• Journal of Science Education
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• v.39 no.1
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• pp.99-112
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• 2015

This study aimed at investigating elementary teachers' stages of concerns and its changes about STEAM education. The participants of this study were 90 elementary school teachers implementing STEAM education in their schools. The Stages of Concern Questionnaire (SoCQ) was administered after the permission was granted by Hall. Data were collected three times from April, June, and December in the year of implementing the exemplary STEAM school. The results indicated that elementary school teachers' concerns toward STEAM education, the differences of the percentile scores of each stages of concerns, showed slightly low. The SoC of teachers in April showed that Awareness(Stage 0) was relatively very high and Consequences(Stage 4) was very low. However, in December, both Awareness(Stage 0) and Management(Stage 3) were very low. In particular, the percentile scores of Consequence(Stage 4) showed the big difference from 54.7 to 74.3. In addition, teachers who took science track in their high schools showed the relatively low score in the stage of Management(Stage 3). Teachers having the degree of Master of Arts presented the relatively low percentile score in the stage of Management(Stage 3). Teachers who majored in STEM related areas at the university presented the relatively low score in the stage of Management(Stage 3). The findings of this exploratory study may provide the useful insights into the integrative approaches of STEAM education.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.262-273
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• 2000

The purpose of this study was to develop a tool for K-12 science curriculum articulation analysis, especially the concept map of 'properties of matter' and the table of the key concepts of 'properties of matter' by grade. We have 5 steps for the purpose; to extract common subject of K-12 science curriculums, to analyze the contents of K-12 science curriculum related to the common subject, to develop and analyze concept maps of K-12 science curriculums, to develop common concept map and the table of key concepts by grade of K-12 science curriculum, and to modify and clear up the concept map and the table. First two steps are related to the develop of 'water' concept map, and the others are related to the 'properties of matter' concept map.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.24-31
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• 2008

This study aims at examining the concepts that apply in understanding the water cycle, to inquire into the concept related to the unit of earth structure that are taught in the Earth Science I. Analysis of word association, drawing and questionnaires showed that it was difficult for them to understand the water cycle within the earth system, and to put components into one integrated system together. In other words, it showed that they have a low standard of understanding in connection with the water cycle, that their understanding of water cycle are simple thoughts rather than systematic thought. It showed that they had an understanding of the atmosphere and hydrosphere to some extent, but they took no notice of the effect of the lithosphere or biosphere, nor do they have an understanding of its effect. Analysis of questionnaires showed that they have no well understanding of water cycle of cyclic nature, and that they have low standard of understanding of the components of water cycle.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.129-149
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• 2021

The purposes of this study were to examine the current status of the establishment of home economics-related departments in colleges and universities and the changes required in the home economics curriculum of secondary schools, and to structure the elective courses of home economics subject(group) that can be organized in the next high school curriculum. To achieve these purposes, related literature and data were analyzed, and a questionnaire survey and FGI were conducted by home economics experts. The research results are as follows. First, home economics was considered to be highly related not only to the human ecology but also to social sciences, education, engineering, and arts and physical education. The numbers of technical colleges and 4-year universities with departments related to home economics were 1,405 and 961 respectively in 2019. Therefore, it was confirmed that there is a sufficient basis for opening home economics subject(group) elective courses in high school. Second, in the secondary school home economics curriculum, the concepts of culture, relations, independence, and sustainability were emphasized based on the changing life patterns and values. It was proposed that the contents of the home economics course would be structured in a way that allows deep and high-level thinking and helps students to enjoy culture. This demand can be implemented by diversifying, specializing, and structuring the elective courses of the home economics subject(group). Third, a total of 18 elective subjects and subject outlines were structured in the fields of child/family, food/nutrition, clothing, housing, consumption/family management, and home economics integration. This study results will contribute to the establishment of the high school credit system by providing basic information for organizing the next home economics curriculum, and expanding the options for home economics subject(group) to high school students.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.21-31
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• 2016

As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.198-210
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• 2013

The purpose of this study investigates high school students' recognition and realities on the integrated science essay and is to suggest desirable direction of integrated science essay of how eduction. To this end, this paper was a questionnaire developed for use, it consists of the status, the writing skills and recognition of integrated science essay. Firstly, all grade students recognize the interest in integrated science essay class, but the need for third grade boys urgently was feeling. Second, STEAM class as a whole than average preference was. Third, integrated science essay was the most relevant, then was mathematics, languages, philosophy ethics, and social. Fourth, integrated science essay class with boys than girls in grade 1, science essay writing, reading science-related essay books, grammar, knowledge of the science and philosophy of science lessons, classes STEAM, read commentary essay reference all on the item, the higher affinity. Currently being implemented in integrated science essay test compared to the first, team teaching approach in schools project under one class teaches students how many teachers should be made. Second, it would require modifications of course content tailored to the preferences of female preference for science higher grade female students to disappear.

• Journal of Science Education
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• v.46 no.1
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• pp.80-92
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• 2022

We fitted latent growth models of attitude towards science using the Korea Education & Employment Panel 2004-2007 data with 343 high school students. The growth model show better fit indices compared to the no growth model. The intercept and slope showed significant variances, and thus, we added control variables of the number, ratio of advanced courses, and variety in science elective subjects, and the achievement percentile for middle school. In the conditional growth model, the previous achievement has significant positive effects on the intercept and the ratio of the advanced courses and variety of science subjects show significantly positive effects on the slope. Based on the results, it supports the 2022 Revised Science Curricular that high school credit system should provide students with basic 'Physics,' 'Chemistry,' 'Biology,' and 'Earth Science,' credits in 'general electives', various integrated subjects in 'converged electives', and highly advanced subjects in 'career electives.'