Intelligent Curiosity Research Articles

Dr Bowlby: a psychiatrist for our times

Inspired by his experience as a teacher in a special school, John Bowlby became a doctor in order to give psychological treatment to children and their families. His debt to psychoanalysis is evident, while his determination to give external life events at least equal weight with mental states led him towards attachment theory. This pathway is well known, but Bowlby's parallel career as a child psychiatrist doggedly independent of psychoanalysis or medical practice, is not. His intelligent curiosity about human relationships took him beyond the prevailing scientific and clinical fixation with diagnosis, which persists to this day. Dr Bowlby's clinical approach is a model for modern child and adolescent psychiatrists.

Effects of Science Drama Program that Materialized Scientists on Creativity and Character Education for Science Gifted Students

본 연구는 과학자를 소재로 한 과학연극 활동이 과학영재들의 장의인성교육에 마치는 효괴를 탐색하는 데 목적을 두였다. 연구대상은 2014년 대학부설 과학영재교육원의 과학연극캠프에 참가한 151 명 가운데사후 설문지를 완성한 65 명으로 선정하였다. 조사도구로 사전 과학자조사지와 사후 과학연극캠프보고서를 활용하였다. 사전조사에서 과학영재들은 특정 과학자 를 선호하는 이유로 과학자의 ‘독창성’， 과학자의 발견에 대한 ‘지적 호기심’， 과학자의 ‘도전과 열정’， 과학자 를 장래 직업으로 결정하려는 ‘동기’， 과학자의 ‘과제집착력’， 과학자에 대해 알아가는 열 자체에 대한 ‘흥미’ 순으로 나타났다. 사후검사에서도 학생들이 선정한 과학자를 선호하는 이유로 과학자의 ‘독창성’이 가장 높 았으며， 새로운 과학자를 동료학생들에게 알려주고자하는 ‘의사소통 욕구와 과학자를 장래 희밍{으로 결정하려는 ‘동기’ 등이 사전조사보다 높아졌다. 과학연극 캠프를 종료한 후， 과학영재들은 과학연극을 통해 경험한 것으로， 과학자와 과학 이론에 대한 새로운 ‘지식 습득’， ‘협동심’， ‘연극에 대한 흥미’， ‘자신감’， ‘배려’， ‘책임감’， ‘성설성’， ‘공감’ 등을 제시하였다. 과학영재들은 과학자를 소재로 한 과학연극 활동 과정에서 과학자를 선호하는 이유와 과학연극을 통해 경험한 반응에서 장의성 요소 가운데 인지적 측면의 응답이 높게 나타났으며， 과학연극 공연을 위해 협력하는 과정을 경험함으로 써 인성 요소 중 사회적 측면이 강화된 것으로 나타났다.This research intends to exarnine the effect of science drama program on creativity and character education for science gifted students. Research subject was sampled from 151 new entrants to science education center affiliated with university in the year 2014. 65 students among 151 newentrants who participated in science drama program were selected as research subjects due to their completion of survey instruments before and after science drama program. Before science drama, students responded with high percentages of reasons for preference to scientist’s in creativity-cognitive domains, in particular, scientists originality and the student’s own intelligent curiosity. Mter science drama, in comparison before, the science gifted students still prefer to creativity-cognitive, scientists originality of 30% in highest percentage. Also, communication ability increased dramatically from 1. 5% to 15.4%. For non-cognitive, percentages decreased from 33% tO 25%. However, motivation increased from 7% to 9%. For character, percentages were not much changed with 12% for before and after. Regarding overall reflections, For creativity-cognitive, acquisition of knowledge showed 30% as highest percentage while scientists’ originality decreased from 30% to 3%. For creativity - non cognitive, interest (9%) and confidence (8%) increased. The percentages for character - personal and social increased from 12% to 43%. For character - personal, sympathy, care, responsibility, and diligence increased distinctly. For character - social, percentage for teamwork increased from 1% to 25%. It was recommended that science program integrated with arts may be effective for developing creativity and character.

국제천문올림피아드 참가자에 대한 추적연구

We carried out a follow-up study on the students who participated in International Astronomy Olympiad(IAO). We surveyed home and school environment, personal characteristics with regard to four high school student and five college students who participated in IAO from 2002 to 2005. In the home environment variable of science elite students who took part in the IAO, we found out significant corelation between science elites and their parent's educational career. In their personal characteristics, we found out considerably their motivation capacity, intelligent curiosity, flexible and creative thinking ability. This study illuminated that the experience of IAO participation offered the opportunity for the students to gain mare self-esteem and positive confidence on scientific study. The IAO experience is construed to effect greatly the students' future. Through the IAO experience, the participating students are expected to major in astronomy and become excellent astronomers in the future. We expect that the interest of student will increase greatly in the area of astronomy and it will contribute to the substantial development of Korean astronomy. In this respect, with the constant support to the IAO participants, the effort to cultivate outstanding astronomers and follow-up study on those participants of the IAO should be continued.

Invitation to the Neutron Science —An Introduction on Neutron—

Material science is very important and interesting on our living-life and intelligent curiosity. Relationships between structure and function of target materials enable to more search and newly create the objects. The X-ray and synchrotron radiation are powerful tools to elucidate characteristics of the materials, furthermore the neutron is a best partner of X-rays to our purposes. This series will introduce the technique of neutron using, and its scientific development in terms of the probe of the neutron. The first is giving a lecture for the generation of the neutron from a reactor or an accelerator, and a new facility of a pulsed-neutron source with some instrumentation.

Union, section, and committee activities

The American Geophysical Union announces the establishment of the Walter H. Bucher Memorial Fund, for the purpose of executing and awarding a medal, to be presented not more than once a year, in memory of its late President, Walter Herman Bucher. One of his former students, Nelson C. Steenland, has accepted the Chairmanship of a Committee in charge of raising the fund.Dr. Steenland, in accepting the Chairmanship, noted, “For those who have been intimately associated with Professor Bucher in his capacity as teacher, as a colleague, or as a fellow scientist, words of praise are not necessary. He was my teacher, and from him I drew great inspiration, which I carry with me to this day. His illuminating discourses, his challenging questions, his sympathetic understanding, his buoyant spirit, all these qualities and many others in combination make him truly a great teacher, to which his many students will testify. From his many colleagues, I find that these qualities are confirmed. The breadth of his knowledge, his intelligent curiosity, covering not only the full range of science but the arts and humanities as well, are among the many qualities for which his colleagues remember him.