• Journal of Society of Preventive Korean Medicine
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• v.8 no.1
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• pp.147-153
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• 2004

This parer reviews the current situation on traditional medicine in the western pacific region. It mainly include government, scientific community and industry interests, national policies, practices and education, public financing systems and self-regulatory associations.

• Journal of Science and Technology Studies
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• v.11 no.2
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• pp.97-119
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• 2011

This paper, as an initiative to fertilize analyses on women's technoscientific practices, reviews theoretical discussions and empirical studies in-between feminism and STS, mainly owing its thinking technologies to Karen Barad's Agential Realism. The first part of this paper shows that women's technoscientific practices as research sites are not only fertile grounds between STS and feminism but also conflict areas between constructivist theories and feminist politics. The second part proposes Agential Realism as an way of thinking to deal with 'conflicts' between STS and feminism in analytical levels. Agential Realism provides useful conceptual tools for 'techno-scientific ways of thinking' through the reconceptualization of agency, the displacement of agency by accountability, and the configuration of STS analysis as 'apparatus.' The third part finds three examples of 'techno-scientific ways of thinking' on women's technscientific practices from previous feminist STS works, which suggests how to analyze not only women's technoscientific practices but also diverse practices of science, technology, and medicine as follows: follow 'the invisible', account for 'ontological choreography', and 'care' for what is analyzed.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.103-114
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• 2021

The purpose of this study is to investigate the history of and recent trends in science education research on emotion and explore the direction of future development. A comprehensive review of literature was conducted, and the results were organized according to research questions. Science education research on emotion began in the state of confusion because a number of concepts coexisted and overlapped in the concept of affect. More systematic approaches were then used when science-related attitudes were divided into the two categories of scientific attitudes and attitudes toward science. The research continued to study on positive and negative emotions relevant to science learning. However, the complex relationship between cognition and emotion and the limitation of the dichotomy dealing with emotions as external factors influencing student learning were revealed. By contrast, the recent research on epistemic emotions were based on the new perspective that scientific practices are accompanied with emotions and that cognition and emotion are integrated into the practices, influencing each other. Therefore, research should be carried out in ways that can help science educators understand a variety of emotions emerging in learning science through scientific practices and respond appropriately to even negative emotions of students.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• Child Health Nursing Research
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• v.22 no.2
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• pp.126-136
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• 2016

Purpose: The purposes of this review were to address misconceptions of childhood fever and fever management practice among parents and health care providers, and to identify the scientific evidences against such misconceptions and practices. Methods: Journal databases and clinical guidelines from 2000 to 2015 were searched. The search terms were fever, fever management, misconception, myth, fiction, fact, fever phobia, child, antipyretics, tepid bath, alternating use/combined use of antipyretics, and physical cooling method. Results: There are significant gaps between current concepts and practices, and the scientific evidence. Misconceptions and unrealistic concerns about childhood fever still exist among parents and even health care providers, worldwide. The evidences suggest that antipyretics should be given carefully with the aim of relieving discomfort or pain rather than decreasing the temperature itself. Alternating use of antipyretics should be discouraged due to the risk of confusion and error. Antipyretics do not prevent febrile convulsions. Moreover, the scientific evidence does not support tepid sponge massage. Conclusion: Evidence-based childhood fever management interventions should be targeted toward parents and health care providers. By adopting an evidence-based approach to nursing interventions, pediatric nurses can ensure children receive appropriate and safe fever management.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.201-202
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• 2005

• World Technopolis Review
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• v.2 no.2
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• pp.96-108
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• 2013

Egypt has been known as the light house of science and innovation not only in the Middle East but to the world across ages. Recently, there have been many ups and downs that positioned Egypt in a lower rank that it actually deserves according to its long history. This review entitles the current condition of science, technology and innovation in Egypt and the consequent setting up of best practices of science and technology parks (STPs) experiences. Egypt's science, technology and innovation (STI) system is highly centralized and dominated by the public sector, with R&D happening mostly in state-run universities and research centers supervised by the Ministry of Higher Education and Ministry of Scientific Research. R&D indicators state that Egypt ranking is 40th worldwide for the published articles (around 10,000 papers in 2011), while the numbers of issued patents (350 local and 50 international in 2011) is still far beyond expected. STPs in Egypt are addressed in this review by three examples; smart village in Cairo, Investment zone in Borg El-Arab City and Technology Valley in Ismailia. The three models are discussed in details and a suggested road map for developing more STPs is estimated.

• Korean journal of communication and information
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• v.54
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• pp.98-117
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• 2011

This paper is a theoretical inquiry of the changing roles of digital technologies in the representation of risk. Critically examining existing perspectives on risk society and risk communication, this paper argues that digital technologies and images in risk communication have been relatively understudied. Having said that, this paper suggests that Actor-network Theory provide useful theoretical tools for current studies on how digital technologies affect contemporary risk communication practices. Furthermore, this paper examines varied recent studies investigating how digital technologies of visualization are at play in risk communication practices. In doing so, this paper demonstrates how digital images and technologies interrupt the processes that scientific evidence is presented and facts are constructed in varied contemporary scientific reasoning. It will focus on the emerging mode of seeing and visual regime made possible by the increased usage of digital image and technologies, which are characterized by networked connection, sensor, computerized algorithm, and increased storage space. Finally this paper will discuss on the implications on future studies on the roles of digital images and technologies in risk communication practices in Korean context.