• 한국초등과학교육학회지:초등과학교육
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• 제27권3호
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• pp.296-306
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• 2008

The purpose of this study was to analyze the attitudes toward science and support for scientific activities of the scientific gifted students' parents and the general students' parents in elementary school. The objects of the study were 99 scientific gifted students and their parents and 433 general elementary school students and their parents. The instruments for the measurement of attitudes toward science included three scales: cognition :About value of science, affection toward science and science learning, and cognitive participation in scientific activities. The instrument to measure parents' support for scientific activities included two scales: indirect support and direct support. The results of the study showed that the attitudes toward science of scientific gifted elementary students' parents were more positive than the attitudes toward science of general elementary students' parents. Also the gifted elementary students' parents supported many more scientific activities for their children with various methods than the general elementary students' parents. Their preferring support methods for scientific activities included 16 items including the collection of information about science education, the record of TV science programs, purchase of scientific books, subscription of periodical publication about science, preparing material for scientific activities, and reading scientific book with children.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.144-157
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• 2008

The purpose of this study was to analyse the influence of mother's characteristics on elementary school students' attitudes toward science. Elementary school students (N=667) and their mothers (N=681) were selected from three other regions, big city, small city, and country. Attitudes toward science and supports for scientific activities were measured by two kinds of instruments. The instrument for the measurement of attitudes toward science includes three scales: cognition about value of science, affection toward science & science learning, and cognitive participation in scientific activities. And the instrument to measure parents' support for scientific activities includes two scales: indirect support and direct support. This research showed that mothers' various characteristics resulted in a difference in students' attitudes toward science. And there were positive correlations between students' attitudes toward science and their mothers' attitudes toward science and support for scientific activities. Also mothers' attitudes toward science and support for scientific activities affected students' attitudes. Especially, mothers' personal interest in science and her mental and physical supports for children's scientific activities had a close relation with students' attitudes toward science.

• International Journal of Computer Science & Network Security
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• 제21권12spc호
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• pp.620-628
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• 2021

The article is devoted to studying the development of scientific and methodological work and its impact on the quality of students' vocational training in higher pedagogical education institutions by applying information technology. The article aim is to development of the organizational methodological support and pedagogical diagnostics of the effectiveness of the project «Modelling scientific and methodological work in a higher education pedagogical institution by applying information technology » realization in the framework of increasing the level of scientific and methodological work in a higher education pedagogical institution as a factor contributing to enhancing the quality of pedagogical education. The research program of the project activity envisages stating and substantiating the problem of scientific and methodological work by applying information technology in the framework of increasing the level and quality of educational activities in a higher pedagogical education institution through the implementation of the project approach, developing a model for the system of organizational and methodological support of the project implementation as well as monitoring the process and evaluating the results of the project implementation in terms of developing teachers' scientific, methodological, information competency and enhancing students' progress in studying. The set of criteria were developed to evaluate the level of formation of scientific and methodological competency as a result of implementing the project for the development of scientific and methodological work. The scientific and methodological work by applying information technology in the academy was carried out in accordance with the following principles: systematic character, consistent diagnostics, practical focus, scientific organizational and methodological support.

• International Journal of Computer Science & Network Security
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• 제21권12spc호
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• pp.703-711
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• 2021

The article is devoted to studying the development of scientific and methodological work and its impact on the quality of students' vocational training in higher pedagogical education institutions by applying information technology. The article aim is to development of the organizational methodological support and pedagogical diagnostics of the effectiveness of the project «Modelling scientific and methodological work in a higher education pedagogical institution by applying information technology » realization in the framework of increasing the level of scientific and methodological work in a higher education pedagogical institution as a factor contributing to enhancing the quality of pedagogical education. The research program of the project activity envisages stating and substantiating the problem of scientific and methodological work by applying information technology in the framework of increasing the level and quality of educational activities in a higher pedagogical education institution through the implementation of the project approach, developing a model for the system of organizational and methodological support of the project implementation as well as monitoring the process and evaluating the results of the project implementation in terms of developing teachers' scientific, methodological, information competency and enhancing students' progress in studying. The set of criteria were developed to evaluate the level of formation of scientific and methodological competency as a result of implementing the project for the development of scientific and methodological work. The scientific and methodological work by applying information technology in the academy was carried out in accordance with the following principles: systematic character, consistent diagnostics, practical focus, scientific organizational and methodological support.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• International Journal of Computer Science & Network Security
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• 제23권2호
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• pp.193-198
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• 2023

The article focuses on the areas of education activities in using techniques for teaching and learning with information and communication technologies (ICTs), researching and analyzing the available ICTs, gearing the technologies to the specific psychological and pedagogical conditions, independently building and modeling ICTs, enlarging and developing their use in the learning environment. The visualization of scientific research has been determined to be part of the educational support for building students' ICT competence during teaching and learning and is essential to the methodology culture. There have been specified main tasks for pedagogy technologies (PTs) to develop the skills of adaptability to the global digital space in students, their effective database operation and using the data bases as necessary elements for learning and as part of professional training for research. We provided rationalization for implementing the latest ICTs into the Ukrainian universities' curricula, as well as creating modern methods for using the technologies in the learning / teaching process and scientific activities.

• Journal of Multimedia Information System
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• 제5권1호
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• pp.43-46
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• 2018

The paper considers the main processes of evolution and convergence of information and communication technologies, which have a permanent source for creation and introduction of innovations in learning and education. The modern scientific and technological revolution gives new features to all modern activities, including activities in the sphere of education, influencing it and transforming its phases, form and content, and perhaps understanding in general. Consequently, general understandings about the essence of the provision of educational services and their technological support are also being transformed. Note that, according to scientists, convergence is a new determinant of the development of society, and evolution is a multidimensional natural process of development (becoming).

• 정보관리연구
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• 제24권2호
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• pp.1-18
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• 1993

우리나라가 구소련(舊蘇聯) 과학기술(科學技術) 정보에 대해 직접적으로 수집하여 활용하고자 하는 사업(事業)을 추진한지는 불과 2년 정도 지났다. 구소련(舊蘇聯)과의 과학기술 협력을 진작시키기 위해 기술정보수집활동은 필수불가결하다. 그러나 상대 국가의 정치(政治) 경제적( 經濟的) 혼란, 기술정보에 대한 철저한 비밀정책(秘密政策), 광대한 영토에 산재한 6,000여개 연구기관(硏究機關) 등을 고려하면, 어느 한 개인(個人)이나 기관이 구소련(舊蘇聯) 과학기술 정보의 수집활동(蒐集活動)을 총체적으로 수행한다는 것은 불가능한 일이다. 그러므로 국가 차원에서 적극적인 전문인력(專門人力)과 예산의 지원이 있어야 하며, 아울러 관련(關聯) 기관간 상호(相互) 협력(協力) 체제를 강구해야 한다.

• 정보관리연구
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• 제42권2호
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• pp.85-102
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• 2011

전통적으로 과학데이터 시각화는 데이터 분석과 관련이 깊은 연구 수행과정 중의 하나로 간주되어 왔다. 그러나 최근 들어서 과학데이터 시각화의 연구영역 자체가 독립적인 학문분야로서 자리를 잡기 시작하면서 시각화의 기술 및 방법들이 점차 고도화되고 복잡해지고 있다. 그러나 과학데이터 시각화 연구가 개인 및 그룹의 연구자들 스스로의 노력으로 시각화 문제를 해결하는 데 있어서 한계가 있다. 따라서 전문집단에 의한 체계적인 지원의 필요성이 대두되고 있으며, 본 연구는 거시적 관점의 국가수준에서 어떻게 과학데이터 시각화를 체계적으로 지원할 것인가를 정책적인 시각에서 분석하였다. 구체적으로 기존 문헌의 조사를 통하여 주요 성공요인들을 파악하였으며, 집중적으로 투자해야 할 연구의 영역을 설정하였다. 다음으로 국가수준의 시각화 연구지원의 전략적인 방향과 전략적 과제를 제언하였다.

• Educational Technology International
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• 제11권1호
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• pp.27-46
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• 2010

The purpose of this paper is to apply the newly developed SICAT teaching and learning model to the actual scene of teaching and learning and draw a point of discussion for utilizing teaching and learning model, by uncovering the satisfaction of students and the inhibiting/facilitating elements when using the model. SICAT(Scientific Inquiry and Creative Activity with Technology; from here on SICAT), a teaching and learning model custom-built for engineering education, was developed, as more and more people paid attention to the demand for creative engineers. It was developed from the basis of PBL(Problem Based Learning), includes three sub-types which can be applied to the actual theory, design, and experimentation fields within engineering education. The three sub-types, which are ARDA(Analysis-Reasoning Activity & Discussion-Argumentation Activity), CoCD (Collaboration Activity & Capstone Design Activity), and ReSh(Reflection Activity & Sharing Activity), respectively support deductive and argumentation activities, creative design and collaboration activities, and retrospection and sharing activities. However, no research has been conducted to investigate whether or not there are inhibiting or facilitating elements in the application procedure, or what the rate of satisfaction for students is, when applying the SICAT model, which was newly developed to innovate existing engineering education, to the actual site of teaching and learning. Therefore, this research applied three types of SICAT teaching and learning models to the theory, design, and experimentation classes at the department of materials science and engineering at Hanyang University for eight weeks. After application, the students, teachers and tutors were surveyed and interviewed, and then the results analyzed in order to uncover inhibiting/facilitating elements and the rate of satisfaction. The satisfaction rate of students from the SICAT teaching and learning model was 3.78(in a perfect score of 5: The A type-3.65, The C type-3.80, The R type-3.90), and inhibiting/facilitating elements were drawn from the aspects of learning activities, support system. In conclusion, they can be contributed for implications of SICAT teaching and learning model universal use at engineering education in University.