본 연구의 목적은 학생들이 과학 이론과 과학 법칙의 차이를 어떻게 이해하고 있는가를 알아보는 것이다. 과학 지식의 서로 다른 종류인 과학 이론과 과학 법칙에 대해서 올바르게 이해하고 있는 것은 과학의 본성을 이해하는 데 있어서 매우 중요함에도 불구하고 이에 대한 연구는 충분히 이루어지지 않고 있기 때문이다. 본 연구에서는 서울 지역의 고등학교 학생 32명을 대상으로 개방형 질문으로 구성된 설문을 실시하였다. 조사 결과, 학생들은 '과학 이론은 아직 증명되지 않은 것이며, 과학 법칙은 확실히 증명된 것이다.' 및 '과학 이론이 충분한 증거가 뒷받침되어 증명되면 법칙이 된다.'는 오개념을 가지고 있는 것으로 나타났다. 아울러 학생들이 알고 있는 과학 이론의 상당수가 지구과학 과목에 포함되고, 알고 있는 과학 법칙의 대부분이 물리, 화학 과목에 포함되어 있는 것으로 미루어, 지구과학을 덜 과학적인 학문으로 잘못 인식하고 있을 가능성도 보였다. 따라서 과학 이론과 과학 법칙에 대한 분명한 차이를 이해하는 것은 지구과학에 대한 올바른 인식에도 도움을 줄 것으로 기대된다.

The purpose of this study was to develop a program based on the Earth system based program to help students achieve science literacy. This program was designed to be connected across grade levels, and contents of the program were constructed to have meaningful interdisciplinary context. All the activities in the program were inquiry-based, and understanding of the nature of science was considered essential throughout the program. In addition, appreciation and stewardship for the Earth system were systematically emphasized on any grade level. Design of the program applied U.S. National Science Education Standards for the quality of and conditions for school science programs.

The purpose of this study is to suggest the modification of activities to introduce the nature of science in earth science classrooms. A small modification can turn ordinary textbook activities into the nature of science activities. Since earth science could provide a good basis for the tentative, creative, and socially and culturally embedded nature of science, as well as appropriate understanding about scientific methods, careful modification of earth science activities could be effective for students to understand the nature of science. Considering which aspects of the nature of science are appropriate, along with the possible change in the activity, teachers will be able to modify textbook activities effectively. An example modification of H-R diagram activity was also suggested.

The purpose of this study is to explore high school students' environmental literacy and from its result, to suggest ways to reform environmental education. 1047 students from Seoul and Kyeongki province participated in the survey. The questionnaire consisted of four criteria of environmental literacy including knowledge, skill, attitude and behavior. The result was analyzed and the factors which affect high school students environmental literacy were explored. From this result, we made suggestions to improve environmental education as follows. First, environmental education in school should focus on knowledge criterion. Though school environmental education has been helpful for students to build environmental literacy in attitude and behavior criteria, its effect has not been good enough in knowledge criterion. Second, science education can enhance students' environmental literacy. Students who like science best and students who belong to science major classes were reported to possess better understanding in knowledge criterion. Also, students who like life science appeared to have a more positive attitude in environmental literacy. Third, informal education must be considered to form students' environmental literacy. In particular, the effect of mass media is inarguable. Thus, we should find a way to link formal education and informal education to improve environmental education. Fourth, high school students' interest in the environment must be encouraged since it is evident that higher interest would result in better outcome in environmental education.

본 연구는 예비 초등 교사들의 환경에 대한 태도를 조사하고 이러한 태도에서 비롯된 환경 관련 인식이 학교환경교육에 주는 시사점을 도출하는 것을 목적으로 수행되었다. 연구의 결과, 예비 초등 교사들은 경제적인 성장 내지는 과학기술의 발달이 환경에 미치는 부정적인 영향과 환경보호의 필요성은 비교적 올바르게 인식하고 있는 것으로 나타났다. 그러나 이런 인식과는 대조적으로 삶의 질의 저하에 대하서는 매우 두려워하고 있으며 이는 환경문제에 대한 인식이 실천적 지식으로 연계되고 있지 못함을 보여준다. 아울러 예비 초등 교사들은 환경 문제에 대해 균형감이 상실된 편향된 태도 및 인식 경향을 보이는 것으로 조사되었으며, 이는 이들의 환경에 대한 태도 및 지식이 대개 대중매체를 통해 형성되었기 때문인 것으로 사료된다. 따라서, 예비 초등 교사들이 환경에 대하여 균형 있는 태도를 갖추고 이와 연계된 올바른 인식을 형성하며, 이것이 실천적 지식으로 연계되기 위해서는 학교 교육을 통한 체계적인 환경교육이 필요함을 시사하였다.

The purpose of this study is to assess gifted students' conceptions about nature of science (NOS). Scientifically gifted students who are expected to be professionals in the future should possess an adequate understanding of NOS that if firm foundation for scientific career. 47 volunteers from the 8th grade gifted science program in Seoul National University Gifted Education Center participated to answer questions inquiring NOS conceptions. Their answers were analyzed and compared to different groups such as non-gifted students and younger gifted students. As a result, gifted students' understanding of NOS appeared to surpass that of non-gifted students in many aspects and it seemed that gifted students formed their NOS view in early ages. The relative weakness in their NOS conceptions was found in understanding of scientific enterprise. Their strong misunderstanding about obstacles that minority people would face in scientific enterprise was noticed, too. They admitted that there has been discrimination in scientific enterprise, but they wrongly believed that outstanding scientists cannot be affected by it. Further studies will be required to probe more.

The purpose of this study was to develop a new test instrument based on AAAS Benchmarks for Science Literacy, to assess k-12 students' progress in understanding nature of science (NOS). A total of 276 items were developed including 33 items for grade k-2, 36 items for grade 3-5, 78 items for grade 6-8 and 129 items for grade 9-12 and they were reviewed for validity and reliability. Key ideas that were the foundation of test items were extended, sophisticated and enriched according to the grade level. The general score of this test represents a student's cognitive state about an understanding of NOS. The result of this test can be expected to give some useful information for follow-up investigations, improving instructional design, and conducting further studies.

We have studied 73 pre-service science teachers' conceptions about the nature of science (NOS) using 120 true-false test items based on AAAS Benchmarks statements. We have found that participants have inadequate understanding of the NOS, especially in understanding of five categories of conceptions; change and continuity in science, bias in scientific investigations, hypothesis in scientific investigations, things common in science, and science ethics. The result also indicates that there is a difference between primary pre-service teachers and secondary pre-service teachers. From the analysis of consistency, we also found that this inadequate understanding comes from confusion rather than misconception. All the results support that there is a need of intense pre-service teacher education concerning thenature of science.