• 한국과학교육학회지
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• 제27권1호
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• pp.9-17
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• 2007

This study sets out to assess the scientific literacy of secondary school students and to describe their differences according to gender, grade, course. This study involved 112 middle school students and 213 high school students. Their scientific literacy was measured by the Scientific Literacy Test designed by Manhart (1997). A 70-item multiple-choice test was used to assess their scientific literacy. The constructs of science factor included 36 items making up physical science, life science, and earth science subtests. The social aspects of science factor consisted of 34 items in nature of scientific inquiry/knowledge, science as a human endeavor, science and technology, and societal perspectives. A two-way analysis of variance (ANOVA) and t-test were conducted using the SPSS program. The scientific literacy score of the middle school students was 45.17. There was no significant difference according to gender but boys tended to perform better than girls on both the constructs of science factor and the social aspects of science factor. The scientific literacy score of the high school students was 51.79. There was no significant difference according to gender. But, boys tended to perform better than girls on the constructs of science factor. Girls tended to perform better than boys on the social aspects of science factor. The students taking a course on natural science got statistically higher scores than the students taking a course on humanities. The high school students got statistically higher scores than the middle school students.

• 한국초등과학교육학회지:초등과학교육
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• 제26권5호
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• pp.489-498
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• 2007

This study focuses on surveying and examining the beliefs of elementary pre-service and in-service teachers about science and science education. The instrument consisted of 21 items about science and science education on a 5-Likert scale(score range from 1 to 5). The one contained science knowledge and scientific invention, and the other contained science teacher, learning science and science learning and teaching. Data were collected from 76 pre-service and 96 in-service elementary teachers(24 male and 148 female). The elementary pre-service and in-service teachers had higher level belief about that science knowledge should be acquired by sequential scientific process, the beliefs of in-service teachers was more explicit than those of pre-service teachers. They had beliefs to educate learners by providing scientific joyfulness and sequential scientific process. But, in-service teachers had difficulties to perform scientific process-based activities. It is necessary to provide scientific experiences to understand the nature of science in pre-service and in-service programs.

• 대한원격탐사학회:학술대회논문집
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• 대한원격탐사학회 2003년도 Proceedings of ACRS 2003 ISRS
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• pp.47-49
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• 2003

Automatic land use and land cover change (LUCC) detection via remotely sensed imagery has a wide application in the area of LUCC research, nature resource and environment monitoring and protection. Under the condition that one time (T1) data is existed land use and land cover maps, and another time (T2) data is remotely sensed imagery, how to detect change automatically is still an unresolved issue. This paper developed a land use and land cover class knowledge guided method for automatic change detection under this situation. Firstly, the land use and land cover map in T1 and remote sensing images in T2 were registered and superimposed precisely. Secondly, the remotely sensed knowledge database of all land use and land cover classes was constructed based on the unchanged parcels in T1 map. Thirdly, guided by T1 land use and land cover map, feature statistics for each parcel or pixel in RS images were extracted. Finally, land use and land cover changes were found and the change class was recognized through the automatic matching between the knowledge database of remote sensing information of land use & land cover classes and the extracted statistics in that parcel or pixel. Experimental results and some actual applications show the efficiency of this method.

• 인간식물환경학회지
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• 제21권6호
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• pp.501-514
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• 2018

This study aimed to develop a program that can be linked to gardening education activities in elementary students' curriculums and creative experience learning courses, and to apply the developed program to 6th graders in an elementary school located in Seoul. Research was conducted in a large category called biophilia, which named the instinct of human nature and nature throughout the research. The curriculum revised in 2015 was selected for the purpose of the garden education program based on the objectives and contents of the unit, and for the purpose of the class. In the process of developing and implementing the program, experience properties and elements were divided into direct and indirect experience of nature, including shapes and forms found in nature, air, water, plants, weather, animals, and natural materials. The results showed that the biophilic horticultural education program was effective in promoting students' multi senses. In the case of the experimental group, all the multi-sensory areas showed statistically significant differences, especially in the area of environmental literacy, environmental effect and emotional balance including plant cultivation knowledge. There was a relatively smaller difference in the dietary effect area than other areas because of no directional dietary program was included in the developed program. As a result, first, it is expected that the data can be utilized on site as a program or place of activity for students in upper grades. Second, it will be necessary to develop a more diverse program using other biophilic elements that were not covered in this study in order to maximize the effects of biophilic education.

• 한국정보시스템학회지:정보시스템연구
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• 제16권4호
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• pp.131-155
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• 2007

The purpose of this thesis is to study on the philosophical analysis model and its methodological application of information systems research evaluation from critical realist perspective. Fist of all, I examine ontological epistemological methodological assertions of critical realism. Because the philosophy of critical realism is an opportunity for information systems study. I examine Dobson and Mutch's critical realist perspective on actors-structure model. I suggest a critical realist actors-praxis-structure model. This model provides the potential for a new approach to social investigations in its provision of an ontology for the analytical separation of structure and agency. Of most importance might be the incorporation of non-humans into the analysis of social interaction and of technology into the elaboration of structures. I also examine Tsoukas's critical realistic meta-theory of management. I suggest a critical realist IS management model. This model elucidate the nature of management and delineate the scope of applicability of various perspectives on management. The causal powers of management reside in the real domain and, taken together, their logics are contradictory, the effects of their contradictory composition are contingent upon prevailing contingencies. I analyze Carlsson's theory of design knowledge. His framework builds on that the aim of IS design science research is to develop practical knowledge for the design and realization of different classes of IS initiatives, where IS are viewed as socio-technical systems and not just IT artefacts. The framework proposes that the output of IS design science research is practical IS design knowledge in the form of field-tested and grounded technological rules. The IS design knowledge is developed through an IS design science research cycle. In conclusion, I think that IS actors-praxis-structure model, meta-theoretical IS management model, and IS design knowledge model according to critical realistic approach are very useful for IS research evaluation. Nevertheless, important problems are left not resolved.

• 한국초등과학교육학회지:초등과학교육
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• 제35권2호
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• pp.253-264
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• 2016

The purpose of this study was to investigate implications of self-directed learning experiments in elementary science education through understanding elementary school students' awareness of their experiences in self-directed learning experiments. Twenty students joined the school science club voluntarily and conducted self-directed learning experiments. We collected data through observation of the experiments, interviews, and questionnaires. The students who participated in the club showed high satisfaction with self-directed learning experiments. The participants were aware that their scientific interest and knowledge, and the confidence in conducting experiments were increased. The students felt positive about the inquiry process of conducting self-directed learning experiments with their own subjects. They also felt a sense of achievement in attempting their experiments in defiance of several failures. The participants realized that the self-directed inquires led to increased declarative and procedural knowledge of science. The students stated that they had some difficulties in coping with the different results contrary to expectations and preparing laboratory materials and instruments. Nonetheless, they showed the promotion of their scientific literacy during overcoming those difficulties. We suggest that self-directed learning experiments can be a more effective way in science learning to make students experience the nature of science than existing school experiments. This can be implemented through a creative experience activities such as science clubs.

• 대한간호학회지
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• 제32권1호
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• pp.50-61
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• 2002

The purpose of this study was to investigate the effects of cardiac rehabilitation teaching program on knowledge level and compliance of health behavior for the patients with myocardial infarction. Method: The subjects were 47 patients 23 were assigned to the experimental group and 24 were for the control. The cardiac rehabilitation teaching program is a individualized teaching program which was delivered to the experimental group during hospitalization period by present researcher. Data were collected through questionnaire surveys for knowledge level and compliance of health behavior from September 15, 1999 to December 31, 2000. The collected data was analyzed by using the SAS program. Results: 1. With regard to the knowledge scores 1) The total knowledge level in the experimental group was significantly higher than in the control group. 2) As to the knowledge domains, nature of disease, risk factors, diet, medication, exercise, and daily activities were significantly higher in score in the experimental group than in the control group. 2. With regard to the compliance of health behavior 1) The average compliance with good health behavior was significantly higher in the experimental group than in the control group. 2) As to the health behavior domains smoking cessation, diet, stress management, regular exercise, and other measures for lifestyle modification were significantly higher in score in the experimental group than in the control group. 3. The pre-treatment knowledge score was positively correlated to the post-treatment knowledge score and post- treatment knowledge score was positively correlated to the post-treatment compliance of health behaviors. Conclusion: The above findings indicate that the cardiac rehabilitation teaching program for the experimental group was effective in increasing level of knowledge and improvement of compliance with good health behavior of patients with myocardial infarction.

• 과학교육연구지
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• 제39권1호
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• pp.15-27
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• 2015

본 연구에서는 과학의 본성을 현대적 관점으로 변화시킬 수 있는 프로그램으로서 2 종류의 과학사-역할놀이 프로그램을 고안하여 그 프로그램의 적용 효과와 과학사 주제별 과학의 본성의 인식의 변화에서 차이가 있는 지를 알아보았다. 과학사 주제에 따른 역할놀이 활동 전후의 과학의 본성 인식변화 효과의 차이를 분석한 결과 I 그룹(원자모형의 변천-역할놀이 활동)과 II 그룹(멘델레프 주기율 표-역할놀이 활동)을 수행한 그룹 사이에 과학의 본성 인식 정도가 통계적으로 차이가 없는 동질한 그룹이었으나, 각각의 주제로 과학사-역할놀이 처치를 한 후 시행한 사후검사에서 I 그룹이 II 그룹보다 그 인식의 정도가 통계적으로 유의미한 차이로 높게 나타났다. 이는 과학사-역할놀이 활동을 처치한 후에 과학의 본성에 대한 인식의 변화 정도는 각각의 역할놀이와 결합시키는 과학사의 주제에 따라 그 효과가 차이가 있을 수 있음을 의미하는 것이다. 본 연구결과는 주제의 흥미도와 난이도를 고려하기 보다는 시계열적 과정을 거쳐 다수의 과학자들이 과학적 이론을 정립해 가는 과정이 포함된 과학사 주제를 선택하여 과학사-역할놀이 활동을 할 경우 과학의 본성의 변화에 더 효과적일 수 있다는 가능성을 시사한다.

• 과학교육연구지
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• 제46권1호
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• pp.17-29
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• 2022

본 연구의 목적은 NOS 관련 주제를 대상으로 컴퓨터가 얼마나 효율적이고 타당하게 학습할 수 있는지에 대하여 정성적으로 탐색하고자 한 연구이다. 이를 위해 NOS와 관련되는 문헌(논문초록 920편)을 중심으로 말뭉치를 구성하였으며, 최적화된 Word2Vec (CBOW, Skip-gram)모델의 인자를 확인하였다. 그리고 NOS의 4가지 영역(Inquiry, Thinking, Knowledge, STS)에 따라 단어수준 워드임베딩 모델 비교평가를 수행하였다. 연구 결과, 선행연구와 사전 성능 평가에 따라 CBOW 모델은 차원 200, 스레드 수 5, 최소빈도수 10, 반복횟수 100, 맥락범위 1로 결정되었으며, Skip-gram 모델은 차원수 200, 스레드 수 5, 최소빈도수 10, 반복횟수 200, 맥락범위 3으로 결정되었다. NOS의 4가지 영역에 적용하여 확인한 모델별 유사도가 높은 단어의 종류는 Skip-gram 모델이 Inquiry 영역에서 성능이 좋았다. Thinking 및 Knowledge 영역에서는 두 모델별 임베딩 성능 차이는 나타나지 않았으나, 각 모델별 유사도가 높은 단어의 경우 상호 영역 명을 공유하고 있어 제대로 된 학습을 하기 위해 다른 모델의 추가 적용이 필요해 보였다. STS 영역에서도 지나치게 문제 해결과 관련된 단어를 나열하면서 포괄적인 STS 요소를 탐색하기에 부족한 임베딩 성능을 지닌 것으로 평가되었다. 본 연구를 통해 NOS 관련 주제를 컴퓨터에게 학습시켜 과학교육에 활용할 수 있는 모델과 인공지능 활용에 대한 전반적인 시사점을 줄 수 있을 것으로 기대된다.

• 한국과학교육학회지
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• 제26권6호
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• pp.743-752
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• 2006

이 연구는 과학영재들의 과학의 본성에 대한 인식을 조사하기 위하여 다지 선다형 검사 문항을 사용하였으며 영역별, 성별, 그리고 사사교육의 일종인 R&E 프로그램 이수 경험별로 나뉘어 조사하였다. 이 조사를 위하여 한국과학영재학교 273명의 학생을 대상으로 설문조사하였다. 연구결과, 과학영재들의 과학의 본성에 대한 인식은 과학지식의 잠정성에서 가장 높은 인식을 보였다. 성별과 R&E 프로그램 이수 경험별로 나뉘어 조사한 결과, 대부분의 경우에 집단별 인식에 있어 통계적으로 유의미한 차이가 나타나지 않았으나 R&E 프로그램을 경험한 집단과 경험하지 못한 집단으로 나누어 인식 성향을 조사하였을 때, 프로그램을 경험한 집단이 과학자의 연구동기 및 연구활동을 보다 사회적인 맥락에서 인식하였고, 과학자의 사회적 책임에 대한 인식도 높았다. 이를 통하여 R&E 활동 경험이 과학 영재 학생들의 과학의 본성에 대한 인식에 영향을 미치는 한 요인임을 확인하였으며 이들 결과는 과학영재 교육 프로그램의 개발과 운영, 특히 R&E 프로그램의 운영과 평가, 그리고 과학영재 교육과정 개발 및 과학교사 교육에 있어 시사점을 제공할 수 있을 것이다.