• Title, Summary, Keyword: STS 내용

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An Analysis of Inquiry Activities in Chemistry II Textbook by Using 3-Dimensional Analysis Framework (3차원 분석틀을 이용한 화학II 교과서의 탐구활동 분석)

  • Seok Hee Lee;Yong Keun Kim;Seong Bae Moon
    • Journal of the Korean Chemical Society
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    • v.47 no.4
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    • pp.391-400
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    • 2003
  • This study was performed the analysis of seven kinds of the hight school chemistry II textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in seven kinds of textbook was 212. And the number of inquiry activities in seven kinds of textbook was diverse: A textbook had 28, B textbook 25, C textbook 31, D textbook 35, E textbook 31, F textbook 29 and G textbook 33. As for the avaerage number of inquiry activities of each chapter, chapter I "Material Science" is 3.00(9.91${\%}$), chapter II "Atomic Structure and Periodic Table" 4.57(15.1${\%}$), chapter III "Chemical Bonding and Compound" 6.86(22.6${\%}$), chapter IV "State of Matter and Solution" 7.00(23.1${\%}$), chapter V "Chemical Reaction" 8.86(29.2${\%}$). For the analysis of inquiry process dimension, it follows in the order of 'observation and measuring (66.7${\%}$)', 'Interpreting data and formulating generalizations (26.5${\%}$)', 'seeing a problem and seeking ways to solve it (4.1%)', and 'building, testing and revising the theoretical model (2.7${\%}$)'. As for the analysis of the inquiry context dimension, the scientific context occupied 90.5${\%}$, the individual context 4.3${\%}$, the social context 0.9${\%}$, and the technical context 4.3${\%}$. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 9.5${\%}$.

Science Teachers' Perception on Major Features of the 2007 Revised Science Curriculum for Class Implementation (2007년 개정 과학과 교육과정의 주요 내용의 실행에 관한 과학 교사의 인식)

  • Sim, Jae-Ho;Shin, Myeong-Kyeong;Lee, Sun-Kyung
    • Journal of The Korean Association For Science Education
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    • v.30 no.1
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    • pp.140-156
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    • 2010
  • This study aimed to investigate how science teachers perceived major features of the 2007 revised science curriculum and implementing them in classes. The 2007 revised science curriculum included critical features such as creativity, open inquiry, science writing, discussion and STS. In terms of necessity, clarity and complexity of those features for curriculum implementation, teacher perceptions were examined. Particularly with regard to open inquiry assigned 6 class periods per semester as one of the critical features of 2007 revised science curriculum, we asked teachers how they would prepare and implement the technique in their teaching. In results of this study, science teachers agreed on the necessity and importance of those major features of the 2007 revised science curriculum, including creativity, open inquiry, science writing, discussion, and STS. However, they were not clear on how those would work in their classrooms and expected various impediments. Open inquiry was specifically perceived as most negative in its implementation with the mention of various complex reasons. Based on findings in this study, we proposed the 'Dual Action Research Model' for curriculum implementation. It tries to explain how curriculum is implemented in classrooms and diminish the gaps between curriculum developers and teacher users by means of leading teachers to understand the curriculum meaningfully and implement their teaching based on this understanding.

Elementary Science Textbook Analysis of Korea and the United States (한국과 미국의 초등학교 과학 교과서 분석)

  • Kim, Hyo-Nam;Park, Do-Yong
    • Journal of Science Education
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    • v.33 no.2
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    • pp.258-270
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    • 2009
  • Science textbook is the most frequently used teaching material in elementary schools of the United States and Korea. Elementary science textbooks of the United States and Korea are analyzed to find out the educational objectives and characteristics of contents shown in textbooks. About 100 pages each in the first grade and fourth grade science textbooks each nations are selected randomly for educational objective analysis. Life science contents of 1st to 6th grade are analyzed from elementary science textbooks of the United States and Korea. The analyzed textbooks in Korea are 'Wise life,' an integrated subject with social studies and science, and 'science.' The analyzed elementary science textbooks of the United States are Harcourt Science, which is one of the frequently used textbooks. The educational objective framework used includes science knowledge, scientific inquiry, scientific attitude, STS, and philosophy and history of science. The results show science textbooks of the United States emphasize scientific knowledge more than scientific inquiry. Korean science textbooks emphasize scientific inquiry more than scientific knowledge. Elementary science textbooks of the United States present some life science topics redundantly and expose more difficult topics than Korean.

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Teachers' Perceptions about Priority and Hinderance of Science Objectives (교사들이 인식하는 과학과 목표의 영역별 중요도와 장애요인)

  • Bae, Sung-Yuhl;Park, Yune-Bae
    • Journal of The Korean Association For Science Education
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    • v.20 no.4
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    • pp.572-581
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    • 2000
  • Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

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Development of EBOP element technologies for MCFC backup system (MCFC 백업용 EBOP 요소기술 개발)

  • Ryu, Sunglay;Oh, Euntae;Jeong, Jahoon;Hwang, Jungtae;Cha, Inho;Kwak, Cheolhun
    • 한국신재생에너지학회:학술대회논문집
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    • pp.92-92
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    • 2010
  • 여수 국가산업단지, 삼성전자 정전사례에서 볼 수 있듯이 대규모 정전사고는 수백억 이상의 경제적 손실이 뒤따른다. 공장 내에 자체 발전소가 있지만 매번 이런 사고가 재연되어 근본적인 해결책이 필요한 상황이다. UPS 및 디젤발전기를 사용하는 경우, 정전사고로 시 UPS DC bus전압이 일정 수준 이하로 떨어지면 발전기가 기동하여 에너지를 공급하는데 발전기의 특성에 따라 전압의 변동이 심하고 초기기동실패 사례가 종종 보고되고 있다. 본 연구는 연료전지와 전력저장장치의 연계를 통해 산업설비에 안정적으로 전원을 공급하고자 하는 방법에 관한 것으로 연계 제어 로직개발과 Load Leveler, Compensator, STS 등 구성요소 개발을 주요 연구 내용으로 하고 있다. 고온형 연료전지의 열적 안정성을 유지하면서 독립전원의 부하 변동에 대응하기 위한 부가 설비가 기존 제품에 추가 장착되어야 하며, 연계 제어 알고리즘의 확보를 위하여 연료전지 모델링 및 통합시스템 시뮬레이션을 수행하였다. 본 연구에서는 이상과 같은 시뮬레이션 및 백업 모듈 설계 결과를 제시하고자 한다.

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The Educational Program Development of Creativity in Science-Technology-Society for Gifted and Talented Children based on GENEPLORE Creative Thinking Process and Theory of Knowledge Development (GENEPLORE 창의적 사고 과정 모델과 지식발달론에 기초한 영재아 과학-기술-사회(STS) 창의력 교육 프로그램 개발)

  • 전명남
    • Proceedings of the Korea Contents Association Conference
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    • pp.74-87
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    • 2003
  • A model of STS (Science-Technology-Society) creativity education program for the gifted and talented children has been developed, based on GENEPLORE thinking process and Knowledge development theory. The GENEPLORE creative thinking process, developed by Finke et al. (1990, 1992), has two phases such as generative phase and exploratory phase. And The knowledge development theories of Piaget (1977) and Gallagher(1981) assume that knowledge-bases are developed on the basis of empirical as well as reflective abstraction, which could imply that knowledge-bases are crucial in creative thinking process. The creativity education model for the gifted and talented of the present study attempted to integrate 'the individual, creative thinking process, and social/scientific technology' by employing topics of the science-technology-society such as computer, network, biotech, robot, e-business, e-education, e-health, nanotech and entertainment and the structure and contents of the program are proposed

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The Relationship between Students' Images of Science and Science Learning and Their Science Career Choices (중학생들의 과학과 과학 학습에 대한 이미지와 과학 진로 선택 사이의 관계)

  • Lee, Jane Ji-Young;Kim, Heui-Baik;Ju, Eun-Jeong;Lee, Soo-Young
    • Journal of The Korean Association For Science Education
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    • v.29 no.8
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    • pp.934-950
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    • 2009
  • This study attempts to identify the relationship between students' images of science and science learning, and their career choices. A total of 163 students (seventh graders) from three different middle schools participated in this study. Students' images of science and science learning were investigated using the Draw-A-Scientist Test (DAST) and the Draw-A-Science-Learner Test (DASLT), respectively. Then, students' drawings were analyzed using the Draw-A-Scientist Test Checklist (DAST-C) and the Draw-A-Science-Learner Test Checklist (DASLT-C). The relationship between each element composing the students' images and their career choices were analyzed. Among several elements constituting the students' image of science, 'expression,' 'lab coat,' 'oddity,' 'knowledge symbol,' 'technology symbol,' 'co-work,' 'danger,' and 'STS' showed significant differences between students who chose a science-related career and students who did not. It was also revealed that the following elements - 'expression,' 'learning type,' 'inquiry symbol,' and 'learning place' - were more significantly associated with a science-related career choice compared to other elements consisting of an image of science learning.

Science Gifted and Talented Students' Views on Science - Technology - Society (과학 영재들의 STS에 대한 관점)

  • Chung, Choog-Duk;Kang, Kyuung-Hee
    • Journal of The Korean Association For Science Education
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    • v.28 no.2
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    • pp.150-158
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    • 2008
  • The purpose of this study was to investigate the views of STS by science gifted and talented students. A multiple-choice format questionnaire HS-VOSTS was administered to 134 science gifted and talented students. We found that most of students had possessed the tentativeness of scientific knowledge. Science gifted and talented students mainly agreed that government should not control scientists' researches. Science gifted and talented students emphasized that scientists should consider the positive and negative influences of research products. There was no significant difference according to the gender in the view of science gifted and talented students on the definition of science, the external and internal sociology of science, and epistemology. This study would provide implication for the development of gifted students' program and curriculum.

Making Science Documentary: On the role of experts in the production of "Light" by EBS (과학 다큐멘터리 만들기: EBS의 <빛>의 제작과정과 자문위원의 역할을중심으로)

  • Moon, Jiho;Hong, Sungook
    • Journal of Science and Technology Studies
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    • v.13 no.1
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    • pp.145-180
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    • 2013
  • STS studies into science documentaries for television are rare, and they do not even reflect the constructivist fruits of STS. STS have been calling for the need of analyzing 'science-in-the-making' in order to understand science more deeply. Similarly, our starting point is the assumption that science documentary can be better understood when we look into its making process. Under this assumption, we adopted the method of participant observation in analyzing 'documentary practice', trying to open the 'black box' called 'science documentary'. We have here focused on the documentary named "Light" made by a scientific documentary team of EBS, who made "Culture and Mathematics" and "Life". Each of us worked as a main consultant and an assistant staff in making "Light". We will address two main points in this study. First, based on our participant observation and interviews, we will show that the members of documentary making team are thinking about 'science' in distinctive ways. The team tended to emphasize visualization, knowledge linked to people's everyday life, and the distinctive characters of scientists who appear in the documentary. Second, by looking closely into the interaction between the team members and the consultant in the process of completing the script of the documentary, it was possible to understand how the contents of the documentary was constructed more accurately. In the making process, consultant's idea was not simply accepted by the making team, but there were conflicts and compromises. By showing this, we will be able to bring up a reflexive question about the role of consultant in the process of making a science documentary.

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Analysis of Plant-related Learning Materials in Textbooks of Elementary and Secondary Schools II- Focus on Other Subject Matters Except Biology - (초.중등학교 교과서에 나타난 식물 학습 소재 분석 II- 생물영역 이외의 타 교과 중심으로 -)

  • Yeau, Sung-Hee;Chang, Nam-Kee
    • Journal of The Korean Association For Science Education
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    • v.18 no.3
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    • pp.451-458
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    • 1998
  • The trends of plant-related teaching and learning of elementary and secondary schools were presented in this paper. The textbooks of other subject matters except biology were analyzed for their plant-related learning contents. It was suggested that interconnection exists between biology and other subjects in the relations with plant-related learning materials. A total of 331 books were analyzed from 143 elementary schools, 117 middle schools and 71 high schools. 1. Among the learning materials, 264 species of plant were presented in elementary schools textbooks, 295 in middle schools, and 283 in high schools. Other subjcets had more various plants than biology. 2. Korean language, social study and home ecology had more plant materials than other subjects with not only simple citation but scientific concepts and inquiry activities. As this plant-related materials is considerable for school education and science curriculum. 3. The available plants in daily life - resource plants, edible plants, demonstration plants and engineering-related plants - were cited in other subjects. Interconnection of plant-related materials with biology and other subjects will provide basis of STS education and subject integration.

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