• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.71-81
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• 2013

This study aimed to investigate the changes in learner's scientific conceptual formation and academic achievement after a CoRe-based science lesson. For this study, two classes of the 6th grade of elementary school were divided into an experimental class and a comparison one. The students of the experimental class received CoRe-based science lesson and those of the comparison one received general science lesson. Both of the classes studied 'unit 1. A change in the weather', which is a part of content of 6th grade science text book. The results of this study were as follows. First, in the questions of invisible and abstract phenomena, students had misconceptions based on their experience in real life, or did not understand the fundamental causes of that phenomena. But after receiving lessons respectively, experimental class generally showed at a higher rate of understanding the causes of the phenomena than comparison class. Second, CoRe-based science lesson was more effective to improve students' scientific conceptual formation than the general science lesson. Moreover, when two classes were respectively divided into two groups as high and low-level groups according to their pre-test achievement records, the CoRe-based science lesson was more effective to learners of the high-level groups. Third, CoRe-based science lesson was more effective to enhance students' academic achievements than the general science lesson, especially to learners of the low-level groups.

• STI Policy Review
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• v.6 no.2
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• pp.146-173
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• 2015

This study explores how to reconcile science and policy in the wind energy sector by providing a conceptual framework for better understanding evidence-based policymaking (EBPM). Regarding this framework, the core issue is to discover how knowledge is formed over time, and which factors affect this knowledge formation. Comparative cases of wind industry emergence in Spain and Britain are examined. This analysis shows that knowledge formation initially starts in the scientific arena in parallel with its formation in the practical, and is followed by political knowledge formation near the beginning of commercial projects. Regarding knowledge formation, three more comparisons are made between wind industry emergence in Spain and Britain: the different approaches to R&D projects, the different adoptions of supporting measures, and the different ways of coping with public opposition. The factors affecting the comparisons are mainly perceptions of energy supply, nuclear power, environment and science and technology. Communication and unfamiliarity are likely to affect the comparisons in EBPM.

• The Journal of Asian Finance, Economics and Business
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• v.3 no.3
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• pp.93-102
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• 2016

The aim of this study is theoretical and methodological justification of formation of a new policy of spatial development of Kazakhstan's economy, which is based on the principles of inclusiveness and smart specialization. Unlike previous research, the scientific significance of the obtained results consists in the conceptual justification of the basic theoretical concepts; spatial development, covering issues of concentration, specialization, and location of production. In this study, we used scientific methods: conceptual approach involves studying various concepts of spatial development on the principle of inclusive growth and smart specialization; economic analysis allows conducting a brief assessment of the economic status of regions for a certain period; structured approach involves to the formation of new policy of spatial development. Based on this research we conclude that most successful regions have formed based on principles of inclusiveness and smart specialization, which increases opportunities for well-functioning synergistic mechanism in the field of advanced technologies with subsequent access to global markets.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.855-868
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• 2009

The purpose of this study was to investigate how teachers understand the principle of image formation of stars through a telescope. This study was conducted by using explanatory paper questionnaires given to 101 earth science teachers in the areas of Gyunggi province and Seoul. The questionnaires were cross-analyzed by three experts in earth science education. Result indicated that most of the participating teachers did not have systematic concepts about the process of making an image formed by a convex lens. Particulary, they did not sufficiently understand the concepts of an image and the functions of a screen. Furthermore, only 3% of the participants possessed the scientific concepts about the image formation principle of a star through the telescope. Most of the teachers seem to have non-scientific or alternative concepts about the image formation, which was only understanded with the fragmented characteristics about light and convex lens.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.133-148
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• 1995

This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology. and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. This study drew a conclusion based on the findings that the skills and techniques will effectively be learned when those are taught with specific knowledge in each area of the science. Reported in this paper are the materials developed, for fostering scienctific inquiry skills on the part of the high school students. The materials were developed, using two themes of a theoretical-abstract chemistry topic and a conceptual-concrete biology topic. Those materals were designed for an experiment and an observation, respectively.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.814-822
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• 2008

This study plans to develop strategies using children's verse in science education and investigate the effects of instruction using children's verses on the attitude toward science. The study tried to determine strategies using children's science verse in order to find out their value. For the purpose of this, two classes of the 6th grade were selected in an elementary school for tests. The results from this research showed that strategies using children's verse in science education were developed and applied in teaching/learning purposes as well as in the area of literature. A strategy for remembering was applied widely. A strategy for understanding scientific principles and for quest methods, writing children's science verses directly helped in scientific conceptual formation. Instruction using children's science verses had a positive effect on the attitudes toward science. Students maintained positive attitudes throughout instruction that used children's science verses. In conclusion, instruction using children's science verses can be applied to science education, and the attitudes toward science and learning achievements can be improved.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.33-46
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• 1998

This study researched the concepts that elementary school students have after having learned volcano and earthquake. The reacher collected and adjusted the journals related to this study, and sampled the concepts included in Chap. One "Moving Earth", the first term of the elementary school sixth year. The students' descriptive responses were analyzed after subjective questions on the basis of above were developed and put into. After the contents described in the answer sheets were categorized by key words and the types of concept were made out by qualitative analysis, it was showed what was differences between the sexual, regional and achievement levels. The results of this study were as follows; first, though the types of concept about volcano and earthquake were found variably, it was showed that wrong preconception was not corrected, especially the exact understanding about terms not attained to, which led to the trouble in conceptual readjustment of students. Second, though the response rate about the types of scientific concept was found high that volcano was made out of explosion and eruption of magma and lava, there were also children who described not the interior factor of globe but the surface factor. Third, according to the results divided into the interior factor of globe and the surface factor and analyzed about earthquake, there were a great number of children who responded as the surface factor though most of the students responded to the interior factor of globe. Fourth, through some types of concept, it was found that the formation of concept was much influenced by experience of children's life, curriculum, and the method of study. Fifth, In the most test question, the scientific concept was found that boys were higher than girls in the distinction of sex, the children of cities than those of town and island, and the upper group than the lower group in the achievement levels.

• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.203-212
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• 2017

A scientific model refers to a conceptual system that can describe, explain, and predict a particular physical phenomenon. The co-construction of the scientific model is attracting attention as a new teaching and learning strategy in the field of science education and various studies. The evaluation and modification of models compared with the predicted models of data from the real world is the core of modeling strategy. However, there were only a limited data provided by the teacher in many studies of modeling comparing the students' predictions of their own models. Most of the students were not given the opportunity to evaluate the suitability of the model with the data in the real world. The purpose of this study was to develop a scientific model co-construction program that can evaluate the model by directly comparing the predicted models with the observed data from the real world. Through a collaborative discussion between teachers and researchers for 6 months, a 5-session scientific model co-construction program on the subject 'image formation by convex lenses' for second grade middle school students was developed. Eighty (80) students in 3 classes and a science teacher with 20 years of service from general public co-educational middle school in Gyeonggi-do participated in this 2-week program. After the class, students were asked about the helpfulness and difficulty of the class, and whether they would like to recommend this class to a friend. After the class, 95.8% of the students constructed the scientific model more than the model using the construction rule. Students had difficulties to identify principles or understand their friends, but the result showed that they could understand through model evaluation experiment. 92.5% of the students said that they would be more than willing to recommend this program to their friends. It is expected that the developed program will be applied to the school and contribute to the improvement of students' modeling ability and co-construction ability.

• The Bulletin of The Korean Astronomical Society
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• v.39 no.1
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• pp.51.1-51.1
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• 2014

DOTIFS is a new multi-object Integral Field Spectrograph (IFS) being designed and fabricated by the Inter-University Center for Astronomy and Astrophysics, Pune, India, (IUCAA) for the Cassegrain side port of the 3.6m Devasthal Optical Telescope (DOT). The telescope is constructed by the Aryabhatta Research Institute of Observational Sciences, Nainital (ARIES). Its main scientific objectives are the physics and kinematics of the ionized gas, star formation and H II regions in nearby galaxies. It is a novel instrument in terms of multi-IFU, built in deployment system, and high throughput. It consists of one magnifier, 16 integral field units (IFUs), and 8 spectrographs. Each IFU is comprised of a microlens array and 144 optical fibers, and has $7.4^{\prime\prime}{\times}8.7^{\prime\prime}$ field of view with 144 spaxel elements with a sampling of 0.8" hexagonal aperture. The IFUs can be deployed on the telescope side port over an 8' diameter focal plane by x-y actuators. 8 Identical, all refractive, dedicated fiber spectrographs will produce 2,304 R~1800 spectra over 370-740nm wavelength range with single exposure. Currently, conceptual and baseline design review had been done, and is in the critical design phase with a review planned for later this year. Some of the components have already arrived. The instrument will see its first light in 2015.