• Journal of the Korean earth science society
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• v.25 no.8
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• pp.684-696
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• 2004

Using six preservice teachers as subjects, this was purpose to research about concepts in understanding carbon cycle, which of concepts were related to the conception of the system, and finally whether or not the systems thinking was sufficiently around carbon cycle. To achieve this study purpose , an instrument related to carbon cycle was developed and administered to the six teachers. The study found that a total of 42 conceptions within the system were concepts related to carbon cycle. The consisted of 15 conceptions in atmosphere, 11 in atmosphere 9 in hydrosphere, and 7 in lithosphere. In aspect of applying the system thinking, 4 subjects who couldn't compose the feedback loop in their causal map failed to apply this type of thinking. The other two who applied systems thinking had 2 and 1 feedback loop each, in their causal maps. But, one of the feedback loop from the subject who made two was based on unscientific reasoning. As a result, the subjects had lower understanding of concepts related to carbon cycle in lithosphere than in atmosphere, atmosphere, and hydrosphere. Futhermore, the subjects' application of the earth systems thinking on carbon was at a low standard.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.501-514
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• 2022

This study aims to reveal what is necessary for pre-service science teachers to make good use of online formative assessment in the context of online classes. For 22 pre-service physics teachers, first, the preliminary perception of online classes, online formative assessment, and formative assessment was investigated; second, the practice process of online formative assessment was examined. Then the differences between perception and practice were compared and analyzed. Data were collected in preliminary surveys, lesson plans, online formative assessment items, and interview data. As a result of the study, an interaction was mentioned as the difficulty of online classes in the preliminary perception, and pre-service teachers mentioned the use of technology, feedback, and adjustment as advantages of online formative assessment. In most cases of practice, the automated feedback was used using the platform's technology, but it did not lead to adjustment and interaction. In addition, the use of items in online formative assessment was not suitable for formative functions. The reason why the interaction using formative feedback did not occur seems to be because the understanding of formative assessment was insufficient. Pre-service teachers need to be prepared for the 'formative' function through the feedback of online formative assessment so that can lead to interaction in online classes. The shift to online classes is creating difficulties, especially in interaction. It is necessary to prepare and educate pre-service teachers on fundamental aspects that can overcome these difficulties.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.127-148
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• 2023

In this study, we used an analysis of the literature on socio-scientific issues (SSI) classes to examine domestic SSI class research and to determine the characteristics of SSI class research for each subject. A search for papers related to SSI classes published in Korea Citation Index-listed journals and candidate journals of the Korea Research Foundation found 95 relevant papers, which were then categorized according to participants and topics. Studies with both pre-service and experienced teachers attempted to investigate SSI-related perceptions. Studies of pre-service teachers tended to examine the level and development pattern of argumentation or to analyze decision-making characteristics and informal reasoning. Studies of experienced teachers tended to analyze instructional expertise in SSI teaching activities, focusing on teachers with substantial SSI teaching experience. Middle and high school students-related studies examined student decision-making and reasoning processes in SSI learning activities, developed SSI class programs, and analyzed educational effects. Examining the characteristics of SSI classes for elementary school students was difficult because few such studies have been published. However, the characteristics that elementary school students show in SSI learning situations could be inferred. A plan to revitalize SSI classes in the elementary science education field from the perspective of teacher education and class research is suggested.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.21-21
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• 2010

천연기념물 제395호 진주 가진리 새발자국과 공룡발자국 화석산지는 1997년 5월 20일, 경남과학교육원 신축 공사장에서 당시 경남과학고등학교 교사로 근무하던 백광석(현재 서상중고등학교 교장)에 의해 최초로 발견되어, 수 백 점의 새발자국 화석과 공룡발자국 화석들이 학계에 알려지게 되었다. 지금까지도 세계 여러나라의 중생대 새 발자국 중에서 가장 밀도가 높은 화석산지로 손꼽히고 있으며 많은 학자들의 관심을 받고 있다. 이곳의 지질은 백악기 하양층군 함안층 하부의 적색 이암 또는 셰일과 사암의 호층으로 구성되어 있고, 새발자국 화석들은 적색 이암에서 발견된다. 현재, 이 화석산지는 경남과학교육원 건물 내부에 위치하고 있으며, '화석문화재전시관'이라는 명칭으로 보호 및 관리되고 있기때문에 자연재해와 풍화에 의한 침식을 1차적으로 막고 있다. 이 화석산지는 우리나라에서는 천연기념물 제394호 해남 우항리 화석산지와 함께 현장을 그대로 보존하면서 화석의 보존과 관리를 동시에 할 수 있는 건물을 지어 자연사교육을 진행할 수 있는 곳으로 많은 학생들을 대상으로 우리나라의 소중한 화석을 직접 관찰하고 학습하는 체험교육이 가능하다. 원격조종카메라 시스템을 활용하여 관람객이 직접 자신이 원하는 발자국 화석을 세부적으로 관찰할 수 있게 장치한 interactive system은 과학교육 효과를 증진시킨다. 선행 연구에 의하면, 본 화석산지에서 익룡의 발자국 화석(KS 071)도 공룡이나 새발자국과 같은 층리면에서 서로 겹쳐서 나타난다고 보고되었으나, 본 연구에 의해 다시 조사된 결과 전형적인 익룡의 발자국 화석에서 보이는 분명한 특징들을 발견할 수 없었다. 물갈퀴를 가진 새발자국 가운데에서 Uhangrichnus chuni 와 Jindongornipes kimi 로 기재된 표본들에 대하여서도 새롭게 분석하였다. Uhangrichnus chuni로 기재된 많은 표본들은 II-IV번 발가락 사이의 각, 물갈퀴의 형태, 뚜렷한 hallux 등의 형태적 특징을 근거로 할 때, 대부분이 Ignotorinis yangi로 판단된다. Jindongornipes kimi로 기재된 표본들은 이미 기재된 표본보다 크기가 적어도 10%-25%가 작으며, II-IV번 발가락 사이의 각에서 차이를 보인다.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.801-812
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• 2013

In this study, we analyzed the analogies in the chemistry domain of 27 middle school science textbooks and 8 high school chemistry textbooks developed under the 2009 Revised National Curriculum. A total of 284 analogies (science, 143; chemistry, 141) were identified from the textbooks, which means that 8.11 analogies (science, 5.3; chemistry, 17.6) per textbook and 0.68 analogy (science, 0.66; chemistry, 0.70) per 10 pages were used on average. Compared with previous curricula that the number of analogies gradually increased, the use of analogy was found to be somewhat decreased in the 2009 Revised National Curriculum. The number of analogies found in each textbook considerably varied depending on course, unit, and publishing company. One hundred ninety one different kinds of analogies were used, among which 38(19.9%) were used over twice. Further analyses of the types of analogies indicated that verbal and pictorial analogy, analogy with abstract target and concrete analog, and enriched analogy were frequently used. However, the term 'analogy' and the description about the limitation of the analogy were rarely mentioned. Artificial analogy, teacher-centered analogy, and analogy with low systematicity were also found to be frequently used. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.126-129
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• 2014

Concerning the difficulty of learning science and reduced interest in science, the authors of this study searched for potential threshold concepts which are portals or gateways in the field of science (particularly chemistry). The nature of these concepts and how to overcome their troublesomeness were further questioned. For this study, 239 high school students completed chemistry II provided information about what difficult concepts and potential threshold concepts in high school chemistry are and how they affect learning chemistry. In particular, the mastery experience of the threshold concepts was explored in detail. Two, "mole and atomic structure" were selected as threshold concepts in chemistry. Not only as important but also as threshold, this study emphasized the importance of the two concepts in terms of features characterizing them as threshold concepts. In particular, the features objectify subjective experiences of students and provide information describing the scientific meaning and distinctive nature of threshold concepts in science. Along with the data from teachers, this study shows the integrative feature as key criteria for students to make meaningful understanding of the two threshold concepts.

• Journal of the Korean Chemical Society
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• v.53 no.1
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• pp.51-61
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• 2009

The purposes of this study are to analyze the learning contents on the measurement of reaction rate which is introduced in the high school ‘science’ and ‘chemistry II’ textbooks, and to revise the experiment appropriate to the learning contents. We examined 11 kinds of ‘science’ textbooks, 8 kinds of ‘chemistry II’ textbooks and 11 kinds of teacher’s manuals used in Korea and additionally surveyed teachers’ opinions on this subject. Most of textbook and teacher’s manuals described that ‘the reaction rate generally decreases through the time’, teachers’ conception also agreed with it. But most of experimental activities in the textbooks were inadequate to explain the concept that the reaction rate generally decreases with time. We analyzed the reasons and revised the experimental condition to solve this disagreement between the description in textbooks and an experimental result. Then we compared improved experimental result and theoretical prediction data. The improved experiment in this study is expected to help to describe the conception of chemical reaction rate in the textbook more clearly.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.946-958
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• 2004

The purpose of this study was to investigate factors in school science influencing students' attitudes toward science. In order to achieve the purpose, a total of 1,002 students at 5th, 7th, and 10th grade levels was sampled and surveys were carried out to examine attitudes toward science and reasons that students liked and disliked science. According to the results, male students liked science more than female students did at all grade levels and 10th graders liked science less than 5th and 7th graders did. The main reason that students liked science was experiments. And the main reason that students disliked science was science teaching methods including science activities, instructional materials, science textbooks and science teachers. Among the reasons that students liked science, factors that affected attitudes toward science were contents and characteristics of science subjects and experiments. Among the reasons that students disliked science, factors that affected attitudes toward science were experiments and science teaching methods. The results suggest that it is desirable to apply appropriate methods according to students' interests in science to develop positive attitudes toward science effectively.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.296-305
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• 2023

This study analyzed the information-seeking behavior of preservice science teachers by observing the process of seeking information needed in a Socioscientific issues (SSI) debate class. Twenty-four fourth-year preservice science teachers participated in the study, and the SSI debate was conducted on the topic of biofuels. The results of the study revealed that preservice teachers go through the process of 'Searching', 'Reviewing', 'Interpreting', and 'Evaluating and Reorganizing' stages when seeking information. The searching stage is divided into identifying topics, role division, and standard setting for a search. The reviewing stage is divided into reviewing sources and reviewing contents. The interpreting stage is divided into interpreting an information and interpreting information from an integrating aspect. In addition, the evaluating and reorganizing stage is divided into evaluating information and reorganizing information. It was found that preservice teachers have difficulty reviewing information and interpreting multiple sources of information in an integrated aspect. Also, it was found that evaluating information activity among preservice teachers' information-seeking behavior affects the level of argumentation in discussions.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.552-563
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• 2009

The purpose of this study is to investigate the students' perception of the learning support system of Korea Science Academy and to propose improvements to it. The impact of the science learning support system on 129 gifted students in Korea Science Academy (KSA) was estimated by using Likert-type items and the multiple-choice method approach for more comprehensive evaluation. The results of our investigation are as follows: First, the learning support system of KSA appears globally useful to the students. The list of educational usefulness to the students comprises, in the decreasing order of utility, classroom work, Internet, lab activities, reading rooms, library, research meetings and clubs, academic advisors (AA), SAF (Science Academy Fair), e-learning system, and finally colloquia by invited lecturers. Second, what the gifted students hope for in the realm of learning support from KSA are learning guides by subject teachers, presentation skill program, the constructions of on/off-line learning communities, etc. It seems that the results of this study would be helpful in improving the learning support system, and will provide useful information for planning the direction of future science-gifted education programs at the high-school level.