• 한국초등과학교육학회지:초등과학교육
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• 제39권3호
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• pp.382-398
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• 2020

This study aims to analyze the relationship between scientific content knowledge of science-gifted elementary students and their expression of scientific creativity, and the characteristics of divided groups according to the levels of their scientific content knowledge and scientific creativity. A science-gifted program was implemented to 33 forth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea. The method of evaluating scientific knowledge was divided into well-structured paper-pencil test (asking specific and limited range of content knowledge of plants) and ill-structured descriptive test (stating all the knowledge they know about plants) to find out which methods were more related to scientific creativity. In addition, in order to find out the characteristics of each group according to the level of scientific content knowledge and scientific creativity, students were required to answer a questionnaire about their own self-perception of scientific knowledge and scientific creativity and how to obtain scientific knowledge. The main results of this study are as follows. First, Both well-structured paper-pencil test (r=.38) and ill-structured descriptive test (r=.51) results of elementary science gifted students were significantly correlated with scientific creativity. Second, As a result of the regression analysis on scientific creativity of science-gifted elementary students, both the knowledge measured by the two evaluation methods have the ability to explain scientific creativity. Third, the students were categorized into four groups according to the levels of their scientific content knowledge and their expression of scientific creativity, and the result showed that the higher the knowledge of science, the higher the scientific creativity. Fourth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type LL students of all 13 students (53.8%, 7 students) answered 'I have little knowledge of plants because I have little interest in them.' Fifth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type HH students of all 15 students (40%, 6 students) answered 'I think my science creativity is high through my experience of scientific creativity. Sixth, the responses to the Questionnaire revealed that 'reading' was the most popular way to obtain scientific knowledge, with 27 out of total 33 students choosing it. In particular, all 18 students from Type HH (high scientific knowledge and high scientific creativity) and Type HL (high scientific knowledge and low scientific creativity) - those with high scientific knowledge - gave that response. On the basis of this research, we should explore practical teaching methods and environment for gifted students to improve their scientific creativity by revealing the nature of the factors that affect scientific creativity and analyzing relationship between knowledge and scientific creativity.

• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.353-366
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• 2011

An alternative vision for science inquiry that appears to be important and challenging is model-based inquiry in which students generate, evaluate and revise their explanatory model. Pre-service teachers should be given opportunities to develop and use their mechanistic explanatory models in order to participate in the practice of science and to have a sound understanding of science. With this view, this study described a case of pre-service elementary teachers' scientific modeling in magnetism. The aims of this study were to explore difficulties preservice elementary teachers encountered while they engaged in a model-based inquiry, and to examine how their understandings of the nature of scientific models changed after the model-based inquiry. The data analysis revealed that the pre-service teachers had difficulties in drawing and writing their own thinking because they had little experience of expressing their own science ideas. When asked to predict what would happen, they could not understand what it meant to make a prediction "based on their model". They did not know how to use or consider their model in making a prediction. At the end of the model-based inquiry they reached a final consensus of a best model. However, they were very anxious about whether the model was the "correct" answer. With respect to the nature of scientific models, almost all of the pre-service teachers initially viewed models only as a communication tool among scientists or students and teachers to help understand others' ideas. After the model-based inquiry, however, many of them understood that they could create, test, and revise their "own" models "by themselves". They also realized the key aspects of scientific models that a model can be changed as evidence is accumulated and a model is a knowledge production tool as well as a communication tool. The results indicated that pre-service elementary teachers' understandings of the nature of scientific models and their previous school science experiences could affect their performance on a model-based inquiry, and their experience of scientific modeling could help them enhance their understandings of the nature of scientific models.

• STI Policy Review
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• 제5권1호
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• pp.112-130
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• 2014

Many actors are involved in the development of regional innovation systems (RIS) such as universities, private firms, research institutions, governments, and public agencies. In a country like Korea, where the central government takes more than 95% of the total government R&D budget, the role of regional authorities in science, technology, and innovation are fairly limited, although in recent years some regional governments have tried to promote innovation activity in their localities. This paper looks into the Gyeonggi Institute of Science and Technology Promotion (GSTEP) in Gyeonggi Province and examines its emerging role and achievements in innovation policymaking. It was found out that GSTEP engages in knowledge brokering with the purpose of helping firms participate in regional technological innovation processes. The knowledge brokering roles of this regional authority are described along with their implications for regional innovation policy. This study aims for a deeper understanding of the nature of the regional authority's role in a RIS through the case study of regional actors transitioning from being subordinators to becoming active participants with greater participation on policymaking and implementation.

• 한국초등과학교육학회지:초등과학교육
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• 제18권1호
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• pp.29-39
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• 1999

The purpose of this investigation was to examine and compare pre-service and in-service elementary school teachers' beliefs about Science-Technology-and Society (STS), particularly beliefs about the nature of science and technology, their interaction within society, and the epistemology of science. Large percentage of pre-service and in-service elementary school teachers were understood to perceive as follows : 1. they regarded the science as 〃Knowledge scheme aiming content'and technology as 'skill for solution of actual problems'. 2. they revealed themselves to perceive tat science/ technology influence our lives through new terms and ideas, that science/ technology is affected by governmental policies and that all the people concerned including scientist and technologist should participate in the course of decision making. 3. they perceived that scientist perform their studies by characteristic abilities and that the studies are affected by their religious viewpoint. Moreover, they were understood to perceive that scientific knowledge are constructed through social interaction. 4. they perceived that scientist discover and develop scientific laws by scientific methods such as verification and certification, and that those scientific laws could be changed later.

• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.282-295
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• 2011

Prior research has reported that student epistemological beliefs might affect their participation in learning and the process of conceptual change. The purposes of this study were to investigate the characteristics of sixth grade students epistemological beliefs about science and the relation between their epistemological beliefs about science and factors related their learning. For this research questions, 245 sixth grade students participated and various test instruments were used in this study. Students answered two types of questionnaires on epistemological beliefs about science and three test instruments on factors related students' learning(achievement in science, science inquiry skills, and cognitive levels). The results of this study were as follows. First, a large number of elementary school students believed that the purpose of science to perform activities like simple experiments. A lot of students believed that scientific knowledge was changeable according to the nature of scientific knowledge and that scientific knowledge could be learnt on their own. Also, many students believed experiment results to be basis on which to form personal scientific conceptions. Second, students who believed in more modern epistemology about science represented higher levels of science learning achievement, science inquiry skills, and cognitive levels. Therefore, when developing science curriculum, science educators need to consider how to develop student modern epistemological beliefs about science.

• 과학교육연구지
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• 제43권3호
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• pp.363-381
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• 2019

본 연구는 이공계열 대학생들의 기술의 본성(NOT)에 대한 인식 조사를 위하여 기술의 본성(NOT)에 대한 문헌 연구와 선행 연구를 분석하여 통합적이고 포괄적인 기술의 본성(NOT)의 개념 틀을 제안하였다. 또한 이를 바탕으로 수도권 소재 종합대학 이공계열 대학생 약 517명을 대상으로 기술의 본성(NOT)에 대한 인식을 분석하였다. 연구 결과는 다음과 같았다. 첫째, 기술의 본성(NOT)에 대한 문헌 연구를 통해서 제시된 통합적인 NOT개념 틀은 총 5가지 영역으로 1. 인공물로서의 기술(Technology as Artifacts), 2. 지식으로서의 기술(Technology as Knowledge), 3. 실행으로서의 기술 (Technology as Practice), 4. 역사로서의 기술(Technology as History), 그리고 5. 사회의 한 부분으로서의 기술(Technology as a part of Society)이다. 둘째, 본 연구에서 제안한 5개 영역의 NOT 개념 틀을 기준으로 분석한 이공계열 대학생들의 인식조사 결과, 학생들은 기술에 대하여 3. 실행으로서의 기술(26.4%), 5. 사회의 한 부분으로서의 기술(25.8%), 그리고 2. 지식으로서의 기술(24.3%)의 3가지 영역을 중요한 기술의 본성 개념으로 인식하고 있는 것으로 나타났다. 셋째, 학생들이 제시한 기술의 본성 개념의 세부 내용을 분석한 결과 우리나라 이공계 대학생들은 복잡하고 추상적인 기술의 본성(NOT)에 대하여 비교적 구체적이고 다양한 인식을 하고 있다는 것을 확인할 수 있었다. 특히 이공계열 대학생들은 기술을 삶의 편리를 위한 목적으로 기술적 지식을 활용 및 적용하는 능력이면서, 그를 통하여 산출된 결과물이라는 인식하는 것으로 나타났다.

• 대한간호학회지
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• 제32권6호
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• pp.897-905
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• 2002

The purpose of this study was to discuss and address the state of the knowledge development and the nature of knowledge regarding fatigue. Method: This study analyzed the 63 fatigue related articles published from 1990 to 2001. The analysis schema was 'Alternative linkages among philosophy, theory, and method for nursing science' (Kim, 1993). Result: The 63 articles had been studied only within 5 types among all 96 types of linkages. Most of the articles (59 among 63 articles) had been studied within scientific realism and deductive logic. Fifty-three articles among 59 articles were the type of explanatory and predictive theory, grasping reality by the etic method on the controlled setting. Conclusion: This study suggests more development of knowledge regarding fatigue with various logics, especially with discovery logic such as inductive and retroductive or methods in multiple designs on various subjects under various philosophy needed for nursing practice.

• 한국과학교육학회지
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• 제36권3호
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• pp.485-498
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• 2016

본 연구에서는 동아시아 지역과 서양의 자연의 의미와 자연에 대한 관점을 문헌분석을 통하여 비교하였다. 서양에서는 자연과 인간이 분리되어 있는 것으로 인식한다. 자연을 규칙적이고 합리적인 것으로 바라보며, 입자론, 기계론적 관점을 취한다. 반면, 동아시아에서는 자연과 인간이 상호작용하며 타협적 관용성을 지니고 있는 것으로 생각한다. 자연을 계속 변화하는 존재로 인식하기 때문에 파동론적 입장을 취한다. 서양 자연관의 특징은 자연을 규칙성을 지닌 존재로 보고, 인간 중심의 입장에서 자연을 바라본다는 것이다. 그리고 사물의 구성 요소가 되는 원자나 입자들 사이의 관계를 규명하고 인과율적인 법칙을 찾아 자연의 규칙을 밝혀내어 자연을 설명하고자 한다. 동아시아 자연관의 첫 번째 특징은 논리적이고 비타협적인 서양의 자연관과 달리, 서정적인 자연관을 갖고 있다는 점이다. 천지와 만물, 인간이 서로 조화롭게 연관되어 서로 영향을 주고받는 다는 유기체적 자연관은 동아시아 철학의 기본이 되는 음양이원론과 오행설의 바탕이 된다. 그리고 또 하나의 특징은 직관적 자연중심 사상이다. 동아시아는 천(天) 중심사상을 갖고 있다. 하늘 아래에서 인간은 차별이 없다. 서양의 과학정신이 매우 엄밀하고 비타협적인데 비하여 동아시아 지역은 관용적이어서, 모든 것을 등가치적으로 다루는 타협적인 관용성이 사고의 패턴을 이루는 경우가 많다. 그런데 과학 지식과 개념은 개인의 자연관에 따라 다르게 받아들여진다. 한국의 학교 과학교육에서는 현대 서양과학의 자연관을 따르고 있으며, 자연관에 대한 인지유형에 대한 고려를 충분히 하지 못한 채 과학 교육이 이루어지고 있다. 따라서, 동 서양의 자연과 자연관에 대한 다양한 관점을 학교 과학교육에 접목하여 학생들이 갖는 다양한 문화와 과학에 대한 생각을 함께 나눌 수 있도록 해 주어야 한다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.405-414
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• 2011

The purpose of this study is to identify how primary students make decision in an anomalous situation of discrepancy between the observation result and their prior knowledge and what is the relationship between their decision and views on science. In this study, the researchers have observed a science class of fifth graders for two months and collected qualitative data such as field note, audio transcript, video-recording, photo and interviews. It is shown that participants experienced three types of subjective observation as listed: expectation-related, theory-dependent and dilemmatic observation. The questionnaire of the students to the views on science reveals that most of them thought highly of empiricism and utility of science. With this result, it is found that they took into account the limitation and provision of experiments while making judgment in an anomalous situation. That is to say, their assessment of experiments and observation is crucial in judgment in the situation that their observation is incompatible with their prior knowledge. The researchers conclude that their views on science may influence their observation and suggest the ways to promote students' ability linked to observation.

• 서비스연구
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• 제8권3호
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• pp.81-95
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• 2018

본 연구는 인류의 지속가능 성장을 위해 과거 위기를 극복했던 경험에서 나온 지식과 지혜콘텐츠를 사용자들에게 효과적으로 제공할 수 있는 서비스모델을 제안하였다. 지혜콘텐츠로서 서비스되기 위해서는 서비스 본질이 바탕이 되어야 한다는 필요성을 제시하고 현재 제공되고 있는 지식콘텐츠 서비스들을 서비스 본질 관점에서 분석하였다. 그 결과 현재 지식콘텐츠 서비스는 일방향적이고 제공 정보에 일관성이 없으며, 다양한 연관정보들을 함께 제공하지 못하는 등 활용성이 낮은 구조인 것으로 분석되었다. 이는 단순 지식콘텐츠를 일방적으로 제공하는 역할에 그칠 뿐, 여러지식들을 연결하여 상위 수준의 지혜를 제공하는 지혜콘텐츠서비스가 되지는 않고 있는 것이므로, 본 연구에서는 현서비스 시대에 부합하는 지혜콘텐츠 서비스모델을 설계하여 제안하였다. 본 연구에서는 보다 활용도 높은 지혜콘텐츠서비스가 되기 위한 방안으로 서비스본질을 반영한 새로운 지혜콘텐츠서비스 제공모델을 제안하였다. 제안된 지혜콘텐츠 서비스모델은 기존의 단편적이고 일방향적인 지식제공 서비스에서 벗어나 하나의 스토리를 구성하고 다양한 연관정보를 제공할 수 있도록 하였다. 이를 통해 사용자가 상위수준의 지혜를 쉽게 습득하고 활용할 수 있도록 하였다. 본 연구는 지혜콘텐츠서비스 개발을 위한 기초 연구로써, 향후 지혜콘텐츠서비스에 대한 상세한 논의와 서비스시스템 분석, 사용자 수요조사를 통한 맞춤형 서비스 방안 제안 등에 대한 추가 연구가 필요하다.