• Journal of Technology Innovation
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• 제16권1호
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• pp.81-106
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• 2008

By analyzing a nation-wide survey, this article examines research related norms and values of 684 scientists in 16 universities and 7 government supported research institutes. The survey shows that Korean scientific community tends to reject communality and disinterestedness while it accepts universalism as a norm. Organized skepticism is received a lukewarm support. In contrast, Korean scientific community tends to perceive the intellectual property and secrecy as legitimate and believe that scientists should consider the applicability of scientific research outcome and its social impacts when they choose research topics. When other variables are controlled for, the more basic research a scientist conducts the scientist is more likely to support communality and reject secrecy. The younger scientists are less likely to accept disinterestedness and the claim that the scientists should keep distance from social issues than the older. Scientists who work in the government-supported research institutes are more likely to view secrecy for more than 6 months as legitimate and reject the claim that science should not be affected by society than university scientists. The implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• 제39권2호
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• pp.221-232
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• 2019

Despite the continuing emphasis on the importance of scientific inquiry, research studies have commented that authentic scientific inquiry is not implemented in school science classroom due to a lack of understanding of scientific inquiry by the teacher. The purpose of this study is to investigate understanding of scientific inquiry developed by beginning teachers through open-ended questionnaire and semi-structured interview. They voluntarily set up the goal of inquiry-based classes, planned inquiry-based classes, shared and reflected their teaching experience in professional learning community for more than a year. It appeared that participant teachers understood scientific inquiry as 'what scientists do', 'process how students do science' and 'science teaching methods.' All teacher participants described scientific inquiry as 'what scientists do', and understood 'the process of doing scientific investigation to solve problems related to natural phenomenon' and 'the process of constructing scientific knowledge using scientific practice.' Two participant teachers seemed to understand scientific inquiry as a 'teaching method' based on the understanding of the process how scientists or students do science. Participant teachers had a limited understanding of scientific inquiry that it is the same as laboratory works or hands-on activities prior to engaging the professional learning community, but they developed an understanding of scientific inquiry that there are various ways to conduct scientific inquiry after engaging in professional learning community.

• Journal of Science and Technology Studies
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• 제6권1호
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• pp.89-118
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• 2006

The formation of early korean scientific community is a dynamic process of korean modern history in which colonialization, liberation, United States Army Military Government and Korean War is included. Particularly, scientist's crossing over the border into north korea and south korea have profound effect on the early stage of our scientific community. This period is so important to understand the nature of korean scientific community that we need to re-interpret the role of 'ideology' in the development of scientific community. On the other hand, war is a important element in our formation of the image of the science. This study purported to interpret the problem of political ideology, it's role in the formation of early scientific society, it's implication on our idea of science positively. Also the study is a an attempt to re-construct the scientist's struggle(1945-1950) to demarcate new science from old, colonial science.

• Journal of the Korean Chemical Society
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• 제64권4호
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• pp.210-224
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• 2020

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.

• Proceedings of the Korea Technology Innovation Society Conference
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• 한국기술혁신학회 1999년도 추계학술대회
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• pp.275-293
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• 1999

• Journal of Digital Convergence
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• 제10권9호
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• pp.15-26
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• 2012

Korea's S&T communities were expanded rapidly according to the development of science-based industry. But their economic positions is low despite of their social importance. It's one of the reasons why Korean teenagers avoid S&T. Today, the global economy is relying on science and technology. Human Resource of Science and Technology is a important factor of national development. Scientific technologists' community should find their suitable social positions. The purpose of this study is to identify various issues contributing to the current issues of scientific technologists society not wanting to social activities and further explore various strategies to encourage their higher activities in the society and economy area. This result is beginning stage and has lot of things to be settled. Also presents initiative for further development of scientific technologists society. Based on information and learning that are extracted from the attempts found in several cases of scientific technologists society over the world, the initiatives would pave the way for our scientific technologists society.

• Journal of Korea Technology Innovation Society
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• 제7권3호
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• pp.581-606
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• 2004

Korean Innovation Systems are in transition from catch-up regime to post catch-up regime. This paper tries to analyse the change of scientific and technological practices in the public sector of Korea Innovation Systems. This paper focus on the way public sector scientific and technological practices are regulated and contribute to private sector. It is argued that self-governing practice of public S&T community is being enhanced and the requests of private sector for the public sector's contribution through research activity are reinforced in emerging post catch-up regime.

• Journal of The Korean Association For Science Education
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• 제36권3호
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• pp.371-387
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• 2016

Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.

• Journal of Korean Elementary Science Education
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• 제33권2호
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• pp.242-257
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• 2014

Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers' perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined 'student's scientific creativity' as the ability to make a product both original and useful to the student in terms of little-c creativity, and 'scientist's scientific creativity' as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an 'Assessment Formula for Scientific Creativity' was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.

• Journal of Internet Computing and Services
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• 제20권6호
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• pp.73-84
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• 2019

Machine learning as a service, the so-called MLaaS, has recently attracted much attention in almost all industries and research groups. The main reason for this is that you do not need network servers, storage, or even data scientists, except for the data itself, to build a productive service model. However, machine learning is often very difficult for most developers, especially in traditional science due to the lack of well-structured big data for scientific data. For experiment or application researchers, the results of an experiment are rarely shared with other researchers, so creating big data in specific research areas is also a big challenge. In this paper, we introduce the KISTI-ML platform, a community-based rapid AI model development for scientific data. It is a place where machine learning beginners use their own data to automatically generate code by providing a user-friendly online development environment. Users can share datasets and their Jupyter interactive notebooks among authorized community members, including know-how such as data preprocessing to extract features, hidden network design, and other engineering techniques.