• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.711-720
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• 2005

The purpose of this study was to understand mechanisms of scientific discovery and how this can help students, as young scientists, to understand scientific ideas in the science classroom. To unravel this mechanism, this study employed the notion of chaos. This phenomena was rediscovered by Edward Lorenz. In this paper, the general concept of chaos was briefly discussed in relation with previous scientific theories such as Newtonian physics and quantum mechanics. Following this, discovery constraints in terms of available technology at the time was described. In addition, Lorenz's psychological processes during the discovery was also discussed. Based on analysis, major implications for the field of science education were the provision of relevant schemata, the use of cognitive tools, the presentation of problems with various representational forms, and the sharing of ideas with others.

• Korean Journal of Child Studies
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• v.11 no.2
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• pp.24-43
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• 1990

This study investigated the effectiveness of teachers inquiry-discovery verbal interaction which was compared with expository-directive verbal interaction. Two teachers from two different kindergarten groups were trained and observed during conversation and science corner activities. Sixty children were observed during science corner activities and tested with a scientific achievement instrument. Teacher's inquiry-discovery verbal interaction had a more positive effect on children's scientific attitudes than teacher's expository-directive verbal interaction. Teacher's inquiry-discovery verbal interaction had a more positive effect on children's scientific achievement than teacher's expository-directive verbal interaction. Children's scientific attitudes and children's scientific achievement had a positive correlation.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.61-73
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• 2004

The purpose of this study was to suggest a grounded theory on the process of undergraduate students' generating pattern-knowledge about scientific episodes. The pattern-discovery tasks were administered to seven college students majoring in elementary education. The present study found that college students show five types of procedural knowledge represented in the process of pattern-discovery, such as element, elementary variation, relative prior knowledge, predictive-pattern, and final pattern-knowledge. Furthermore, subjects used seven types of thinking ways, such as recognizing objects, recalling knowledges, searching elementary variation, predictive-pattern discovery, confirming a predictive-pattern, combining patterns, and selecting a pattern. In addition, pattern-discovering process involves a systemic process of element, elementary variation, relative prior knowledge, generating and confirming predictive-pattern, and selecting final pattern-knowledge. The processes were shown the abductive and deductive reasoning as well as inductive reasoning. This study also discussed the implications of these findings for teaching and evaluating in science education.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.877-885
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• 2009

In this paper, we propose the SINDI-Grid which is a high-performance framework for scientific and technological knowledge discovery using the grid computing. By using the advantages of the grid computing providing data repository of large-volume and high-speed computing power, the SINDI-Grid framework provides a variety of grid services for distributed data analysis and scientific knowledge processing. And the SINDI-Workflow tool exploits these services so that performs the design and execution for scientific and technological knowledge discovery applications which integrate various information processing algorithms.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1106-1117
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• 2004

The purposes of this study were to analyze types of scientific emotion word and to investigate the relationship between the ISE(Index of Scientific Emotion) and the ability of science-knowledge generation in subjects' scientific observation and rule-discovery. The subjects were asked to perform four scientific tasks. The tasks were developed that are suitable for scientific observation and rule-discovery. In performing tasks, the subjects were asked to describe their generated science-knowledge and scientific emotion through self-report questionnaire, performing each task. The strength of their scientific emotion was also measured using adjective emoticon check lists. In subjects' scientific observing, they showed 33.3% of interest emotion which was the biggest, 15.0% of acceptance emotion, and 11.3% of love emotion, respectively. In scientific rule-discovering, types of emotion were shown as 23.8% of interest, 21.5% of disgust, and 10.8% of acceptance, respectively. In addition, ability of science-knowledge generation was significantly correlated to ISE.

• Korean Journal of Child Studies
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• v.36 no.3
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• pp.139-154
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• 2015

The purpose of this study was to explore the process of scientific thinking as it is revealed through the cases of constructive play for young children. For this purpose, the researcher observed and interviewed six four-year-olds in the Jaemi Class while recording them with a camcorder during a free choice activity class in the morning from April 23 to June 25, 2012. The observations were analyzed in chronological order according to the changes of theories and structure as presented by the children themselves. The process of scientific thinking in constructive play for young children can be divided into presentation of naive theories, the abandonment of naive theories according to repetitive experiences and the discovery of inconsistency, the representation of alternative theories, and the abandonment of alternative theories according to repetitive experiences and the discovery of contradictions. On the basis of the results, constructive play has proved to serve a valuable educational function by inducing scientific thinking processes in children. On the basis of this finding, the researcher suggests the need to provide appropriate educational support to teachers.

• Proceedings of the Korean Society of Toxicology Conference
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• 2006.05a
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• pp.45-46
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• 2006

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• Journal of Microbiology and Biotechnology
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• v.31 no.4
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• pp.493-500
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• 2021

Endophytic fungi are symbiotically related to plants and spend most of their life cycle within them. In nature, they have a crucial role in plant micro-ecosystem. They are harnessed for their bioactive compounds to counter human health problems and diseases. Endophytic Diaporthe sp. is a widely distributed fungal genus that has garnered much interest within the scientific community. A substantial number of secondary metabolites have been detected from Diaporthe sp. inhabited in various plants. As such, this minireview highlights the potential of Diaporthe sp. as a rich source of bioactive compounds by emphasizing on their diverse chemical entities and potent biological properties. The bioactive compounds produced are of significant importance to act as new lead compounds for drug discovery and development.

• The Journal of the Acoustical Society of Korea
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• v.31 no.2
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• pp.73-78
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• 2012

The photophone, Alexander Graham Bell's device for transmitting sound through light was patented in 1880. It included the transmitter modulating and reflecting strong light like sunlight to a distant receiver which produced sound. In this working of the photophone, the discovery of the sound-emitting effect under illumination was very essential. Longing for being famous in the scientific community, Bell focused on presenting various methods for producing sounds and for maximizing the loudness by performing intensive research on the photoacoustic effect. Bell's scientific research on photoacoustics was successful in establishing himself as a scientist and laid a foundation of photoacoustic analysis. And his invention became a basis for other researchers' subsequent technologies like fiber-optic communication.