• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.419-429
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• 2006

This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

• 대한약학회:학술대회논문집
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• 대한약학회 2000년도 춘계총회 및 학술대회
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• pp.124.1-124.1
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• 2000

• International Journal of Computer Science & Network Security
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• 제21권5호
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• pp.90-97
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• 2021

The study aimed to analyze the reality of the scientific publishing of the faculty members of the Northern Border University, in both the Web of Science database and the SCOPUS database, with the analysis of publishing indicators and trends for the period between 2008-2020, and the researcher's keenness to apply the bibliometric study research methodology to obtain an account Full and detailed publications indicators under the two databases, including a full analysis of scientific publishing through objective, temporal, quantitative, authors, languages, open access journals, information forms, the most productive authors, the most published scientific journals, the most scientific bodies involved with the university. The study found results, the most important of which is the existence of a high increase in scientific publishing, starting from 2015, with an increase in publishing in the scientific field compared to other disciplines, and that the vast majority of publishing is in the form of articles, as well as publishing in English for the rest of the languages.

• 한국식품위생안전성학회:학술대회논문집
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• 한국식품위생안전성학회 2002년도 춘계학술발표대회 및 심포지움
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• pp.221-221
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• 2002

• 한국과학교육학회지
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• 제20권4호
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• pp.667-679
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• 2000

과학적 가설의 생성은 과학적 탐구활동뿐 아니라, 개념변화과정에서 중요한 활동 중의 하나이다. 본 연구에서는 과학적 가설을 설명가설과 예측가설로 나누었고, 각각의 경우에 과학적 설명이나 과학적 예측과 어떻게 다른지를 분석 논의하였다. 또한 현상을 기술만 하고 있는 추측의 경우를 과학적 가설로 보지 않음으로서, 귀납적 일반화에 의한 보편법칙의 제안을 과학적 가설로 보지 않는다고 논의하였다. 과학적 가설의 제안에 필요한 과학적 사고로서 귀추적 사고의 특징을 논의하였으며, 그에 기초한 과학적 설명가설의 생성과정을 4단계로 제시하였다. 마지막으로 본 연구로부터 수행중인 후속 연구 방향을 제시하였다.

• 디지털융복합연구
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• 제18권6호
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• pp.121-132
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• 2020

본 연구는 사회 연결망 분석 기법(SNA)을 통하여 최근 10년간 중국대학의 과학연구 및 개발의 효율성 평가현황과 연구동향을 파악하는데 목적이 있다. 분석에 사용된 자료는 중국의 CNKI 학술 자료집에서 589개의 논문을 추출하여 과학 연구 개발 효율성 평가와 직접적으로 관련된 190개의 논문을 선택하여 분석하였다. 분석 결과 중국대학의 과학기술 연구 효율성 평가 현황, 연구 트렌드 파악, 과학 연구개발에 미치는 주요 요인 및 과학연구의 교류를 촉진하는 주요 요인을 확인할 수 있었다. 본 연구는 대학의 과학 연구 개발을 촉진하고, 과학 연구 관리를 강화하며 지식 교류를 촉진하는 긍정적인 의미를 제공할 수 있다. 이 연구는 실제 중국 연구 환경의 과학 연구 동향을 종합적으로 분석하는 데 한계가 있다. 후속 연구는 중국과 다른 나라의 동향을 비교할 필요가 있다.

• 한국과학교육학회지
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• 제11권1호
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• pp.51-57
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• 1991

This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instruional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows : 1. Results from analysis of the instruction in the third grade are as follows : knowledge and comprehension (A. 0) objectives are found to be pursued. about 40%. scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives. about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued. about 31%, scientific inquiry process (B. 0-E. 0) objectives. about 38%, application of scientific knowledge and methods (F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows : Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives. 8%, manual skills(G. 0) objectives. 9.5%, scientific attitudes and interests (H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.

• 한국초등과학교육학회지:초등과학교육
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• 제33권2호
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• pp.207-216
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• 2014

Understanding the nature of science (NOS) has been a major component of scientific literacy and an important learning goal in science education (American Association for the Advancement of Science, 1990, 1993; Millar & Osborne, 1998; National Research Council, 1996, 2013). To achieve this goal, it is necessary to include appropriate views of the nature of science in science curriculum such as a textbook. The aim of this study was to conduct a content analysis of the elementary science textbooks to examine the presentation of the nature of science (NOS) using the four themes of scientific literacy, which are (1) nature of scientific knowledge, (2) nature of scientific inquiry, (3) nature of scientific thinking, and (4) nature of interactions among science, technology, and society (STS). Findings show while $3^{rd}$ and $4^{th}$ grade levels of science textbooks heavily emphasize on the Theme I, nature of scientific knowledge and the Theme II, the nature of scientific inquiry, the upper grade levels such as $5^{th}$ and $6^{th}$ grades of science textbooks are well balanced with the four themes of the nature of science. In addition, most of elementary science textbooks little focus on the Theme IV, nature of interactions among science, technology, and society (STS) among the four themes of the nature of science. It might be a shortcoming because the understanding the nature of interacions among science, technology and society (STS) is one of the key components in order for students to be a scientific literate person.

• 대한약학회:학술대회논문집
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• 대한약학회 2001년도 Proceedings of the Pharmaceutical Society of Korea
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• pp.199.2-200
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• 2001

• 대한약학회:학술대회논문집
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• 대한약학회 2002년도 Proceedings of the Convention of the Pharmaceutical Society of Korea Vol.1
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• pp.140.3-141
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• 2002