• Journal of The Korean Association For Science Education
• /
• v.20 no.4
• /
• pp.667-679
• /
• 2000

One of the major activities in scientific inquiry, as well as in the process of conceptual change, is the generation of scientific hypothesis. In this study, the definition and the characteristics of scientific hypothesis are analyzed. Especially, differences between explanatory hypothesis and scientific explanation, predictive hypothesis and scientific prediction, and scientific hypothesis and the inductive generalization are analyzed. And the process of making scientific hypothesis is suggested as 4 stages, and the role and the characteristic of the abductive thinking, which can be viewed as one of the scientific inferences needed to generate hypothesis, are discussed. In analysis, concrete examples from integrated science textbook of high school are used for application to the classroom teaching.

• Journal of Korean Elementary Science Education
• /
• v.37 no.4
• /
• pp.372-390
• /
• 2018

The purpose of this research is to know the scientific reasoning ability of elementary students. In order to find it, 320 elementary students wrote a report about germination of the 700 or 2,000 years old seeds. Their writings were analyzed by scientific writing analysis frameworks, Scientific Reasoning Types and Scientific Reasoning Level Criteria developed by Lim (2018). Minto Pyramid Principles was used to show statements and relations of statements related to scientific reasoning. This paper showed scientific reasoning statements of elementary students about germination of seeds. The characteristics of scientific reasoning of elementary students were as follows. In the process of logical writing by the types of scientific reasoning, many students showed various characteristics and different levels. In the writings based on inductive reasoning, they did not distinguish between common features and differences of cases, and did not derive the rules based on common features and differences of the cases. In the writings based on deductive reasoning, there were cases where the major premise corresponding to the principle or rule was omitted and only the phenomenon was described, or the rule was presented but not connected with the case. In the writings based on abductive reasoning, the ability to selectively use the background knowledge related to the question situation was not sufficient, and borrowing of similar background knowledge, which was commonly used in other situations, was very rare.

• International Journal of Computer Science & Network Security
• /
• v.21 no.5
• /
• pp.90-97
• /
• 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.

• Journal of Korean Library and Information Science Society
• /
• v.6
• /
• pp.159-185
• /
• 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 Korean Association For Science Education
• /
• v.24 no.2
• /
• pp.375-386
• /
• 2004

Creative thinking alone can not lead to scientific creativity. Scientific knowledge and scientific inquiry skills are needed for scientific creativity. Focused only on cognitive aspect, I suggested a cognitive model of scientific creativity (CMSC) consisting of 3 components: thinking for scientific creativity, scientific knowledge contents, and scientific inquiry skills. Recently, many researchers have emphasized the various thinking for creativity as well as divergent thinking. Therefore, I suggested three types of creative thinking - divergent thinking, convergent thinking, and associational thinking - and discussed its rationale. Based on this model, an example of activity material for the scientific creativity was suggested. In the further research, based on CMSC, various activity types related to scientific creativity and concrete learning materials for scientific creativity will be developed.

• Journal of Science Education
• /
• v.38 no.2
• /
• pp.286-301
• /
• 2014

The purpose of this study is to examine the influence of argumentation for elementary students' scientific writing. Using nine subjects that were comprised of scientific situations and social scientific situations, this study was applied to four 5th grade students utilizing argumentation and scientific writing. The students' scientific writing and argumentation were collected and analyzed based on three domains of scientific writing: scientific thinking, logic, and creativity. The results from this study are as follows. First, the various contents of argumentation positively affected all of the scientific writing domains in post-argumentation scientific writing. Second, the contents of argumentation appeared in the post-argumentation scientific writing as three different forms: 1) Each individual's scientific concepts, claims, and ideas, which were newly mentioned in the process of argumentation, were expressed, 2) Their classmates' claims, grounds and ideas, which were discussed in the process of argumentation, were expressed through internalization, and 3) Expanded ideas, new claims and inferences based on the argumentation were expressed.

• Journal of the Korean Society of Earth Science Education
• /
• v.5 no.1
• /
• pp.95-104
• /
• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of Science Education
• /
• v.33 no.1
• /
• pp.31-43
• /
• 2009

The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.

• Journal of the Korean Society of Earth Science Education
• /
• v.7 no.1
• /
• pp.91-98
• /
• 2014

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

• Journal of The Korean Association For Science Education
• /
• v.15 no.1
• /
• pp.68-72
• /
• 1995

This is very important to know teachers' and children's scientific knowledge, scientific inquiry skills and cognitive abilities for better education of children. The subjects of this study are about 60-150 in each group. There are instruments used ; To test scientific knowledge a test is developed by the author. To test scientific inquiry skills, the test developed by Eun Kyung Yong is used. To test cognitive abilities, GALT, short version is used. There are results; Firstly, inservice teachers' scientific knowledge is better than preservice teachers', which is better than children'. Secondly, inservice teachers' scientific inquiry skills nearly equal preservice teachers', which are better than children'. Thirdly, preservice teachers' cognitive abilities nearly equal inservice teachers', which are better than children'. Fourthly, teachers' (special area-science) cognitive abilities are better than teachers' (special area-vidual art, music, physical education). Elementary teachers in Korea have fundamental abilities to teach elementary children.