Field drying remains the primary bottleneck to consistent alfalfa haymaking under Korea’s humid, rain-prone summers. This study evaluated how dry matter (DM) yield and tedding frequency shape seasonal drying trajectories and leaf shatter in Cheonan during 2024. The experiment was conducted in May, June, August, September, and October 2024 with three DM yield levels (3, 5, and 7 ton/ha) and three tedding regimes (no tedding, once daily, and twice daily). Favorable May–June weather enabled swaths to reach <20% moisture within 100 h, whereas in September–October, moisture commonly remained ≥50%, indicating conditions unsuitable for dry hay. Yield effects on drying were generally small except in August, when re-wetting events accentuated between-group differences. Tedding effects were season-dependent: treatment differences emerged after rainfall in August and were evident in September, with twice-daily tedding producing the lowest moisture among tedding treatments. Leaf dropout rose with greater tedding frequency and higher DM yield; significant tedding effects were detected in June and September, and twice-daily tedding often exceeded no-tedding for leaf losses, particularly at 7 ton/ha. Collectively, omitting tedding is a viable option for May–June hay (4 days to ~20% moisture), while for post-June harvests, tedding offers limited drying benefits and may elevate leaf shatter; ensiling is therefore recommended when drying conditions are suboptimal.

This study aimed to establish a regional cooperative network involving the Endangered Species Restoration Center (National Institute of Ecology), local governments, educational institutions, and community residents, and to develop a structured citizen science platform to support the conservation of the endangered beetle Polyphylla laticollis manchurica (Endangered Species Class I). The primary objective was to assess changes in citizens’ awareness and derive practical strategies for the conservation of endangered species through community engagement. Between 2023 and 2024, citizen scientists were recruited in the Miho River area of Cheongju, South Korea, and participated in educational programs designed to strengthen their research capacity. As a result of monitoring activities and ecological education, 153 individuals of P. l. manchurica were identified, demonstrating that participants were capable of independently conducting surveys following training. A post-program survey of 98 participants revealed a high level of understanding of the activities and a strong motivation for conservation activities. However, challenges remain in securing long-term sustainability of such initiatives, including the need for stable funding, structured feedback mechanisms, and appropriate incentive systems for continued citizen involvement. This study underscores the potential of citizen science as a viable tool for endangered species conservation and highlights the importance of regionally coordinated frameworks. The findings provide foundational data for promoting sustained, community-based conservation actions through local cooperation.

본 연구의 목적은 텍스트마이닝 기법을 활용하여 국내 과학기술인력개발 연구의 시기별 연구동향, 주 요 키워드, 연구주제와 학문영역을 파악하며 향후 실무적 및 정책적 기초자료를 제공하는데 있다. 이를 위해 국내 학술논문 및 학위논문 총 182편의 초록을 대상으로 구글 코랩을 이용하여 키워드 빈도분석, 토픽모델링을 실시하였다. 그 결과, 첫째, 1994년부터 과학기술 인재개발 분야 연구가 시작되어 2010년대 중반 이후 급격히 증가하다 2020년대 초반에 감소하는 추세임을 확인할 수 있었다. 둘째, 과학기술인력개 발 연구의 주요 키워드는 ‘교육’, ‘혁신’, ‘직무’, ‘경력’, ‘몰입’ 등이 높은 빈도로 나타났다. 셋째, 토픽모델링 결과, 연구주제는 ① 대학에서의 학업 경험, ② 기업의 조직 특성과 개인 경력·역량 개발, ③ 대학의 글쓰기·교양 기반 기초 역량교육, ④ 과학기술인력의 직무 몰입과 경력 이동, ⑤ 리더십·신뢰 기반의 조직혁신 역량으로 다섯 가지로 구분되었다. 이 연구결과는 과학기술인력개발은 개인, 조직, 사회적 차원에서 상호 적으로 연결되어 발전함을 보여준다. 본 연구는 과학기술인력 대상 HRD 전 분야(ID, CD, OD)를 대상으로 한 종합적인 연구동향 분석이라 는 점에서 의의가 있다. 정책·실무적으로 대학의 기초역량 교육 강화, 재직자의 직무전환 및 경력개발 프 로그램 확대, 조직의 직무몰입 및 조직문화 개선, 리더십 기반의 혁신역량 강화가 필요함을 시사하며, 학 문적으로는 텍스트마이닝 기법이 과학기술인력개발 분야 전반의 연구동향을 효과적으로 파악할 수 있는 방법임을 확인하였다.

과학기술 분야의 고위험 환경에서 안전교육의 필요성 및 중요성이 지속적으로 강조되고 있다. 이에 따 라 학습전이를 위한 학습자 중심 교육 콘텐츠 제공을 목적으로 VR을 적용한 교육 프로그램에 대한 논의 가 교육현장을 중심으로 활발히 이루어지고 있다. 특히, VR 교육의 효과성을 제고하기 위해서는 학습자 의 실제 기술 활용 여부를 예측할 수 있는 VR 기술수용의도에 대한 이해가 중요하며, 이를 기반으로 한 관련 연구가 다수 진행되고 있다. 본 연구는 이와 같은 흐름에 입각하여 연구실 안전교육에서 VR 기술의 수용 의도와 실제 사용행동에 영향을 미치는 요인을 실증적으로 분석하고자 하였다. 이를 위해 A기관에서 연구실 안전사고 예방교육을 이수한 379명을 대상으로 온라인 설문조사를 실시 하고, 탐색적 요인분석, 확인적 요인분석, 구조방정식 모형 분석을 통해 가설을 검증하였다. 통합기술수용 모형(UTAUT)을 토대로 성과기대, 노력기대, 사회적 영향, 촉진조건이 VR 기술의 사용 의도와 실제 사 용 행동에 미치는 영향을 분석하고, 사용 의도의 매개 효과도 함께 검토하였다. 연구 결과, 성과기대와 노력기대는 VR 기술 사용 의도에 통계적으로 유의한 영향을 미쳤으며, 사용 의도는 실제 사용 행동에도 유의미한 영향을 주는 것으로 나타났다. 반면 사회적 영향과 촉진조건은 VR 기술 사용 의도와 행동에 대해 유의한 영향력을 보이지 않았다. 더불어 성과기대와 노력기대는 사용 의도를 매개로 하여 사용 행동 에 간접적인 유의미한 영향을 미치는 것으로 확인되었다. 이 연구결과는 연구실 안전교육과 같은 실천 중심의 교육에서는 동료나 조직의 기대와 같은 외재적 영향보다 학습자의 내적 동기와 기술 활용에 대한 자기 인식이 보다 중요한 영향요인으로 작용함을 보여 준다. 이에 따라 VR 기반 교육의 효과를 극대화하기 위해 학습자의 기술 인식과 수용 특성을 반영한 맞춤 형 설계가 필요하며, 향후 몰입형 안전교육 콘텐츠의 개발과 운영에 기초자료로 활용될 수 있을 것이다.

This study examines how key components of science communication are embedded within science museum exemplary exhibits and identifies exhibit design strategies that enhance their educational and communicative impact. Drawing upon theoretical frameworks in experiential and socially mediated learning, the research explores how exhibit design can facilitate visitor engagement with science communication. To identify strategies that promote effective science communication, the researcher conducted field observations at five science museums in the United States and Germany. Exhibits were selected based on science and technology content and their alignment with at least three of six established components of science communication: concept, interest, enjoyment, nature of science (NOS), opinion, and awareness. Data were collected through photographic documentation and qualitative analysis of exhibit features and visitor interactions. Findings identified thirty exhibit design strategies that enrich science communication in museum, with the most effective being scientists’ work, models, nature of science, science-technology-society, and varied tools. Other strategies such as comparisons, inquiry, hands-on activities, history, questioning, metaphors, dioramas, and aesthetic elements also enhance concepts, interest, engagement, NOS, and opinion. This study contributes to the literature on science communication and museum education by offering a practical framework for exhibit design that promotes inclusive and impactful public engagement with science. Implications are offered for museum professionals, exhibit developers, and science educators seeking to align exhibit content with visitors’ diverse motivations, identities, and learning needs.

In response to the growing demand for deeper and transferable learning in an increasingly complex knowledge society, the 2022 Revised Science Curriculum of Korea introduced “core ideas” as a structural foundation to promote conceptual understanding. Aligned with Understanding by Design (UbD) and concept-based curriculum models, these revisions aim to enhance competency-based learning and support interdisciplinary application. However, conceptual ambiguity surrounding the meaning and implementation of core ideas has posed significant challenges for teachers. We investigated how science teachers understand and interpret core ideas, design and implement inquiry-based instruction, and assess students' process skills, values, and attitudes. In-depth focus group interviews were conducted with twelve in-service secondary school science teachers to examine their pedagogical reasoning and curriculum enactment practices within the 2022 revised curriculum. Findings indicate that teachers recognize the potential of core ideas as powerful, generalizable concepts that foster integration and real-world relevance. Nonetheless, they reported difficulties in redesigning units, facilitating open-ended inquiry, and assessing affective learning outcomes. Teachers emphasized the need for clearer guidance on implementing core ideas, professional development focused on inquiry facilitation, and diverse tools for assessing students’ scientific values and ethical reasoning. The study concludes with practical strategies to strengthen curricular coherence and instructional alignment, including structured examples of core ideas, building teachers’ competency for inquiry-oriented pedagogy, and reinforcing process-based assessment practices.

This study investigated the current research trends related to the integration of artificial intelligence (AI) into science education by analyzing 106 domestic and international research papers published between 2020 and 2025. The analysis categorized the studies according to research stage, topic, methodology, educational subject, and keyword frequency. The results indicate that most research is conceptual and theoretical, focusing on understanding the role of AI and developing educational materials, with limited large-scale empirical or curriculum integration studies. Research is methodologically early stage, predominantly design-based, and exploratory, with a notable lack of studies addressing expanded applications and long-term impacts. Curriculum development is active but incomplete; while AI technology advances rapidly, it often outpaces pedagogical adaptation. Teachers and students’ readiness for AI integration has been identified as a critical gap in emerging training models. Additionally, research on Earth Science Education in the context of AI remains sparse. These findings highlight the need for more comprehensive, empirical, and application-focused research to effectively incorporate AI into science education across all disciplines.

This study explores the pedagogical opportunities and instructional practices that emerge when elementary preservice teachers design science lessons using generative artificial intelligence (GenAI). Drawing on Chiu’s (2024) fourdomain model—Learning, Teaching, Assessment, and Administration—ten third-year pre-service teachers in South Korea participated in a four-week workshop using ChatGPT to design and refine Earth Science lessons aligned with the national curriculum. The participants documented their lesson planning, AI interactions, and reflections, producing qualitative data that were analyzed thematically. Findings show that participants identified various educational possibilities: GenAI supported idea generation and inquiry scaffolding (Learning), helped structure student-centered strategies (Teaching), improved formative assessments and clarified misconceptions (Assessment), and assisted with lesson preparation and time management (Administration). These possibilities translate into specific pedagogical practices, including revising teachercentered approaches to inquiry-based learning, developing scaffolded materials suited to students’ cognitive levels, and reflecting on their evolving roles as science educators. This study suggests that GenAI can act not merely as a tool but also as a catalyst for pedagogical reflection and professional growth. This highlights the need for teacher education programs to foster critical pedagogical reasoning and ethical AI literacy to ensure thoughtful and responsible use of GenAI in science classrooms.

Water resources are a core component of Earth Science Education, and scientific modeling can be used to enhance students’ understanding of water resources. With recent shifts internationally toward standards-based science teaching and learning, researchers have noted the need for a deeper understanding of how teachers use curricula. The purpose of this study is to examine how science teachers interact with the curriculum and help better determine the role teachers’ conceptions of the curriculum play in how they implement the curriculum in teaching water resources. The concept of ‘curriculum use’ relates to the ways in which a teacher interacts with and is influenced by material resources constructed to support instruction. Further, this study focused on teachers’ perceptions of their role within the teachercurriculum relationship, where these might range from that of an enactor of a planned curriculum to that of a collaborator with curriculum materials, to better understand how their notions influence their curriculum use. Three teachers were purposely selected for a post-curriculum implementation interview following a professional development workshop with 21 science teachers. The interviews were analyzed using thematic analysis. Finally, in the context of the implementation of the curriculum, a better understanding of teachers’ experiences and interactions with the curriculum emerged which highlighted how curriculum resource designs can be improved to take advantage of how teachers work with curriculum materials.

Citizen science engages the general public in scientific research, providing opportunities to enhance scientific literacy and inquiry skills. This study aims to explore how participation in the ‘Mission Galaxy’ citizen science project affects high school students' attitudes toward astronomy and science, the development of their scientific inquiry skills, and strategies to sustain their interest and engagement in citizen science activities. From a methodological perspective, a one-group pretest-posttest design was applied to investigate changes in students’ attitudes and skills. A total of 115 high school students participated in the study. Before and after participation, students completed a survey measuring their attitudes toward astronomy and science. Additionally, qualitative data were collected through semi-open questionnaire and interviews to analyze students’ experiences and perceptions. After participating in the citizen science project, students showed significant improvement in their confidence in learning astronomy (p=0.003) and their overall perception of science (p=0.018). Among scientific inquiry skills, observation (31%) and classification (25.4%) showed the most significant improvement, followed by inference (14.1%). In order to ensure students’ continued participation, it was confirmed that interface design and feedback system construction that stimulate participants’ interest and motivation are necessary. The results of this study provide important implications for exploring the meaning of educational use of citizen science projects and ways to induce continuous participation.

This study aimed to standardize the BVR CCD photometry system of the Gwangju Science High School Observatory. We have observed Landolt standard stars using the CDK14 telescope and the STX-16803 CCD camera and carried out the data reduction by Maxim DL. As a result, we estimated the atmospheric extinction coefficients using the observation on August 29 and 31, 2024. By a standardization procedure, we calculated instrumental magnitudes and color indices outside the atmosphere. The instrumental magnitudes of celestial objects measured on the ground by the atmospheric correction were successfully transformed into standard magnitudes, with the standardization conversion formulas provided as following equations.                         The observational analysis revealed that atmospheric extinction coefficients vary depending on the observing conditions and that extinction increases at short wavelength. Additionally, the B filter exhibited significant second-order extinction effects due to color indices, suggesting the necessity of applying second-order atmospheric extinction coefficients for precise observations. This study suggests that Gwangju Science High School Observatory can serve as reliable resources for both educational and research purposes. Furthermore, this study demonstrates the potential for producing high-precision photometric data that meet international standards, even at a secondary school-level observatory. These findings are expected to contribute significantly to future astronomical education and research.

최근 디지털 전환과 나노·광학 기술의 융합이 가속화되면서 화상(이미지·광학) 분야 연구가 증가하고 있다. 그럼에도 불구하고 국내 연구 흐름을 계량적으로 조망한 분석은 드문 실정이다 본 연구는 2014–2024년 11년간 한국화상학회지에 게재된 167편논문 초록을 대상으로 텍스트마이닝을 수행하여 국내 화상 연구의 흐름을 정량적으로 파악하였다. 분석은 불용어 제거·표제어 변환을 거친 키워드 전처리, 키 워드 빈도 분석, LDA 토픽 모델링과 의미망 분석을 통해 수행되었다. 연구는 크게 6개의 토픽(광학 코팅 및 성능 최적화, 나노 소재 기반 광학 장치 개발, 광학 특성 측정 및 분석 기술, 이미지 처리 및 디스플레이 기 술, 유기 고분자 기반 신소재 및 반응 연구, 기능성 재료 및 에너지 응용)으로 수행되었다. 각 토픽의 핵심 키 워드는 동시출현빈도 기반의 의미망 분석을 통해 핵심 키워드간 관계를 살펴보았다. 본 연구는 국내 화상 분 야의 세부 연구축과 성장 영역을 데이터 기반으로 제시하여 향후 연구 로드맵 수립에 기여한다.