and Technical Information Center of Russia, Russian State Library and All-Russian Scientific and Research Institute of State Patent Examination. All of these organizations face economic difficulties brought about by financial crisis and inflation as well as shortage of the state budget. In addition, the domestic information processing technology using computers and computer networks is generally inferior to that of developed western countries due to lack of growth of information infrastructure in Russia.

• 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 earth science society
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• v.38 no.6
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• pp.438-447
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• 2017

The purpose of this study was to investigate the effect of specialized thematic science club activities on the students' scientific attitudes. The subjects of this study were ninety students from two high schools in Korea. The study group consisted of forty experimental groups and forty six science clubs with no special topics. The mean, standard deviation, t-value, and significance were compared with the corresponding sample t-test. First, specialized thematic science club activities showed positive effects on students' scientific attitude. Although the average scores of the scientific attitudes of the experiment group and the control group were improved before the operation of the club, the increase of the experimental group which operated the specialized topic was larger than that of the control group and there was a statistically significant difference. In the analysis of sub-elements of scientific attitude, the increase of the experimental group was larger than that of the control group. There were no statistically significant results in the control group, but the experimental group showed significant differences in openness, creativity, and cooperativeness among the subordinate factors of scientific attitude. Second, to investigate the effects of the specialized thematic science club activities on the scientific attitude in school, family, and social situations solving the problems of daily life as well as solving the science problems, there was no significant difference within the group, but there was a statistically significant difference between the experimental group with the specialized topic and the home and school situation. This result indicated that the scientific attitudes required to solve problems in the home and school have improved positively.

• 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 Society of Earth Science Education
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• v.8 no.3
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• pp.367-377
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• 2015

The purpose of this study was to see the influences of POE science class that emphasizes explanation on science research ability, motivation of science class as well as scientific attitude of elementary students. The results drawn from this analysis were as below. Firstly, positive relationship was found between science research ability and POE science class was shown among research group. This shows that science research ability was improved as POE science class encouraged the research activities of students. It indicates that POE science class emphasizing explanation is effective in improving science research ability of students. Secondly, positive relationship was found between motivation of science class and POE science class among research group and this means that POE science class that emphasizes explanation stimulates intellectual curiosity of students and improves their attitude by actively promoting research activities. Thirdly, there was a positive relationship between scientific attitude and POE science class among research group. This presents that POE science class emphasizing explanation is effective in improving students' attitude toward science by promoting research activities. Above results show that POE science class emphasizing explanation is highly effective for elementary students. It is considered that scientific writing, discussion and debate classes have positive influences on research ability, motivation of science class and scientific attitude of elementary students. Thus, it is needed to apply POE science class to current science class as it can promote wider scientific activities among students.